Research

BOOKS

How Music Sculpts Our Brain

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“

The Oxford Handbook of Music and the Brain (preview)

Michael H. Thaut, Donald A. Hodges, (eds.), OUP, 2019

Every child a composer: Music education in an evolutionary perspective (abstract)

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."

21st Century Innovation in Music Education (summary)

Proceedings of the 1st International Conference of the Music Education Community (INTERCOME 2018)

KS Astuti, GG McPherson, B Sugeng, N Kurniasari

Globalizing Music Education: A Framework

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."

Humane Music Education for the Common Good

IM Yob, ER Jorgensen, Indiana University Press, 2020

Music Learning as Youth Development

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."

ARTICLES

Creativity in Music Education: Moving Forward

Tan AG. (2019), In: Tsubonou Y., Tan AG., Oie M. (eds), Creativity in Music Education. Creativity in the Twenty First Century. Springer, Singapore.


At the nexus of ethnomusicology and music education: pathways to diversity, equity, and inclusion

Abstract, Patricia Shehan Campbell (2020), Arts Education Policy Review, DOI: 10.1080/10632913.2019.1709936


An ecological model of artist–school partnerships for policy makers and practitioners

Abstract, Tiina Kukkonen (2020), Arts Education Policy Review, 121:2, 43-54, DOI: 10.1080/10632913.2019.1576150


Implications of neoliberalism and knowledge economy for music education

Abstract, José Luis Aróstegui (2020), Music Education Research, 22:1, 42-53, DOI: 10.1080/14613808.2019.1703923


Developing Music Education Policy Wonks: Preservice Music Education and Policy

Abstract, CE Aguilar, CK Dye (2019), Journal of Music Teacher Education, https://doi.org/10.1177/1057083719885335


Examining arts education policy development through policy frameworks

Abstract, Ryan D. Shaw (2019), Arts Education Policy Review, 120:4, 185-197, DOI: 10.1080/10632913.2018.1468840


Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents

Abstract, D Carioti, L Danelli, MT Guasti, M Gallucci (2019), Frontiers in Psychology, 10:2704; doi: 10.3389/fpsyg.2019.02704


Review of music education in an age of virtuality and post-truth

Abstract, MA Arnold, AE Ellerbe, SL Goodman (2019), Arts Education Policy, https://doi.org/10.1080/10632913.2019.1656127