The Oxford Handbook of Music Education, Volume 1

Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. In this first of two volumes, an international list of contributors discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music and the skills and attributes gained when they do so, these chapters examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn, enjoy and share the power and uniqueness of music.

Gary E. McPherson is Ormond Chair and Director of the Melbourne Conservatorium of Music, University of Melbourne. He is editor of The Science and Psychology of Music Performance (OUP, 2002, with Richard Parncutt) and The Child as Musician: A Handbook of Musical Development (2006) and co-author of Music in our lives: Rethinking musical ability, development and identity. A past President of the International Society for Music Education, he has published well over 100 publications across a range of music education and music psychology topics. Graham Welch is Chair of Music Education at the Institute of Education, University of London. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE) and Immediate Past President of the International Society for Music Education (ISME). His publications number over three hundred and embrace musical development and music education, teacher education, the psychology of music, singing and voice science and music in special education and disability.

Handbook Preface§ Acknowledgments§ External referees
Section 1: Music education and the role of music in people's livesSection Editor: Graham F. Welch and Gary E. McPherson
Chapter 1: introduction and commentary: Music education and the role of music in people's lives Graham F. Welch and Gary E. McPherson
Chapter 2: Music's place in educationWayne Bowman
Chapter 3: International perspectives Marie McCarthy
Chapter 4: A philosophy of music educationDavid J. Elliott
Chapter 5: Cultural diversity: Beyond 'songs from every land'Huib Schippers and Patricia Shehan Campbell
Chapter 6: Some contributions of ethnomusicologyBruno Nettl
Chapter 7: Musical identities mediate musical developmentDavid J. Hargreaves, Raymond MacDonald and Dorothy Miell
Chapter 8: Supporting motivation in music educationAuthors: James M. Renwick and Johnmarshall Reeve
Chapter 9: Becoming a music learner: Towards a theory of transformative music engagementSusan A. O'Neill
Chapter 10: Initiating music programs in new contexts: In search of a democratic music educationGraça Mota and Sérgio Figueiredo
Chapter 11: Implications of neurosciences and brain research for music teaching and learningDonald Hodges and Wilfried Gruhn
Section 2: Music learning and teaching in infancy and early childhood Section Editor: Margaret Barrett
Chapter 12: Commentary: Music learning and teaching in infancy and early childhood Margaret S. Barrett
Chapter 13: Musical lives of infantsMayumi Adachi (Japan) and Sandra E. TrehubChapter 14: Musicality and musical culture: Sharing narratives of sound from early childhoodColwyn Trevarthen and Stephen Malloch
Chapter 15: Music and language in early childhood development and learningLily Chen-Hafteck and Esther Mang
Chapter 16: Musical participation from birth to three: Towards a global perspectiveSusan Young and Beatriz Ilari
Chapter 16: Creative meaning-making in infants' and young children's musical cultures Margaret S. Barrett and Johannella Tafuri
Section 3: Music learning and teaching during childhood: Ages 5-12Section Editor: Kathryn Marsh
Chapter 17: Commentary: Music learning and teaching during childhood: Ages 5-12Kathryn Marsh
Chapter 18: Children's ways of learning inside and outside the classroom Eve Harwood and Kathryn Marsh
Chapter 19: Creating in music learning contextsJackie Wiggins and Magne Espeland
Chapter 20: Meaningful connections in a comprehensive approach to the music curriculumJanet R. Barrett and Kari K. Veblen
Chapter 21: Multiple worlds of childhood: Culture and the classroomChee-Hoo Lum and Kathryn Marsh
Chapter 22: Music education in the generalist classroom Neryl Jeanneret and George DeGraffenreid
Chapter 23: Instrumental ensemble learning and performance in primary school Sharon G. Davis (USA)
Section 4: Music learning and teaching during adolescence: Ages 12-18Section Editor: Oscar Odena and Gary Spruce
Chapter 24: Commentary: Music learning and teaching during adolescence: Ages 12-18Gary Spruce and Oscar Odena
Chapter 25: Teaching, learning and curriculum contentChris Philpott and Ruth Wright
Chapter 26: Youth culture and secondary educationRandall Everett Allsup, Heidi Westerlund and Eric Shieh
Chapter 27: Assessment in the secondary music classroomMartin Fautley and Richard Colwell
Chapter 28: The community music facilitator and school music educationLee Higgins and Brydie-Leigh Bartleet
Chapter 29: Creativity in the secondary music classroomOscar Odena
Chapter 30: Technology in the lives and schools of adolescentsS. Alex Ruthmann and Steven C. Dillon
Section 5: Vocal and Choral MusicSection Editor: John Nix
Chapter 31: Commentary: Vocal and choral musicJohn Nix
Chapter 32: Solo voice pedagogyJean Callaghan, Shirlee Emmons and Lisa Popeil
Chapter 33: Group and ensemble vocal musicSten Ternström, Harald Jers and John Nix
Chapter 34: The young singer Ken Phillips , Jenevora Williams and Robert Edwin
Chapter 35: The older singerRobert T. Sataloff and Jane Davidson
Chapter 36: Voice health and vocal education John Nix and Nelson Roy
Section 6: Instrumental MusicSection Editor - Susan Hallam
Chapter 37: Commentary: Instrumental musicSusan Hallam
Chapter 38: Processes of instrumental learning: The development of musical expertiseSusan Hallam and Alfredo Bautista
Chapter 39: PracticeAndreas C. Lehmann and Harald Jorgensen
Chapter 40: The changing face of individual instrumental tuition: Value, purpose and potential Andrea Creech and Helena Gaunt
Chapter 41: Building musicianship in the instrumental classroom Robert A. Duke and James L. Byo
Chapter 42: Psychological and physiological aspects of learning to perform Ioulia Papageorgi and Reinhard Kopiez
Chapter 43: Musical instrument learning, music ensembles, and musicianship in a global and digital age Frederick Seddon and Michael Webb
Chapter 44: The role of bodily movement in learning and performing music: Applications for educationJane Davidson
Section 7: Ensembles Section Editor - Jere T. Humphreys
Chapter 45: Commentary: EnsemblesJere T. Humphreys
Chapter 46: The sociology and policy of ensemblesJohn W. Richmond
Chapter 47: North American school ensemblesWilliam R. Lee with Michael D. Worthy
Chapter 48: Once from the top: Reframing the role of the conductor in ensemble teaching Steven J. Morrison and Steven M. Demorest
Chapter 49: Community music ensembles Don Coffman and Lee Higgins
Chapter 50: Youth orchestrasMargaret Kartomi
Chapter 51: Popular music ensemblesCarlos Xavier Rodriguez
Chapter 52: Pathways to learning and teaching Indigenous and World Music ensemblesRobert Burke and Sam Evans