Here are 100 books that Music Psychology in Education fans have personally recommended if you like
Music Psychology in Education.
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Paul Harris is one of the UK’s most influential music educationalists. He studied the clarinet at the Royal Academy of Music, where he won the August Manns Prize for outstanding performance in clarinet playing and where he now teaches. He is in great demand as a teacher, composer, and writer (he has written over 600 books); and his inspirational masterclasses and workshops continue to influence thousands of young musicians and teachers all over the world in both the principles and practice of musical performance and education.
This book explores music in a delightfully refreshing way where the author considers music essentially an activity and develops his concept of ‘musicking’ or ‘doing music’ in all its various ways. He gives much confidence to those who may think ‘they are not very good at music’ to take part in a much more enthusiastic and practical way. It’s a lovely way in to the exploration of this wonderful art.
Extending the inquiry of his early groundbreaking books, Christopher Small strikes at the heart of traditional studies of Western music by asserting that music is not a thing, but rather an activity. In this new book, Small outlines a theory of what he terms "musicking," a verb that encompasses all musical activity from composing to performing to listening to a Walkman to singing in the shower.
Using Gregory Bateson's philosophy of mind and a Geertzian thick description of a typical concert in a typical symphony hall, Small demonstrates how musicking forms a ritual through which all the participants explore and…
It is April 1st, 2038. Day 60 of China's blockade of the rebel island of Taiwan.
The US government has agreed to provide Taiwan with a weapons system so advanced that it can disrupt the balance of power in the region. But what pilot would be crazy enough to run…
Paul Harris is one of the UK’s most influential music educationalists. He studied the clarinet at the Royal Academy of Music, where he won the August Manns Prize for outstanding performance in clarinet playing and where he now teaches. He is in great demand as a teacher, composer, and writer (he has written over 600 books); and his inspirational masterclasses and workshops continue to influence thousands of young musicians and teachers all over the world in both the principles and practice of musical performance and education.
For anyone who is performing at any level really, this book will help them enhance their performance and manage the stress that sometimes seems to appear in the performance situation. The book looks at ways to approach the music that we have decided to perform a variety of practice strategies and some particularly interesting techniques for all-around improvement taking in both the physical side of playing and the musical side. It’s a serious and quite academic book but well worth the effort.
Musical Excellence offers performers, teachers, and researchers, new perspectives and practical guidance for enhancing performance and managing the stress that typically accompanies performance situations. It draws together, for the first time in a single collection, the findings of pioneering initiatives from across the arts and sciences. Specific recommendations are provided alongside comprehensive reviews of existing theory and research, enabling the practitioner to place the strategies and techniques within the broader context of human performance and encouraging novel ways of conceptualizing music making and teaching.
Part I, Prospects and Limits, sets out ground rules for achieving musical excellence. What roles do…
Paul Harris is one of the UK’s most influential music educationalists. He studied the clarinet at the Royal Academy of Music, where he won the August Manns Prize for outstanding performance in clarinet playing and where he now teaches. He is in great demand as a teacher, composer, and writer (he has written over 600 books); and his inspirational masterclasses and workshops continue to influence thousands of young musicians and teachers all over the world in both the principles and practice of musical performance and education.
This is a wonderfully inspiring and motivating book, for anyone involved in developing as a musician. It’s the story of Derek Paravicini who was born blind, with severe learning difficulties and autism. At a very young age, his parents found him picking out melodic fragments on an old keyboard; now Derek is a world-famous pianist specialising in Jazz but able to play anything you like. The story is told beautifully by his teacher, Adam Ockelford, who has been his mentor from the very beginning. Again, it highlights the power and importance of music as a means of maintaining humanity.
Derek Paravicini is blind, can't tell his right hand from his left and needs round-the-clock care. But he has an extremely rare gift - he is a musical prodigy with perfect pitch whose piano-playing has thrilled audiences at venues from Ronnie Scott's to Las Vegas, the Barbican to Buckingham Palace.
Born prematurely, Derek remained in hospital for three months and technically 'died' several times before he was finally strong enough to go home. It was not long before his blindness became apparent and later it became clear that he had severe learning difficulties and autism.
