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Relevant bibliographies by topics / Music Education; Music; Psychology / Books

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Books on the topic 'Music Education; Music; Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.

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2

P, Schmidt Charles, ed. Advances in social-psychology and music education research. Burlington, VT: Ashgate, 2011.

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3

Thompson, Linda K. Issues of identity in music education narratives and practices. Charlotte [N.C.]: Information Age Pub., 2010.

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4

Thompson, Linda K. Issues of identity in music education: Narratives and practices. Charlotte, NC: Information Age Pub., 2010.

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5

Bowman, Wayne D. Tacit learning, musical experience, and music instruction: the significance of Michael Polanyi's thought for music education. Ann Arbor: University Microfilms Dissertation Information Service, 1987.

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6

Music and cancer: A prescription for healing. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

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7

100 ways to improve teaching using your voice & music: Pathways to accelerate learning. Tucson, Ariz: Zephyr Press, 1992.

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8

Ofsted. Inspecting post-16: Music : with guidance on self-evaluation. London: OFSTED, 2001.

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9

Ofsted. Inspecting post-16: Music : with guidance on self-evaluation. London: Ofsted, 2001.

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10

David, Boyle J., ed. Psychological foundations of musical behavior. 2nd ed. Springfield, Ill., USA: Charles C. Thomas, 1988.

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11

Radocy, Rudolf E. Psychological foundations of musical behavior. 3rd ed. Springfield, Ill: Charles C. Thomas Publishers, 1997.

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12

Convegno europeo di musicoterapia (1st 1992 Bologna, Italy). La musicoterapia nelle sue implicazioni cliniche e psicopedagogiche: Atti del 1 ̊Convegno europeo di musicoterapia, C.E.F.I.G., Antoniano, Bologna 23 maggio 1992. Tirrenia (Pisa): Edizioni del Cerro, 1992.

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13

Grattan, Maureen Mc. An evaluation of the impact of a music programme on the social, emotional and cultural development of deaf children. Dublin: University College Dublin, 1998.

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14

Nadirova, L. L. Struny obshchnosti: Teoreticheskie osnovy razvitii︠a︡ ėmpatii u studentov muzykalʹno-pedagogicheskikh fakulʹtetov. Vladimir: Vladimirskiĭ gos. pedagog. universitet, 1999.

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15

Kumar, Naresh. Music education. Delhi: Adroit Publishers, 2004.

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16

Contemporary music education. 2nd ed. New York: Schirmer Books, 1986.

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17

Department of Education and Science. Arts education: Music. Dublin: Stationery Office, 2000.

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18

Transforming music education. Bloomington: Indiana University Press, 2003.

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19

Music, gender, education. New York: Cambridge University Press, 1997.

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20

Contemporary music education. 3rd ed. New York: Schirmer Books, 1996.

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21

Green, Lucy. Music, gender, education. Cambridge: Cambridge University Press, 1997.

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22

Music, society, education. Hanover, NH: University Press of New England, 1996.

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23

Arts Council of Great Britain. Music education policy. [London]: Arts Council of Great Britain, 1986.

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24

Fletcher, Peter. Education and music. Oxford [Oxfordshire]: Oxford University Press, 1987.

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25

Feldman, Evan, Ari Contzius, Mitchell Lutch, Katarzyna (Kasia) Bugaj, and Frank L. Battisti. Instrumental Music Education. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700.

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26

Kelman, Kristina. Entrepreneurial Music Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6.

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27

Education and music. Oxford ; New York: Oxford University Press, 1991.

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28

Heller, George N. Music and music education history: A chronology. 3rd ed. Lawrence, Kan: University of Kansas, Division of Music Education and Music Therapy, 1996.

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29

Heller, George N. Music and music education history: A chronology. Lawrence, Kan. (311 Bailey Hall, Lawrence 66045-2344): University of Kansas, Dept. of Art and Music Education and Music Therapy, 1991.

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30

Congress, International Music Council. Rhythmic music education: Jazz, rock, world music. Copenhagen, Denmark: Danish Music Council in association with the Rhythmic Music Conservatory, 1996.

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31

Music education: Major themes in education. New York: Routledge, 2012.

