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Books on the topic 'Professional music education'

Author: Grafiati

Published: 11 September 2021

Last updated: 26 July 2025

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1

S, Chesky Kris, and Froehlich Hildegard C, eds. The Education of the professional musician. Harwood Academic Publishers, 2000.

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2

Nadolinskaya, Tat'yana, Lyudmila Rapackaya, and Igor' Krasil'nikov. Music education technologies. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171998.

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The textbook reveals the theoretical foundations of the use of music education technologies in secondary schools. The ways of implementing technologies in various types of musical activity are described and characterized, the main methods of diagnosing the musical development of schoolchildren are revealed, the ways of interaction of musical and theatrical pedagogy in regular and extracurricular activities are revealed, the multifunctional nature of the professional activity of a teacher-musician based on the use of integrated theatrical technologies is shown. The manual includes six chapters,

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3

Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen., ed. PROMUSE: Professional integration of musicians and continuing education in music. Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen, 2002.

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4

Kuprina, Elena. Co-creation in music and music education. 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 mu

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5

Bechtel, Dirk. Gelingende Fortbildung: Professionelles Lernen aus der Sicht von Musiklehrerinnen und -lehrern. Verlag Dohr, 2014.

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6

Sternal, Małgorzata. Muzyk zawodowy: Między sztuką, edukacją i zarządzaniem = Professional musician: between art, education and management. Akademia Muzyczna w Krakowie, 2017.

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7

Siksimova, Marina, Ol'ga Begicheva, and Svetlana Mozgot. Solfeggio and music theory: a practical course. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1971854.

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The textbook combines all the main types and forms of practical work in the disciplines of the musical and theoretical cycle, as well as the main topics on musical literacy and music theory, forms of control papers (exam papers), which, as a rule, are presented in such publications separately, without following an integrated approach. The forms of planning and methods of implementation of independent work of students are elaborated and presented in detail. The proposed principle of systematic learning helps in the practical development of disciplines, contributes to the acquisition of the nece

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8

Chaker, Sarah, and Axel Petri-Preis, eds. Tuning up! The Innovative Potential of Musikvermittlung. transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839456811.

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Professional musicians who perform in hospitals, retirement homes and prisons, creatively stimulated by the residents; babies crawling over exercise mats, enjoying classical music together with their parents; concert-goers who take their seats between the musicians in order to experience music up close with all their senses - the opportunities to make and experience music are almost unlimited. Various actors in the field of classical music have taken this as a chance to develop a wide range of new artistic and educational practices over the last two decades, aiming to facilitate in-depth aesth

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9

Andronnikova, Ol'ga. Art therapy in psychological counseling. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2173833.

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The textbook reveals the theory and methodological foundations of art therapy as one of the methods of psychotherapy based on the use of various types of art, such as painting, sculpture, music, dance, in rehabilitation practice. The purpose of art therapy is, on the one hand, the rehabilitation of people with signs of psychological disorders, and on the other hand, the opportunity for self-expression for people experiencing difficulties in the affective sphere. The content of the textbook contributes to the formation of professional competencies in the field of art therapy as a consultative p

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10

Burnard, Pamela, and Eva Georgii-Hemming. Professional Knowledge in Music Teacher Education. Taylor & Francis Group, 2016.

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11

Georgii-Hemming, Eva. Professional Knowledge in Music Teacher Education. Routledge, 2016. http://dx.doi.org/10.4324/9781315602332.

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12

Professional Knowledge in Music Teacher Education. Taylor & Francis Group, 2016.

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13

Professional Knowledge in Music Teacher Education. Taylor & Francis Group, 2016.

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14

Edwards, Jane. Training, Education, and Professional Issues in Music Therapy. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.49.

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Becoming a practitioner in music therapy occurs at multiple levels. At an individual level the student’s processes and learning are part of thisbecoming. At an interpersonal level the interactions between students as a group and in collaboration with their educators, fieldwork supervisors, and clients shape and frame the development of professional competencies. At the wider systemic level the values and processes of training are influenced by the provider institution, usually a university, and the management and department in which the music therapy training programme is housed. This systemic

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15

Expanding Professionalism in Music and Higher Music Education. Taylor & Francis Group, 2021.