The Year Mrs. Cooper Got Out More
by
Meredith Marple,
The coastal tourist town of Great Wharf, Maine, boasts a crime rate so low you might suspect someone’s lying.
Nevertheless, jobless empty nester Mallory Cooper has become increasingly reclusive and fearful. Careful to keep the red wine handy and loath to leave the house, Mallory misses her happier self—and so…
Paul Harris is one of the UK’s most influential music educationalists. He studied the clarinet at the Royal Academy of Music, where he won the August Manns Prize for outstanding performance in clarinet playing and where he now teaches. He is in great demand as a teacher, composer, and writer (he has written over 600 books); and his inspirational masterclasses and workshops continue to influence thousands of young musicians and teachers all over the world in both the principles and practice of musical performance and education.
Should you decide to work through my book, I’m sure you’ll find reading music a very attainable skill. And having attained this skill, you may now be considering the possibility of writing music. There are quite a number of books on the subject to recommend but a very comprehensive and thorough approach is Anna Butterworth’s Harmony in Practice. She takes you through the process of understanding musical harmony which will form the background of the melody and rhythm you may wish to impose and in a short amount of time you may find yourself writing your first simple pieces.
Harmony in Practice explores the main elements of tonal harmony. Students using this book will acquire a secure knowledge of the basics of harmonic practice. Singing, playing and completing the exercises, and studying the music examples, will provide essential experience of the 'tools of the trade'. More than 280 music examples illustrate the author's clear and direct exposition of the history and practice of harmony while the student will be able to work through over 180 exercises. The practical workbook format will enable students to prepare for a variety of musical examinations - for the Associated Board's Grade 6 to…
My interest in how music makes sense was first piqued when, as a music student at the Royal Academy of Music in London, I met a blind child who, despite having learning difficulties, could reproduce the most complex music on the piano just by listening. Put simply, he had a better musical ear than I did, as a prize-winning student at a top conservatoire. Since that early experience, I have devoted my life to exploring just how music works (without the need for conceptual understanding) and how teachers can use the universality of music to promote social inclusion.
I would heartily recommend this book to those interested in how musical abilities develop through childhood.
Hargreaves’ text was the first to put the developmental psychology of music on the map, identifying it as an important area of study for the first time and setting the scene for a major area of research in music psychology that continues to this day.
I love the way that Hargreaves combines empirical findings with observations of his own children in action, which makes it an engaging read.
This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical…
My interest in how music makes sense was first piqued when, as a music student at the Royal Academy of Music in London, I met a blind child who, despite having learning difficulties, could reproduce the most complex music on the piano just by listening. Put simply, he had a better musical ear than I did, as a prize-winning student at a top conservatoire. Since that early experience, I have devoted my life to exploring just how music works (without the need for conceptual understanding) and how teachers can use the universality of music to promote social inclusion.
Although the language in the title of this book may now sound dated, its content is certainly not. I regard it as a ‘classic’ text in the field of music psychology, which was taking off when Miller put pen to paper.
Musical Savants represents the first rigorous exploration of exceptional musical talent in children with learning difficulties. I particularly like how, through a series of carefully designed experiments, Miller shows the nature of exceptional musical talent and how this can co-exist with areas of cognitive deficit.
Using the case study of "Eddie" as his framework, Professor Miller challenges the prevailing notion that musical savants are essentially phenomenal tape recorders and deals with the issue of "idiot savants" in a detailed, empirical investigation. Through "Eddie" the author discusses, in specific and in general, topics including the background and historical context of musical savants; other cases; data regarding the nature of the skills exhibited and the associated developmental deficits; and descriptions of a series of experiments used to define Eddie's talent. Finally, the author considers more general issues raised by savant behavior, particularly functions served by savant behavior,…
Don’t mess with the hothead—or he might just mess with you. Slater Ibáñez is only interested in two kinds of guys: the ones he wants to punch, and the ones he sleeps with. Things get interesting when they start to overlap. A freelance investigator, Slater trolls the dark side of…
After a brief career as a ‘gender expert’ in the international cooperation sphere, I embarked on a PhD to study gender training. My late father reveled in reminding me that being a teacher had been my life’s ambition since I was five years old. It’s true: a fascination with how we teach and learn has been the red thread running through my professional and personal life. I’ve since become a professional academic, and my book on gender training came out last year. Researching it, I read many excellent books on pedagogy from feminist and postcolonial perspectives. Here are the top five books that changed how I think about these questions.
