The Oxford Handbook of Music Education, Volume 1

Contents

• Handbook Preface
• Acknowledgments
• External referees
• Section 1: Music education and the role of music in people's lives
• Section Editor: Graham F. Welch and Gary E. McPherson
• Chapter 1: introduction and commentary: Music education and the role of music in people's lives
• Graham F. Welch and Gary E. McPherson
• Chapter 2: Music's place in education
• Wayne Bowman
• Chapter 3: International perspectives
• Marie McCarthy
• Chapter 4: A philosophy of music education
• David J. Elliott
• Chapter 5: Cultural diversity: Beyond 'songs from every land'
• Huib Schippers and Patricia Shehan Campbell
• Chapter 6: Some contributions of ethnomusicology
• Bruno Nettl
• Chapter 7: Musical identities mediate musical development
• David J. Hargreaves, Raymond MacDonald and Dorothy Miell
• Chapter 8: Supporting motivation in music education
• Authors: James M. Renwick and Johnmarshall Reeve
• Chapter 9: Becoming a music learner: Towards a theory of transformative music engagement
• Susan A. O'Neill
• Chapter 10: Initiating music programs in new contexts: In search of a democratic music education
• Graca Mota and Sergio Figueiredo
• Chapter 11: Implications of neurosciences and brain research for music teaching and learning
• Donald Hodges and Wilfried Gruhn
• Section 2: Music learning and teaching in infancy and early childhood
• Section Editor: Margaret Barrett
• Chapter 12: Commentary: Music learning and teaching in infancy and early childhood
• Margaret S. Barrett
• Chapter 13: Musical lives of infants
• Mayumi Adachi (Japan) and Sandra E. Trehub
• Chapter 14: Musicality and musical culture: Sharing narratives of sound from early childhood
• Colwyn Trevarthen and Stephen Malloch
• Chapter 15: Music and language in early childhood development and learning
• Lily Chen-Hafteck and Esther Mang
• Chapter 16: Musical participation from birth to three: Towards a global perspective
• Susan Young and Beatriz Ilari
• Chapter 16: Creative meaning-making in infants' and young children's musical cultures
• Margaret S. Barrett and Johannella Tafuri
• Section 3: Music learning and teaching during childhood: Ages 5-12
• Section Editor: Kathryn Marsh
• Chapter 17: Commentary: Music learning and teaching during childhood: Ages 5-12
• Kathryn Marsh
• Chapter 18: Children's ways of learning inside and outside the classroom
• Eve Harwood and Kathryn Marsh
• Chapter 19: Creating in music learning contexts
• Jackie Wiggins and Magne Espeland
• Chapter 20: Meaningful connections in a comprehensive approach to the music curriculum
• Janet R. Barrett and Kari K. Veblen
• Chapter 21: Multiple worlds of childhood: Culture and the classroom
• Chee-Hoo Lum and Kathryn Marsh
• Chapter 22: Music education in the generalist classroom
• Neryl Jeanneret and George DeGraffenreid
• Chapter 23: Instrumental ensemble learning and performance in primary school
• Sharon G. Davis (USA)
• Section 4: Music learning and teaching during adolescence: Ages 12-18
• Section Editor: Oscar Odena and Gary Spruce
• Chapter 24: Commentary: Music learning and teaching during adolescence: Ages 12-18
• Gary Spruce and Oscar Odena
• Chapter 25: Teaching, learning and curriculum content
• Chris Philpott and Ruth Wright
• Chapter 26: Youth culture and secondary education
• Randall Everett Allsup, Heidi Westerlund and Eric Shieh
• Chapter 27: Assessment in the secondary music classroom
• Martin Fautley and Richard Colwell
• Chapter 28: The community music facilitator and school music education
• Lee Higgins and Brydie-Leigh Bartleet
• Chapter 29: Creativity in the secondary music classroom
• Oscar Odena
• Chapter 30: Technology in the lives and schools of adolescents
• S. Alex Ruthmann and Steven C. Dillon
• Section 5: Vocal and Choral Music
• Section Editor: John Nix
• Chapter 31: Commentary: Vocal and choral music
• John Nix
• Chapter 32: Solo voice pedagogy
• Jean Callaghan, Shirlee Emmons and Lisa Popeil
• Chapter 33: Group and ensemble vocal music
• Sten Ternstrom, Harald Jers and John Nix
• Chapter 34: The young singer
• Ken Phillips , Jenevora Williams and Robert Edwin
• Chapter 35: The older singer
• Robert T. Sataloff and Jane Davidson
• Chapter 36: Voice health and vocal education
• John Nix and Nelson Roy
• Section 6: Instrumental Music
• Section Editor - Susan Hallam
• Chapter 37: Commentary: Instrumental music
• Susan Hallam
• Chapter 38: Processes of instrumental learning: The development of musical expertise
• Susan Hallam and Alfredo Bautista
• Chapter 39: Practice
• Andreas C. Lehmann and Harald Jorgensen
• Chapter 40: The changing face of individual instrumental tuition: Value, purpose and potential
• Andrea Creech and Helena Gaunt
• Chapter 41: Building musicianship in the instrumental classroom
• Robert A. Duke and James L. Byo
• Chapter 42: Psychological and physiological aspects of learning to perform
• Ioulia Papageorgi and Reinhard Kopiez
• Chapter 43: Musical instrument learning, music ensembles, and musicianship in a global and digital age
• Frederick Seddon and Michael Webb
• Chapter 44: The role of bodily movement in learning and performing music: Applications for education
• Jane Davidson
• Section 7: Ensembles
• Section Editor - Jere T. Humphreys
• Chapter 45: Commentary: Ensembles
• Jere T. Humphreys
• Chapter 46: The sociology and policy of ensembles
• John W. Richmond
• Chapter 47: North American school ensembles
• William R. Lee with Michael D. Worthy
• Chapter 48: Once from the top: Reframing the role of the conductor in ensemble teaching
• Steven J. Morrison and Steven M. Demorest
• Chapter 49: Community music ensembles
• Don Coffman and Lee Higgins
• Chapter 50: Youth orchestras
• Margaret Kartomi
• Chapter 51: Popular music ensembles
• Carlos Xavier Rodriguez
• Chapter 52: Pathways to learning and teaching Indigenous and World Music ensembles
• Robert Burke and Sam Evans