The MENC Handbook of Research on Music Learning, Volume 1: Strategies brings together the best and most current research on methods for music learning, focusing squarely on the profession's empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, takes a broad theoretical perspective on current, critical areas of research, including music development, music listening and reading, motivation and self-regulated learning in music, music perception, and movement. The book's companion volume, Applications, builds an extensive and solid position of practice upon the frameworks and research presented here.
Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction.
Either individually or paired with its companion Volume 2: Applications, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.
"Learning in relation to music is a highly complex process and understanding this process from a theoretical, curricular, and pedagogical perspective raises enormous challenges for scholars, teachers, and students. In this book a stellar international cast of leaders in music education systematically addresses important facets of music learning with comprehensive reviews of the current research base for each topic. Instructional aspects such as listening,
reading, movement, and music making are surrounded with thorough reviews of learning theory, curriculum, and consideration of special learner levels and types. Colwell and Webster have created an
invaluable and essential resource that should be in the hands of every music educator and scholar." --Lee Bartel, Associate Professor, University of Toronto; Director, Canadian Music Education Research Centre
"Thinking in the field of music education has expanded in unprecedented ways with the start of the new century. This handbook captures and portrays many of the new avenues of thought that underlie the practice of music education. Highly readable, yet with the depth of thought and insight one expects from the most scholarly of works, this book provides the perfect 'jumping off point' for many new and exciting areas of research. The book brings together some of
the best and current research in the field, combines it with relevant research from outside the field, to produce an interdisciplinary view of the theories and perspectives that drive music education.
This is a 'must have' book for graduate students and advanced scholars in the field."-Robert Cutietta, Dean, Thornton School of Music, University of Southern California
"The essays offer valuable insights from researchers and practitioners on how people learn music and, thus, on how music is or should be taught. This work will be welcomed by scholars and practitioners of music education, who continually assess music teaching
and strive to make it better...Recommended." --Choice
1. How Learning Theories Shape Our Understanding of Music Learners
Susan A. O'Neill and Yaroslav Senyshyn
2. Construction of Music Learning
Peter R. Webster
3. Roles of Direct Instruction, Critical Thinking, and Transfer in the Design of Curriculum for Music Learning
4. Musical Development: Revisiting a Generic Theory
5. Biological and Environmental Factors in Music Cognition and Learning
Steven M. Demorest
6. Motivation and Achievement
Lisa Linnenbrink-Garcia, Martin L. Maehr, and Paul R. Pintrich
7. Motivation to Learn Music: A Discussion of Some Key Elements
Bret P. Smith