The Developmental Psychology of MusicCambridge University Press, 18 de des. 1986 - 260 pàgines This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance. |
Què en diuen els usuaris - Escriviu una ressenya
No hem trobat cap ressenya als llocs habituals.
Continguts
The developmental psychology of music | 1 |
The perspective of music psychology | 3 |
The perspective of developmental psychology | 4 |
The musical perspective | 6 |
Psychological approaches to musical development | 10 |
Plan of the book | 28 |
Childrens thinking and musical development | 31 |
Piagets theory | 32 |
Behavioural studies | 132 |
Psychometric studies | 135 |
Creativity personality and musical development | 143 |
The concept of creativity | 144 |
The creative process | 146 |
Cognitive processes in composition and improvisation | 150 |
Theories of creativity | 152 |
The creative person | 160 |
Gardners theory | 50 |
The development of aesthetic appreciation | 52 |
Musical development in the preschooler | 60 |
Early responses to sound and music | 61 |
The development of song | 66 |
Development of rhythmic skills | 80 |
Musical development in the schoolchild | 83 |
Development of melodic skills | 84 |
Development of harmonic skills | 92 |
Childrens representation of music | 94 |
Environmental influences on musical development | 100 |
Development of responses to music | 105 |
definitions | 106 |
Methodological approaches | 108 |
Experimental aesthetics and responses to music | 110 |
Dimensional studies of responses to music | 123 |
Archivalhistorical approaches | 128 |
The psychometric approach | 167 |
Social psychology and musical development | 179 |
Theories of social influence | 180 |
Popular culture and the development of musical taste | 184 |
Experimental studies of social influence | 194 |
Musical fashions | 203 |
Developmental psychology and music education | 213 |
The scope of music education | 214 |
The curriculum | 216 |
Methods of instruction | 219 |
Assessment and evaluation | 224 |
Conclusion | 226 |
228 | |
252 | |
258 | |
Altres edicions - Mostra-ho tot
The Developmental Psychology of Music David J. Hargreaves,Professor of Education David J Hargreaves Previsualització limitada - 1986 |
Frases i termes més freqüents
ability aesthetic analysis application approach artistic aspects assessment associative attempt behaviour carried changes Chapter child classical clear cognitive complex composers concerned context creativity culture deal described detailed developmental discussed distinction drawings earlier early effects empirical essentially evaluation evidence example experience experimental explain familiarity field Figure forms given groups idea important increase individual influence interest intervals involved latter learning levels listening means measures melodies music education musical development objective operational originality patterns performance personality Piaget pieces pitch play popular positive practical preference present produced proposed psychology question ratings relationship relative represent respectively responses scales seems sense showed similar skills social songs specific stage stimuli structure studies styles subjects suggests tasks taste techniques tended tests theoretical theory thinking tonal types variables