Description
The new edition of ‘The Child as Musician’ celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory – both cutting edge and classic – in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills Daniel Abrahams studied music education at Temple University and completed a master of instrumental conducting degree at the University of Nebraska at Omaha. He holds a Ph.D. in music education from Oakland University in Rochester, Michigan. Abrahams is assistant professor of music education at Indiana University of Pennsylvania, and has presented research at numerous, state, national and international conferences. He has contributed several book chapters in edited publications. His research interests include the acquisition of learner agency and the use of reciprocal teaching in classroom music and ensembles. His dissertation research examined how pedagogy fosters personal and musical agency among beginning instrumental conductors. Frank Abrahams is Professor of Music Education at Westminster Choir College of Rider University in Princeton, New Jersey. A native of Philadelphia, he holds degrees from Temple University and New England Conservatory. Dr. Abrahams has pioneered the d 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
