Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education, Volume 4

ISBN : 9780190674441

Gary E. McPherson; Graham F. Welch
352 Pages
171 x 248 mm
Pub date
Jul 2018
Oxford Handbooks
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Special Needs, Community Music, and Adult Learning focuses on issues and topics that help to broaden conceptions of music and musical involvement, while recognizing that development occurs through many forms. By developing sound pedagogical approaches that are tailored to take account of all learners, it endeavors to move from making individual adaptations towards designing sensitive 'universal' solutions.


Part 1
Special Abilities, Special Needs
Part Editor: Adam Ockelford
Chapter 1. Commentary: Special Abilities, Special Needs
Adam Ockelford
Chapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project
Adam Ockelford and Graham F. Welch
Chapter 3. Exceptional Musical Abilities: Musical Prodigies
Gary E. McPherson and Andreas C. Lehmann
Chapter 4. A Fresh Look at Music Therapy in Special Education
Katrina McFerran and Cochavit Elefant
Chapter 5. Inclusive Music Classrooms and Programs
Judith A. Jellison
Chapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life
Alice-Ann Darrow and Mary S. Adamek
Part 2
Music in the Community
Part Editor: David J. Elliott
Chapter 7. Commentary: Music in the Community
David J. Elliott
Chapter 8. The Community within Community Music
Lee Higgins
Chapter 9. Community Music and Social Capital
Patrick M. Jones and Thomas W. Langston
Chapter 10. Community Music Therapy
Kenneth S. Aigen
Chapter 11. Community Music and Social Justice: Reclaiming Love
Marissa Silverman
Chapter 12. Sonic Hospitality: Migration, Community, and Music
Helen Phelan
Chapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships
Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina Iadeluca
Chapter 14. Fast Forward: Emerging Trends in Community Music
Kari K. Veblen and Janice L. Waldron
Part 3
Adult Learning in a Lifespan Context
Part Editors: David E. Myers and Chelcy L. Bowles
Chapter 15. Commentary: Adult learning in a Lifespan Context
David E. Myers
Chapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners
William M. Dabback and David S. Smith
Chapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts
Kari K. Veblen
Chapter 18. Music Teacher Education: Crossing Generational Borders
Jody L. Kerchner and Carlos R. Abril
Chapter 19. The Role of Higher Education in Fostering Musically Engaged Adults
Chelcy L. Bowles and Janet L. Jensen
Chapter 20. Lifelong Learning for Professional Musicians
Rineke Smilde
Chapter 21. An International Perspective on Music Education for Adults
John Drummond

About the author: 

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve ; Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are in English, Spanish, Po

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