Routledge International Handbook Of Music Psychology In Education And The Community
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Routledge International Handbook of Music Psychology in Education and the Community
This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts. The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world. Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.
Seasoned Musicians Playing Beyond the 5th Decade
Author: Warren Brodsky
language: en
Publisher: Oxford University Press
Release Date: 2025-05-22
When you attend a live classical music concert, have you noticed that the players are both younger and older musicians? The younger members are clearly competent players having received their position in the orchestra after a series of auditions and a trial period, but what about the older players? How do they keep up with the younger musicians? After all, the differences in the musicians' ages might be as much as 20 to 30 years. Does age-related wear-and-tear take a toll on the performance-related skills of orchestra players? Seasoned Musicians Playing Beyond the 5th Decade investigates the Symphony Orchestra lifestyle and its relationship with ageing. The book is based on over 50 interviews with professional Symphony Orchestra musicians from the BBC Philharmonic Orchestra and the Halle Orchestra in the UK, the Jerusalem Symphony Broadcasting Orchestra and the Israel Sinfoneitta Orchestra in Israel, and the Freiburg Philharmonic Orchestra in Germany, as well as finger-tapping exercises, a think-aloud protocol during deliberate practice, and a music performance analysis. It explores the attitudes, perceptions, and experiences of orchestra musicians and the resilience of seasoned musicians to ageing. The book is divided into four parts. Part I delineates the background and foreground of the orchestra musician. Part II outlines various considerations of ageing in a music performance career. Part III explores the performance abilities of musicians through empirical tasks. Part IV finds meaning in the study of seasoned musicians. This investigation into the vicissitudes of ageing and the orchestral community suggests there is a more positive and successful process of ageing than previously imagined.
Pedagogies for Later-Life Music Learning and Participation
This open access book presents evidence-based participant and facilitator perspectives on later-life music learning and participation. The chapters explore the principles and practices that can facilitate and support meaningful music-making in a range of non-formal later-life contexts, highlighting consistent as well as context-specific pedagogical issues. Case study examples are used to examine issues relating to pedagogy as improvisation, the use of technology to support creativity and meaningful music experience, facilitation of the use of music for creativity, sense of belonging, musical identities and musical development in later-life, and more. The book concludes with an innovative and creative pedagogical model to support critical reflection on values, frameworks, and practices in later-life music learning and participation. The book will be accessible and relevant for music researchers and educators, music education students and community music leaders alike.