Table of 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
Graça Mota and Sérgio 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 Ternström, 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

About the Author

Gary E. McPherson is Ormond Chair and Director of the Melbourne Conservatorium of Music, University of Melbourne. He is editor of The Science and Psychology of Music Performance (OUP, 2002, with Richard Parncutt) and The Child as Musician: A Handbook of Musical Development (2006) and co-author of Music in our lives: Rethinking musical ability, development and identity. A past President of the International Society for
Music Education, he has published well over 100 publications across a range of music education and music psychology topics.

Graham Welch is Chair of Music Education at the Institute of Education, University of London. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE) and Immediate Past President of the International Society for Music Education (ISME). His publications number over three hundred and embrace musical development and music education, teacher education, the psychology of music, singing and voice science and music in special
education and disability.

Reviews

"This comprehensive handbook is the ultimate reference for those interested in music education...The format is superb; each part or topic is outlined in the table of contents, and each chapter includes an overview, graphs and charts (if applicable), reflective questions, the key source, and detailed references. Each volume has its own thorough index...The
editors' work is excellent. The handbook includes research but can be used for quick reference to a specific topic or for study of the multi-faceted aspects of creating and sharing musical experiences...Essential." --Choice