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Special Needs, Community Music, and Adult Learning Summary

Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education, Volume 4 by Gary E. McPherson (Ormond Chair and Director, Ormond Chair and Director, Melbourne Conservatorium of Music, The University of Melbourne)

Special Needs, Community Music, and Adult Learning is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, this fourth book in the set focuses on issues and topics that help to broaden conceptions of music and musical involvement, while recognizing that development occurs through many forms. The first section addresses music education for those with special abilities and special needs; authors explore many of the pertinent issues that can promote or hinder learners who share characteristics, and delve deep into what it means to be musical. The second section of the volume addresses music as a shared, community experience, and the diverse and constantly evolving international practice of community music. The chapters in the third section provide evidence that the process of music education exists as a lifelong continuum that encompasses informal, formal, and non-formal methods alike. The authors encourage music educators to think in terms of a music learning society, where adult education is not peripheral to the priority of other age groups, but is instead fully integral to a vision for the good of society. By developing sound pedagogical approaches that are tailored to take account of all learners, the volume endeavors to move from making individual adaptations towards designing sensitive 'universal' solutions. Contributors Carlos R. Abril, Mary Adamek, Kenneth S. Aigen, Chelcy Bowles, Mary L. Cohen, William M. Dabback, Alice-Ann Darrow, John Drummond, Cochavit Elefant, David J. Elliott, Lee Higgins, Valentina Iadeluca, Judith A. Jellison, Janet L. Jensen, Patrick M. Jones, Jody L. Kerchner, Thomas W. Langston, Andreas C. Lehmann, Katrina McFerran, Gary E. McPherson, David Myers, Adam Ockelford, Helen Phelan, Andrea Sangiorgio, Laya H. Silber, Marissa Silverman, Rineke Smilde, David S. Smith, Kari K. Veblen, Janice Waldron, Graham F. Welch

About Gary E. McPherson (Ormond Chair and Director, Ormond Chair and Director, Melbourne Conservatorium of Music, The University of Melbourne)

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated. Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.

Table of Contents

Part 1 Special Abilities, Special Needs Part Editor: Adam Ockelford Chapter 1. Commentary: Special Abilities, Special Needs Adam Ockelford Chapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project Adam Ockelford and Graham F. Welch Chapter 3. Exceptional Musical Abilities: Musical Prodigies Gary E. McPherson and Andreas C. Lehmann Chapter 4. A Fresh Look at Music Therapy in Special Education Katrina McFerran and Cochavit Elefant Chapter 5. Inclusive Music Classrooms and Programs Judith A. Jellison Chapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life Alice-Ann Darrow and Mary S. Adamek Part 2 Music in the Community Part Editor: David J. Elliott Chapter 7. Commentary: Music in the Community David J. Elliott Chapter 8. The Community within Community Music Lee Higgins Chapter 9. Community Music and Social Capital Patrick M. Jones and Thomas W. Langston Chapter 10. Community Music Therapy Kenneth S. Aigen Chapter 11. Community Music and Social Justice: Reclaiming Love Marissa Silverman Chapter 12. Sonic Hospitality: Migration, Community, and Music Helen Phelan Chapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina Iadeluca Chapter 14. Fast Forward: Emerging Trends in Community Music Kari K. Veblen and Janice L. Waldron Part 3 Adult Learning in a Lifespan Context Part Editors: David E. Myers and Chelcy L. Bowles Chapter 15. Commentary: Adult learning in a Lifespan Context David E. Myers Chapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners William M. Dabback and David S. Smith Chapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts Kari K. Veblen Chapter 18. Music Teacher Education: Crossing Generational Borders Jody L. Kerchner and Carlos R. Abril Chapter 19. The Role of Higher Education in Fostering Musically Engaged Adults Chelcy L. Bowles and Janet L. Jensen Chapter 20. Lifelong Learning for Professional Musicians Rineke Smilde Chapter 21. An International Perspective on Music Education for Adults John Drummond

Additional information

Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education, Volume 4 by Gary E. McPherson (Ormond Chair and Director, Ormond Chair and Director, Melbourne Conservatorium of Music, The University of Melbourne)
Oxford University Press Inc
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