Susan Hallam
Datos Biográficos
| ID | 3655233 |
|---|---|
| NOMBRE | Susan Hallam |
| NOMBRES | Susan |
| APELLIDO | Hallam |
| FIRMA | HALLAM S |
| AFILIACIONES | University of London |
| ORCID | 0000-0002-6705-0614 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 66 |
| TOTAL DE CITAS | 220 |
| TOTAL COMO AUTOR | 59 |
| TOTAL COMO EDITOR | 7 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Beyond non-formal learning
In this think piece, we explore how pedagogical frameworks can effectively support the planning and practice of music facilitators working in community music contexts. We focus on the framework for facilitating musical learning, interrogating how this framework can support the development of musicians as group leaders whose practice is founded upon experience, action and reflection. While community music is often associated with non-formal learni…
Transitions and the Development of Expertise
In recent years there has been considerable change in the nature of research on the development of expertise. In 1993 Ericsson, Krampe and Tesch-Römer, claimed that the number of hours of deliberate practice determined the level of expertise attained and that general intelligence or talent was not important. Following this assertion the idea that time spent engaging in a domain determined the level of success gained popular attention in the press…
The Development of Metacognition in Musicians
Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. Twenty-two professional musicians and fifty-five novices were interviewed about their practising. The novices were also tape-recorded learning and performing a short pie…
Conceptions of Musical Ability
Teachers' Perceptions of the Impact on Students of the Musical Futures Approach
Music education has faced considerable challenges in trying to bridge the gap between music in young people’s lives and that taking place in the classroom. The ‘Musical Futures’ (MF) initiative aimed to devise new and imaginative ways of engaging young people, aged 11–19, in music activities through a process of informal learning based on popular music. This research aimed to explore teachers’ perceptions of the impact of adopting the MF approach…
What Predicts Level of Expertise Attained, Quality of Performance, and Future Musical Aspirations in Young Instrumental Players?
Research exploring learning outcomes in instrumental music has tended to focus on attainment ignoring other outcomes including long-term commitment to engage with music. This research addresses this issue. One hundred and sixty-three instrumental music students completed a questionnaire which sought information about their practising strategies, attitudes towards learning and performing, the level of support they received, their level of attainme…
The Development of Memorisation Strategies in Musicians
Strategies for memorising music change as expertise develops. Twenty-two professional freelance musicians and 55 novice musicians were interviewed regarding their approaches to memorisation. Strategy use was found to depend on the nature of the material to be memorised. There was also evidence of considerable individual diversity in preferred strategies, learning being based on combinations of automated aural, kinaesthetic, or visual strategies. …
Professional Musicians' Orientations to Practice
The purpose of this study was to investigate the ways in which professional musicians practise. Semi-structured interviews were conducted with 22 freelance musicians spanning a wide range of age and experience and encompassing most of the instruments of the traditional orchestra. The interviews revealed considerable individual diversity in the ways in which the musicians approached and undertook their practice. The findings are discussed in terms…
Gender Differences in Musical Instrument Choice
Historically, there have been differences in the musical instruments played by boys and girls, with girls preferring smaller, higher-pitched instruments. This article explores whether these gender preferences have continued at a time when there is greater gender equality in most aspects of life in the UK. Data were collected from the 150 Music Services in England as part of a larger survey. Some provided data regarding the sex of pupils playing e…
Are There Gender Differences in Instrumental Music Practice?
This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6–19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report 448 Liker…
The Perceptions of Non Music Staff and Senior Management of the Impact of the Implementation of the Musical Futures Approach on the Whole School
This research aimed to provide an account of the impact of the Musical Futures approach on the wider school community in Musical Futures ‘Champion Schools’. Questionnaires were completed by 344 non-music teachers. Interviews were undertaken with members of senior management teams. The majority of staff indicated that Musical Futures had had a 790 positive impact on student motivation, well-being, self-esteem and confidence and had encouraged stud…
Changes in Motivation as Expertise Develops
Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address 560 these issues exploring changes in motivation as expertise develops with a la…
The Development of Practising Strategies in Young People
There has been considerable research considering how instrumental practice changes as expertise develops. Much of that research has been relatively small scale and restricted in the range of instrumentalists included. This paper aimed to explore the development of practising strategies and motivation to practise as expertise develops with a large sample of participants at different levels of expertise playing a wide range of different instruments…
The Development of Expertise in Young Musicians
This research considered the relationships between strategy use and the development of expertise in instrumental music taking into account individual differences. Fifty-five string players, with standards ranging from beginner to music college entrants, aged 6–18 were recorded for a period of 10 minutes practising a short piece of appropriate standard, which they then performed. They were also interviewed regarding their approaches to practice. T…
What Contributes to Successful Whole-Class Ensemble Tuition?