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16

MindTap Music for Wright's Listening to Music. Cengage Learning US, 2016.

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17

Ding, Yang. Research on Music Education Teaching in Higher-Professional Colleges: ?????????? LONGMAN PRESS LTD, 2022.

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18

Gaunt, Helena, and Heidi Westerlund. Expanding Professionalism in Music and Higher Music Education: A Changing Game. Taylor & Francis Group, 2021.

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19

Gaunt, Helena, and Heidi Westerlund. Expanding Professionalism in Music and Higher Music Education: A Changing Game. Taylor & Francis Group, 2021.

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20

Gaunt, Helena, and Heidi Westerlund. Expanding Professionalism in Music and Higher Music Education: A Changing Game. Routledge, Chapman & Hall, Incorporated, 2022.

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21

Bock, Cameron. Professional Percussion Manuscript: A Quality Percussion and Drumming Composition Notebook. Fast Hands Drum Studio, 2022.

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22

Aalaei, Arash. Fundamentals of the Violin Hold: For Professional Violinists and Violists. Galamian School Press, 2023.

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23

Mantie, Roger. Music, Leisure, Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780199381388.001.0001.

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As the book’s title suggests, Music, Leisure, Education explores historical and philosophical connections between music, leisure, and education. Specifically, it considers how music learning, teaching, and participation can be reconceptualized in terms of leisure (scholē), that is, music education as leisure education. Taking as its starting point “the art of living” and the ethical question, How should one live?, the book engages a wide range of scholarship to problematize the place of non-professional music making in historical and contemporary (Western) conceptions of the good life and the

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24

Aalaei, Arash. The Fundamentals Of The Violin Hold: For Professional Violinists and Violists. Galamian School Press, 2023.

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25

Kelman, Kristina. Entrepreneurial Music Education: Professional Learning in Schools and the Industry. Palgrave Macmillan, 2020.

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26

Kelman, Kristina. Entrepreneurial Music Education: Professional Learning in Schools and the Industry. Springer International Publishing AG, 2021.

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27

MasterClass in Music Education: Transforming Teaching and Learning. Bloomsbury Publishing Plc, 2013.

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28

MasterClass in Music Education: Transforming Teaching and Learning. Bloomsbury Publishing Plc, 2013.

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29

Masterclass in Music Education: Transforming Teaching and Learning. Bloomsbury Publishing Plc, 2013.

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30

Cengage Advantage: A Creative Approach to Music Fundamentals. Cengage Learning, 2014.

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31

editor, Burnard Pamela, and Holgersen Sven-Erik editor, eds. Professional knowledge in music teacher education / editd by Eva Georgii-Hemming, Pamela Burnard and Sven-Erik Holgersen. Ashgate Pub Co, 2013.

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32

Ruthmann, S. Alex, and Roger Mantie, eds. The Oxford Handbook of Technology and Music Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199372133.001.0001.

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Few aspects of daily existence are untouched by technology. The learning and teaching of music is no exception, and arguably has been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing everything from how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. In order to tease out a

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33

Graham, Janet Hamilton. Conducting from the console: Potential employment and professional preparation of the organist/director. 1993.

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34

Creating a land with music: The work, education and training of professional musicians in the 21st century. Youth Music, 2002.

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35

Edwards, Jane. Music Therapy Research. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.50.

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Music therapy is an evidence-based profession. Music therapy research aims to provide information about outcomes that support music therapy practice including contributing to theoretical perspectives that can explain why changes occur during treatment. Music therapy research has been conducted in a range of health, education, and community contexts throughout the world. Initially many music therapy developments in the university sector occurred through the establishment of training programmes that were developed and delivered by music therapists with professional experience in leading services

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36

Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Taylor & Francis Group, 2020.

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37

International Society International Society for Music Education (ISME) and Kerry Boyle. Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Taylor & Francis Group, 2020.

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38

International Society International Society for Music Education (ISME) and Kerry Boyle. Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Taylor & Francis Group, 2020.

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39

International Society International Society for Music Education (ISME) and Kerry Boyle. Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Taylor & Francis Group, 2020.

