he importance of cognition in teaching, learning, and research in music education has been championed by individuals in the arts, led by Elliot Eisner of Stanford University and by psychologists such as Howard Gardner of Harvard University and Robert Sternberg of Yale. A stellar line up of international authors has been assembled to provide in a single volume the latest theoretical and practical techniques that explain meaning and understanding in music. Sponsored by the National Association of Music Education (MENC), this book provides the most thorough coverage to date of such topics as: *…mehr
he importance of cognition in teaching, learning, and research in music education has been championed by individuals in the arts, led by Elliot Eisner of Stanford University and by psychologists such as Howard Gardner of Harvard University and Robert Sternberg of Yale. A stellar line up of international authors has been assembled to provide in a single volume the latest theoretical and practical techniques that explain meaning and understanding in music. Sponsored by the National Association of Music Education (MENC), this book provides the most thorough coverage to date of such topics as: * The development of skills in music performance * Research on communicating music expressiveness * The neurobiology of music * The cognitive constraints in the listening process * Music and medicine as applied to neuroscience This collection will prove essential for students and scholars of music education and psychology of music.
Richard Colwell is Professor Emeritus of Music Education at the University of Illinois and Adjunct Professor of Music Education at the University of Michigan. He is the founding editor of the Bulletin of the Council for Research in Music Education and the Quarterly Journal of Music Teaching and Learning.
Inhaltsangabe
* 1: Wilfried Gruhn University of Freiburg and Frances Rauscher University of Wisconsin Oshkosh: The Neurobiology of Music Cognition and Learning * 2: William Forde Thompson York University Toronto and E. Glenn Schellenberg University of Toronto at Mississauga: Cognitive Constraints on Music Listening * 3: Heiner Gembris University of Paderborn Germany: The Development of Musical Abilities * 4: Bruce Torff Hofstra University: A Comparative Review of Human Abilitiy Theory: Context Structure and Development * 5: Reinhard Kopiez University of Hannover Germany: Making Music and Making Sense Through Music: Expressive Performance and Communication * 6: Andreas C. Lehmann Hochschule für Musik Würzburg Germany and Jane W. Davidson University of Sheffield: Taking an Acquired Skills Perspective on Music Performance * 7: John W. Flohr Texas Women's University Denton and Donald A. Hodges University of North Carolina Greensboro: Music and Neuroscience
* 1: Wilfried Gruhn University of Freiburg and Frances Rauscher University of Wisconsin Oshkosh: The Neurobiology of Music Cognition and Learning * 2: William Forde Thompson York University Toronto and E. Glenn Schellenberg University of Toronto at Mississauga: Cognitive Constraints on Music Listening * 3: Heiner Gembris University of Paderborn Germany: The Development of Musical Abilities * 4: Bruce Torff Hofstra University: A Comparative Review of Human Abilitiy Theory: Context Structure and Development * 5: Reinhard Kopiez University of Hannover Germany: Making Music and Making Sense Through Music: Expressive Performance and Communication * 6: Andreas C. Lehmann Hochschule für Musik Würzburg Germany and Jane W. Davidson University of Sheffield: Taking an Acquired Skills Perspective on Music Performance * 7: John W. Flohr Texas Women's University Denton and Donald A. Hodges University of North Carolina Greensboro: Music and Neuroscience
Rezensionen
Written by international experts in their respective research fields, these chapters represent an up-to-date snapshot of key issues in music cognition and development research. John Sloboda, Professor of Psychology, Keele University, and author of The Musical Mind es
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