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32

A Cultural Psychology Of Music Education. Oxford University Press, 2011.

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33

Barrett, Margaret S., ed. A Cultural Psychology of Music Education. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199214389.001.0001.

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34

Ockelford, Adam. Beyond music psychology. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0050.

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This article argues that music psychology overlaps with a number of other disciplines, including music education, therapy, ethnomusicology, and music theory and analysis. There are tensions in each case, but benefits too for those who are prepared to explore with an open mind. Ultimately, however, music psychology cannot be extended beyond the boundaries of its epistemological box, always granted that the sides are flexible and subject to change: indeed, such movement is likely to come about through the influence of adjacent disciplines.

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35

Hallam, Susan. Music Psychology in Education (Bedford Way Papers). Institute of Education, 2006.

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36

Ward-Steinman, Patrice Madura. Advances in Social-Psychology and Music Education Research. Taylor & Francis Group, 2016.

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37

Ward-Steinman, Patrice Madura. Advances in Social-Psychology and Music Education Research. Routledge, 2016. http://dx.doi.org/10.4324/9781315565743.

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38

Reeves Harold Macmurray Medaglia Miller. The vision music of 'Casanova': The personal transformation of a music educator. 1999.

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39

Dines, Michael, Gareth Dylan Smith, and Tom Parkinson. Punk Pedagogies: Music, Culture and Learning. Taylor & Francis Group, 2017.

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40

Creech, Andrea, Donald A. Hodges, and Susan Hallam, eds. Routledge International Handbook of Music Psychology in Education and the Community. Routledge, 2021. http://dx.doi.org/10.4324/9780429295362.

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41

Miksza, Peter, and Kenneth Elpus. Design and Analysis for Quantitative Research in Music Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199391905.001.0001.

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This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

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42

Williamon, Aaron, Jane Ginsborg, Rosie Perkins, and George Waddell. Performing Music Research. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198714545.001.0001.

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Performing Music Research is a comprehensive guide to research in music performance. It reviews the knowledge and skills needed to critique existing studies in music education, psychology, and performance science, and to design and carry out new investigations. Methodological approaches are highlighted across the book in ways that help aspiring researchers bring precision to their research questions, select methods that are appropriate for addressing their questions, and apply those methods systematically and rigorously. Each chapter contains a study guide, comprising a chapter summary, a list of keywords, and suggestions for further discussion. The book concludes with a resources section, including a glossary and supplementary material to support advanced statistical analysis. The book’s companion website provides information designed to facilitate access to original research and to test knowledge and understanding.

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43

Applied Musicology Using Zygonic Theory To Inform Music Education Therapy And Psychology Research. Oxford University Press, 2013.

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44

New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research. Taylor & Francis Group, 2020.

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45

Ockelford, Adam, and Graham Welch. New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research. Taylor & Francis Group, 2020.

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46

Ockelford, Adam, and Graham Welch. New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research. Taylor & Francis Group, 2020.

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47

Ockelford, Adam, and Graham Welch. New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research. Taylor & Francis Group, 2020.

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48

Ockelford, Adam, and Graham Welch. New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research. Taylor & Francis Group, 2020.

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49

William, Groene Robert. EFFECTIVENESS OF MUSIC THERAPY INTERVENTION WITH INDIVIDUALS HAVING SENILE DEMENTIA OF THE ALZHEIMER'S TYPE (ALZHEIMER'S DISEASE). 1992.

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50

McFerran, Katrina, Philippa Derrington, and Suvi Saarikallio, eds. Handbook of Music, Adolescents, and Wellbeing. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198808992.001.0001.

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The Handbook of Music, Adolescents, and Wellbeing explores how young people use music to work with emotions, identity construction, and connectedness, drawing on perspectives from music therapy, music psychology, music education, and music sociology. Authors provide examples of how theory and research is applied in the practice of music therapists working with groups of adolescents and individuals in schools, communities, hospitals, and other institutions. Research into music and emotions is synthesized, and theories about music and identity construction are provided. The ways that young people use music for connections is explored with a particular emphasis on technology, as well as traditional face-to-face connectedness. The Handbook is written for those interested in promoting adolescent wellbeing using music.

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