Music Learning and Teaching in Infancy, Childhood, and Adolescence

• PART 1


• Music learning and teaching in infancy and early childhood


• Part Editor: Margaret S. Barrett


• Chapter 1. Commentary: Music learning and teaching in infancy and


• early childhood


• Margaret S. Barrett


• Chapter 2. Musical lives of infants


• Mayumi Adachi and Sandra E. Trehub


• Chapter 3. Musicality and musical culture: Sharing narratives of sound


• from early childhood


• Colwyn Trevarthen and Stephen Malloch


• Chapter 4. Music and language in early childhood development and learning


• Lily Chen-Hafteck and Esther Mang


• Chapter 5. Musical participation from birth to three: Toward a global perspective


• Susan Young and Beatriz Ilari


• Chapter 6. Creative meaning-making in infants' and young children's musical cultures


• Margaret S. Barrett and Johannella Tafuri


• Part 2


• Music learning and teaching during childhood:


• Ages 5-12


• Part Editor: Kathryn Marsh


• Chapter 7. Commentary: Music learning and teaching during childhood: Ages 5-12


• Kathryn Marsh


• Chapter 8. Children's ways of learning inside and outside the classroom?


• Eve Harwood and Kathryn Marsh


• Chapter 9. Creating in music learning contexts


• Jackie Wiggins and Magne I. Espeland


• Chapter 10. Meaningful connections in a comprehensive approach to the music curriculum


• Janet R. Barrett and Kari K. Veblen


• Chapter 11. Multiple worlds of childhood: Culture and the classroom


• Chee-Hoo Lum and Kathryn Marsh


• Chapter 12. Music education in the generalist classroom


• Neryl Jeanneret and George M. DeGraffenreid


• Chapter 13. Instrumental ensemble learning and performance in


• primary and elementary schools


• Sharon G. Davis

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and 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.

Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.