This book presents four extended essays that are rooted in the growing interdisciplinary field of applied musicology, in which music theory - in particular, the zygonic conjecture - is used to inform thinking in the domains of music psychology, music education and music therapy research. It is essential reading for academics and postgraduate students working in these fields. The topics covered include a new study on the emergence of musical abilities in the early years, using the Sounds of Intent framework of musical development; an exploration of how the Sounds of Intent model can be extended to map how people with learning difficulties engage in creative multisensory activities; an investigation of the expectations generated on hearing a piece of music more than once evolve in cognition, using evidence from a musical savant; and a report on the effect on listeners of repeated exposure to a novel melody. Data are drawn from the findings of postgraduate and postdoctoral projects. It is hoped that this exciting new work will act as a catalyst in the emerging field of applied musicological research, and bring recognition to a group of new young academics.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Illustrationen
284 s/w Abbildungen, 190 s/w Photographien bzw. Rasterbilder, 94 s/w Tabellen
94 Tables, black and white; 190 Halftones, black and white; 284 Illustrations, black and white
Maße
Höhe: 234 mm
Breite: 156 mm
Dicke: 16 mm
Gewicht
ISBN-13
978-1-032-01428-9 (9781032014289)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Adam Ockelford is Professor of Music at Roehampton University, where he directs the Applied Music Research Centre. He is widely published in music psychology, education, theory and aesthetics. He has particular interests in special educational needs and the development of exceptional abilities; learning, memory and creativity; the cognition of musical structure and the construction of musical meaning.
Graham Welch holds the Institute of Education, University of London Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), immediate past President of the International Society for Music Education (ISME) and past Co-Chair of the Research Commission of ISME. His publications number over 300 and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.
Angela Voyajolu holds a Masters in Music from the University of York, UK and a Masters in Music Therapy from Montclair State University, USA. She is currently completing a PhD at the University of Roehampton in London. Her research focuses on the musical development of children in the early years.
Ruth Grundy studied Music at Lady Margaret Hall, Oxford, before completing the MSc in Music, Mind and Brain at Goldsmiths, University of London, where she undertook the research project reported in this volume with Adam Ockelford. She has an interest in the relationship between music and medicine, and is currently working as a junior doctor in Shropshire, UK.
Hayley Trower gained her MSc and PhD at the University of Roehampton. Her research focused on the memory processes that support the development of melodic expectations in the context of familiar music in children and adults with 'typical' brain development, and in children with autism spectrum condition. She is currently working as a research psychologist in the Lifespan Health & Wellbeing Group at the University of Warwick, UK, exploring risk factors, adaptation and positive life outcomes associated with premature birth.
1. Introduction
2. The development of musical-structural cognition in the early years: a perspective from the Sounds of Intent model
3. Extending the Sounds of Intent model of musical development to explore how people with learning difficulties engage in creative multisensory activities
4. Expectations generated on hearing a piece of music on more than one occasion: evidence from a musical savant
5. Exploring the effect of repeated listening to a novel melody: a zygonic approach
6. Conclusion
