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The Child as Musician


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Table of Contents

Section 1: Development 1: Richard Parncutt: Prenatal Development 2: Sandra E. Trehub and Franziska Dege?: Reflections on Infants as Musical Connoisseurs 3: Donald A. Hodges: The Child Musician's Brain 4: Susan Hallam: Musicality 5: Kathleen A. Corrigall and E. Glenn Schellenberg: Music cognition in childhood 6: Jackie Wiggins: Musical Agency 7: Adam Ockelford: The potential impact of autism on musical development Section 2: Engagement 8: E. Glenn Schellenberg: Music and Nonmusical Abilities 9: Janet Mills & Gary E. McPherson: Musical Literacy: Reading traditional clef notation 10: Chris Philpott: Musical Literacy: Music as language 11: Andrew Brown: Engaging in a sound musicianship 12: Emery Schubert & Gary E. McPherson: Underlying Mechanisms and Processes in the Development of Emotion Perception in Music 13: David J. Elliott & Marissa Silverman: Felt Experiences of Popular Musics 14: Sharon G. Davis: Children, Popular Music, and Identity 15: Paul Woodford: The Child as Music Critic 16: David J. Hargreaves, Adrian C. North, & Mark Tarrant: How and why do musical preferences change in childhood and adolescence? Section 3: Differences 17: Paul Evans: Motivation 18: Gary E. McPherson & Aaron Williamon: Building gifts into musical talents 19: Judith A. Jellison: Inclusive Music Classrooms: A Universal Approach 20: Costanza Preti & Katrina S. McFerran: Music and Wellbeing during Illness 21: Katrina S. McFerran: Adolescent Music Is Not Problematic Section 4: Skills 22: Gary E. McPherson, Jane W. Davidson and Paul Evans: Playing an instrument 23: Margaret Sarah Osborne: Building performance confidence 24: Graham Welch: Singing and vocal development 25: Kathryn Marsh & Susan Young: Musical play 26: Pamela Burnard and Hsu-Chan Kuo: The Individual and Social Worlds of Children's Musical Creativities 27: Peter Webster: Computer-Based Technology Section 5: Contexts 28: Gordon Cox: Historical Perspectives 29: Frank Abrahams & Daniel Abrahams: Child as Musical Apprentice 30: Patricia Shehan Campbell: Global Practices 31: Alexandra Kertz-Welzel: Transcultural Childhoods 32: Lee Higgins: My Voice is Important Too: Non-formal Music Experiences and Young People 33: Susan A. O'Neill: Transformative Music Engagement and Musical Flourishing 34: Jane W. Davidson & Robert Faulkner: The transition from adolescent to adult music learner 35: Stephanie E. Pitts: Fostering lifelong engagement in music

About the Author

Gary E. McPherson is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne. He 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 at the highest level.


`This timely, fascinating and thought-provoking set of essays, says editor Gary McPherson, sets out to 'celebrate the richness and diversity of the many different ways in which children can engage in and interact with music.' It succeeds magnificently, but provides moreit is a book that can be heartily recommended to anyone involved in music making and education, and - not least - to every parent.' Music Teacher

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