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40

Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Taylor & Francis Group, 2022.

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41

Tang, Pan-hang. IT-assisted Music Composition Education in Hong Kong Primary Schools: Recommendations for curriculum design and teacher professional development. Scholars' Press, 2014.

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42

Bernard, Cara Faith, and Joseph Michael Abramo. Teacher Evaluation in Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.001.0001.

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Facing an “age of accountability,” teachers are subject to increasing evaluation and scrutiny from school administrators, politicians, and the public. This book provides music teachers with strategies to help them thrive in teacher evaluation amid this increased scrutiny. Embedded in educational research and theory and explained using real-world teaching situations, this book helps music teachers find balance between advocating for themselves and remaining open to feedback. The introduction provides background on teacher evaluation systems, including commonly found components and requirements.

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43

Pro Tools 101 : An Introduction to Pro Tools 11, 1st ed.: An Introduction to Pro Tools 11. Cengage Learning PTR, 2013.

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44

Moir, Zack. Popular Music Making and Young People. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.9.

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Many young people are involved in music making activities that may be considered as “leisure,” such as playing in bands, making recordings, or live performance. Music making, when considered as a leisure activity, is a cultural or social phenomenon that enjoys an interesting and complex relationship with education and industry. First, this chapter explores the ways in which young people engage with popular music making as leisure and leisure-education by considering the nature of musical activities that are self-directed, self-funded, and fuelled principally by the enthusiasm and autodidactici

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45

Pedroza, Ludim. Latin Music Studies at Texas State University. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0007.

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The Latin Music Studies (LMS) area at the Texas State University School of Music offers degree-granting programs with concentrations in mariachi and salsa. Such programs are still rare in mainstream US institutions of higher education. LMS founder John Lopez has recently developed a minor in mariachi, which in conjunction with the professional degree in music education provides students with fundamental skills in mariachi ensemble management, pedagogy, performance, and creative musicianship. The history of the minor in mariachi at Texas State University and the prominent presence of mariachi i

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46

Moore, Robin D., ed. College Music Curricula for a New Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.001.0001.

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This volume considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Its goal is to create dialogue among faculty, administrators, and students about what the future of college music instruction should be and how to transition to new paradigms. Critiques and calls for reform have existed for decades, but few publications have offered concrete suggestions as to how things might be done differently. This book suggests new concepts or guiding principles that might be used to reconceive applied music education at the university lev

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47

Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Students with Differences and Disabilities. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197689356.001.0001.

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Abstract Teaching Music to Students with Differences and Disabilities: A Label-Free Approach is designed for faculty, in-service music administrators, in-service music teachers, and preservice music teachers. It is designed as a comprehensive manual and reference guide that introduces those in the field of music education to best practices when teaching music to students with differences and disabilities. It includes research-based strategies for methods courses and professional development. In addition, this text addresses curricular strategies for methods teachers and in-service music educat

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48

2014 Intravenous Medications: A Handbook for Nurses and Health Professionals. Elsevier - Health Sciences Division, 2013.

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49

McAllister, Lesley S. Yoga in the Music Studio. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.001.0001.

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The ancient practice of yoga, which has exploded in popularity in the United States over the past two decades, has the potential to help music students learn to practice more mindfully and reach peak performance more quickly. This book explores how professional musicians and music teachers of all instruments and levels can use yoga postures (asana) and breath work (pranayama) to enhance artistry. It begins with an overview of yoga philosophy and history before delving into principles of movement, alignment, anatomy, and breath. Following a research-oriented chapter illustrating the cognitive,

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50

Deusen, Nancy van. The Cultural Context of Medieval Music. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400634963.

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An urgently needed guide to understanding medieval music to be used as a text for the university undergraduate, graduate students in music and interdisciplinary medieval studies, and for the professional musicologist and medievalist. This book will also be appreciated by everyone interested in early music. Nancy van Deusen's The Cultural Context of Medieval Music addresses the mental landscape surrounding music that, especially, was sung and experienced in the Middle Ages. Largely anonymous in its composition, and apparently lacking the motivation of fame and commerce, music within a well thou

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