Elizabeth Cassidy Parker, OUP, 2020
Isabelle Peretz, Odile Jacob, 2019
„How does the process of learning music impact our brain? To what extent does it foster curiosity, attention and enhance memory? How is it linked with reading, learning languages, or mathematical thinking? Does a child need a musical ear to develop musical ability and make progress in music? Is there an age limit for learning music? At a time when music education is being drastically cut, in connection with a “back to basics” rhetoric spreading over the field of education, there is also a growing interest in demonstrating and experiencing the way music can boost literacy, fine motor skills, memory, but also social behavior, altruism and... happiness! A world-renowned expert on music and the brain, Isabelle Peretz takes up the joint challenge of enlightening us on the main findings of more than thirty years of neurobiological research on music and education, and translating them, where possible, into actionable recommendations directly applicable to the music room.“„An indispensible guide to understanding and promoting best practice in music education“
Michael H. Thaut, Donald A. Hodges, (eds.), OUP, 2019
N Bannan, Peter Lang Publishing 2019 - research-repository.uwa.edu.au
"This book breaks new ground in drawing on evolutionary psychology in support of advocacy for music education, and the presentation of innovative musical pedagogy. The book adopts the perspective that musical experience is the birthright of all human beings through the decisive role it played in the evolution of our species, the traces of which we carry in our genes. The author draws on scientific developments in acoustics, neuroscience, linguistics, archaeology and anthropology to examine theories that have emerged powerfully during the last twenty years and which argue for the significance of the practice of music as foundational to human culture. This position is examined in parallel with research into how children learn musically, and the role that creative decision making plays in this. A series of strategies is presented that explores collective creativity which draws on vocalisation, the use of gesture, and instinctive responses to harmony to develop musical imagination."
KS Astuti, GG McPherson, B Sugeng, N Kurniasari
Alexandra Kertz-Welzel, Indiana University Press, 2018
"How do globalization and internationalization impact music education around the world? By acknowledging different cultural values and priorities, Alexandra Kertz-Welzel’s vision challenges the current state of international music education and higher education, which has been dominated by English-language scholarship. Her framework utilizes an interdisciplinary approach and emphasizes the need for developing a pluralistic mode of thinking, while underlining shared foundations and goals. She explores issues of educational transfer, differences in academic discourses worldwide, and the concept of the global mindset to help facilitate much-needed transformations in global music education. This thinking and research, she argues, provides a means for better understanding global transfers of knowledge and ways to avoid culturally and linguistically hegemonic standards. Globalizing Music Education: A Framework is a timely call to action for a more conscious internationalization of music education in which everyone can play a part."
IM Yob, ER Jorgensen, Indiana University Press, 2020
Brian Kaufman, Lawrence Scripp (eds), Taylor & Francis, 2019
"Music Learning as Youth Development explores how music education programs can contribute to young people’s social, emotional, cognitive, and artistic capacities in the context of life-long musical development. International scholars argue that MLYD programs should focus in particular on the curiosity, energy and views of young people affecting the teachers, musicians, pedagogy, programs, and music with which young people interact. From fields of progressive music education, authors share their perspectives on approaches that can lead to new ways of enabling youth learners as they transition to adulthood."
Abstract, José Luis Aróstegui (2019), Music Education Research, DOI: 10.1080/14613808.2019.1703923
Tan AG. (2019), In: Tsubonou Y., Tan AG., Oie M. (eds), Creativity in Music Education. Creativity in the Twenty First Century. Springer, Singapore.
Abstract, Patricia Shehan Campbell (2020), Arts Education Policy Review, DOI: 10.1080/10632913.2019.1709936
Abstract, Tiina Kukkonen (2020), Arts Education Policy Review, 121:2, 43-54, DOI: 10.1080/10632913.2019.1576150
Abstract, AN Stanley, F. Candussi (2020), Arts Education Policy Review, Advance online publication, DOI: 10.1080/10632913.2020.1746713
Abstract, CE Aguilar, CK Dye (2019), Journal of Music Teacher Education, https://doi.org/10.1177/1057083719885335
Abstract, Ryan D. Shaw (2019), Arts Education Policy Review, 120:4, 185-197, DOI: 10.1080/10632913.2018.1468840
Abstract, D Carioti, L Danelli, MT Guasti, M Gallucci (2019), Frontiers in Psychology, 10:2704; doi: 10.3389/fpsyg.2019.02704
Abstract, MA Arnold, AE Ellerbe, SL Goodman (2019), Arts Education Policy, https://doi.org/10.1080/10632913.2019.1656127