ABOUT THIS BOOK
- The first book to explore the cultural psychology of music education, providing unique and valuable insights for music educators and music psychologists
- A team of expert researchers demonstrate how this approach can be applied to a range of issues in music education
- Examines how culture plays a role in shaping musical thought and activity for students and teachers as they engage in music learning and teaching processes
Recent studies in music education have investigated the ways in which different
groups construe music and music education, and the ways in which these constructions
are culturally bound.
A Cultural Psychology of Music Education explores the ways in which the discipline of cultural psychology can contribute to our understanding of how music learning and development occurs in a range of cultural settings, and the subsequent implications of such understanding for the theory and practice of music education.
The book opens with an overview of the theoretical underpinnings of a cultural psychology of music education. Ten eminent music education scholars and researchers provide chapters that illustrate the application of this approach to key issues in music education; its theory and practice. These chapters provide opportunities to look more deeply into the practices of music education in order to understand the role culture plays in shaping children's musical learning and thinking, the learning and teaching of music teachers, the formal and informal institutions and structures within and through which learning and teaching occur, and, the intersection of these processes and structures in the development of musical thought and practice.
As the first major publication to explore a cultural psychology of music education, this volume signals new directions for the study of music educational theory and practice, and the continuing transformation of the discipline. It draws together a number of music education researchers working within a cultural psychology framework establishing a basic reference in this developing field. A fascinating subject, this volume will be of interest to music educators, students and researchers of music education, and music psychologists.
Readership: Music educators/music education researchers, and music psychologists
TABLE OF CONTENTS
1: Margaret S. Barrett: Towards a cultural psychology of music education
2: Peter Dunbar-Hall: Children's learning of music and dance in Bali: An ethnomusicological view of the cultural psychology of music
3: Kathryn Marsh: Meaning making through musical play: Cultural psychology of the playground
4: Patricia Shehan Campbell: Musical enculturation: Sociocultural influences and meanings of children's experiences in and through music
5: Jackie Wiggins: When the music is theirs: Scaffolding young songwriters
6: Cecilia Hultberg: Making music or playing instruments: Secondary students' use of cultural tools in aural and notation-based instrumental learning and teaching
7: Magne Espeland: A century of music listening in schools: Toward practices resonating with cultural psychology?
8: Susan O'Neill: Learning in and through music performance: Understanding cultural diversity via inquiry and dialogue
9: Susan Hallam: Culture, musicality and musical expertise
10: Graham Welch: Culture and gender in a cathedral music context: An activity theory exploration
11: Margaret S. Barrett: On being and becoming a cathedral chorister: A cultural psychology account of the acquisition of early musical expertise
Edited by Margaret S. Barrett, University of Queensland, Australia
Margaret S. Barrett is Professor and Head of the School of Music at The University of Queensland. Her research interests include the investigation of the role of music and the arts in human thought and activity, creativity and the pedagogy of creative thought and activity, aesthetic decision-making, young children's musical thinking and identity work in and through music, and, the meaning and value of the arts for young people. This research has been funded through grants from the Australian Research Council, the Australia Council for the Arts, and the British Academy, and has been published in the key journals and monographs of the discipline. Recent publications include Narrative inquiry in music education: troubling certainty (Springer 2009, with Sandra Stauffer).
Professor Margaret S. Barrett, University of Queensland, Australia
Professor Patricia Shehan Campbell, University of Washington, USA
Professor Peter Dunbar-Hall, University of Sydney, Australia
Professor Magne Espeland, Stord/Haugesund University College, Norway
Professor Susan Hallam, Institute of Education, University of London, UK
Professor Cecilia Hultberg, Music Education Research and Research Studies Royal College of Music, Stockholm
Professor Kathryn Marsh, Sydney Conservatorium of Music, University of Sydney, Australia
Dr. Susan O'Neill, Faculty of Education, Simon Fraser University, Canada
Professor Graham Welch, Institute of Education, University of London, UK
Professor Jackie Wiggins, Oakland University, USA