I had been designing and delivering gender training for many years and was researching it for my Phd when this book came out. Its publication was akin to finding an oasis in a desert. Even though gender training has become, as the editors Maria Bustelo, Lucy Ferguson, and Maxime Forest point out in their introduction to this collection of essays, the most widely used tool for gender mainstreaming worldwide, remarkably little has been written about it.
This smart and expertly curated book is one of the first to fill this gap. Featuring writing by both professionals involved in gender training and academics researching it, itshows that the concerns of feminist pedagogy reach beyond formal education, into spheres of public policy through adult learning and training practices.
I'm an artist, activist, and social entrepreneur. Latino bilingüe and history nerd. I’m the Founder of Resilient Coders, a free and stipended nonprofit coding bootcamp that trains people of color for careers as software engineers. I built that organization for the same reason I write: I care about the economic wellness of Black and Latinx people. I want my neighbors to have the purchasing power to keep my local bodega open. They carry my coffee. Whole Foods doesn’t.
In Pedagogy of the Oppressed, Freire makes claims so bold, and so revolutionary, that the book was banned in much of the Global South during the era of dictatorships in the 70s.
One of the central ideas was this: The oppressed are as capable and as intelligent as their oppressors. They need not be treated as requiring “help” or “guidance,” which are dynamics that can lend themselves to inequitable power constructs.
This worldview, in which one group of people is needed in order to “save” another group of people, is the intellectual foundation from which we’ve built systems of oppression throughout history. If one person’s liberation is dependent on another person’s choice, they can never be equals.
This is the book upon which we built Resilient Coders.
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing.
This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberan, Noam Chomsky, Ramon Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren…
Gaming led to my career as a history professor. When I was about ten, I discovered some of the first commercial board games, Gettysburgor Diplomacy. Hooked, I delved into the history behind such games and discovered a passion for delving deeper. After I began teaching, I thought I could share that passion with my students through historical simulations. My “sim” courses became among the most popular in the university.
Carnes wrote this book about ten years ago as a reflection of his experiences in using role-immersion games—simulations—since the 1990s. It recounts the tremendous enthusiasm of students as a result. Perfect attendance, coming long before and staying long after classes. Student reflections on how much deeper their learning experiences were. It inspired me to write my book based on my use of simulations in the classroom.
In Minds on Fire, Mark C. Carnes shows how role-immersion games channel students' competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French Revolution, Galileo's trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy…
After a brief career as a ‘gender expert’ in the international cooperation sphere, I embarked on a PhD to study gender training. My late father reveled in reminding me that being a teacher had been my life’s ambition since I was five years old. It’s true: a fascination with how we teach and learn has been the red thread running through my professional and personal life. I’ve since become a professional academic, and my book on gender training came out last year. Researching it, I read many excellent books on pedagogy from feminist and postcolonial perspectives. Here are the top five books that changed how I think about these questions.
Resistance by students is common in gender training, and I was grappling with trying to understand under what conditions we accept knowledge as true, and what logic we use to disavow other forms of knowledge.
This book was a revelation for me when I was working through these questions. Against the preconception that education is about a technical knowledge transfer, Megan Boler insists that we understand emotion as central to teaching and learning. She reveals that emotions are central to how we know and what we know. In particular, her notion of a ’pedagogy of discomfort’ helped me think about what an ethical engagement with resistance and difficult questions of complicity might look like.
First published in 1999. Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed, or ignored at all levels of education and in educational theory. FEELING POWER charts the philosophies and practices developed over the last century to control social conflicts arising from gen der, class, and race. The book traces the development of progressive pedagogies from civil rights and feminist movements to Boler's own recent studies of emo tional intelligence and emotional literacy. Drawing on the formulation of emotion as knowledge within feminist, psychobiological, and post structuralist theo ries, Boler develops…
