Menc Handbook of Musical Cognition and Development

Menc Handbook of Musical Cognition and Development

Menc Handbook of Musical Cognition and Development

Menc Handbook of Musical Cognition and Development

Synopsis

Answering fundamental questions about musical preference, ability, and communication, the field of Musical Cognition and Development is critical to the understanding of how music is processed, grasped, and learned. Drawn from the widely acclaimed New Handbook of Research on Music Teaching andLearning (Oxford, 2002), the MENC Handbook of Musical Cognition and Development covers the latest theoretical and practical techniques that explain meaning and understanding in music. A distinguished team of internationally recognized experts offers cogent and concise insights providing readersup-to-date information and references. The volume covers the most important topics in this field, including skill development in music performance, research on communicating music expressiveness, the neurobiology of music, the cognitive constraints in the listening process, and music and medicine asapplied to neuroscience. Practical and affordable, this volume will prove essential for students and scholars of music education and the psychology of music. It is both an excellent starting point for those looking to gain an orientation to the field, and an up-to-date presentation of the most recent research findings forexperienced researchers, instructors, and pedagogues.

Excerpt

The use of research findings is critical to the success of music teaching and learning. There is probably no area of greater importance in the 21st century than research involving music and its impact on the development and use by the human brain. The popular press has reported partial findings of research indicating the importance of music in human development. It is important that teachers and researchers have a full understanding of the findings of valid studies in order that our knowledge not be misused. Andreas Lehmann, a German scholar, assembled an outstanding team that wrote chapters on our knowledge of perception and cognition for the New Handbook of Research on Music Teaching and Learning published by Oxford University Press in 2002. In this text, we provide an up-date of that material with the addition of a chapter on Music and Neuroscience by John W. Flohr and Donald A. Hodges.

This up-date is the result of the efforts of Ms. Kim Robinson and Ms. Eve Bachrach of Oxford University Press and Mike Blakeslee of the National Association for Music Education—MENC, believers in the importance of disseminating research findings to the profession. It is our hope that the publication of separate, small, economical, books on specialized research topics will make the material more accessible to users in a variety of fields. Music cognition is a vital topic for scholars in medicine, psychology, in educational psychology, and in music theory, as well as for music educators. One will note that we have selected authors from all of these fields and authors from continental Europe, Great Britain, Canada, and the United States. It has been my pleasure to work through with them with the assistance of Professor Lehmann issues of language, definitions, and concepts to make the material clear to not only English speakers but those who use English as a research tool. Accurate definitions apply to the topic of each chapter although the authors have coordinated their writing to avoid duplication and to cover the material of music perception and cognition as succinctly as possible in only seven chapters. Although the chapters stand alone . . .

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