In 2001, the government in England pledged in the white paper Schools Achieving Success that all primary school pupils who wanted to should have the opportunity to learn to play a musical instrument. The research reported here aimed to establish what contributed to the success of the implementation of this policy. The findings showed that success depended on all school staff being committed to the programme; children having experience of high-qua…
Relationships between Practice, Motivation, and Examination Outcomes
While there has been a great deal of research on Instrumental practice and the nature of motivation to engage with music making, there has been relatively little that has considered the relationship of these with instrumental examination outcomes. This research aimed to address this issue. A total of 2,131 young musicians, aged 6–19, across a wide range of expertise, 624 with a range of examination outcomes responded to a series of statements on …
The Predictors of Achievement and Dropout in Instrumental Tuition
This study, using Carroll’s (1963) model of learning as a framework, considers the relative importance of time spent practising in determining learning outcomes in instrumental tuition. Carroll’s model states that degree of learning is a function of time spent learning, divided by time required for learning. One hundred and nine violin and viola pupils aged 6–16 years took part in the study. Multiple regression revealed that length of time learni…
St Century Conceptions of Musical Ability
This study explored conceptions of musical ability using an inventory derived from previous qualitative research. Participants included 102 musicians, 95 educators, 132 adult amateur musicians, 60 adults who were not actively engaged in making music, 193 children actively engaged in making music in addition to their engagement with the school curriculum and 71 children with no engagement with music outside of the school curriculum. Overall, music…
Pupils' Perceptions of Informal Learning in School Music Lessons
Music education has faced considerable challenges in trying to bridge the gap between music in young people’s lives and that taking place in the classroom. The ‘Musical Futures’ initiative aimed to devise new and imaginative ways of engaging young people, aged 11–19, in music activities through a process of informal learning based initially on popular music. This research aimed to explore pupils’ perceptions of the impact of adopting the Musical …
Professional Musicians' Approaches to the Learning and Interpretation of Music
The purpose of this study was to investigate the approaches of professional musicians to the learning and interpretation of music. Semi-structured interviews were conducted with 22 practising freelance musicians spanning a wide range of age and experience and encompassing most of the traditional orchestral instruments. The findings were considered in relation to current psychological models of adult learning and intellectual development. Pask’s (…
Conceptions of Musical Understanding
Music can be understood in many ways. This has important implications for music education. The research reported here explored how groups of people conceptualise musical understanding and what they believe supports its acquisition. In this study 463 participants completed two statements: “Musical understanding is” and “You learn to understand music through”. Understanding music was viewed as complex and multidimensional with two overarching theme…
Are There Differences in Practice Depending on the Instrument Played?
There has been little research on Instrument differences in the length and nature of instrumental practice or how these may interact with level of expertise. This paper aimed to address this issue. A total of 3,325 young people ranging in level of expertise from beginner to the level required for entry to higher education conservatoire completed a questionnaire which consisted of a number of statements relating to time spent practicing, 472 pract…
Transitions and the Development of Expertise
The 29th Vernon-Wall Lecture presented at the Annual Meeting of the Education Section of the British Psychological Society, Preston, November 2009. This chapter explores the relationships between the development of expertise and transitions. It sets out what we know about the development of expertise, changes in the brain as expertise develops, and how transitions between different learning contexts and the challenges that they present may impact…
Can the Adoption of Informal Approaches to Learning Music in School Music Lessons Promote Musical Progression?
The aim of this research was to explore the impact of the adoption of the Musical Futures approach on the musical progress ion of students in Musical Futures’ Champion schools. The research took place over three years in three phases with 733 students and 28 music teachers completing questionnaires. Data from the interviews with 39 staff and focus groups of 325 students 828 provided greater insights into the questionnaire responses. Overall, teac…
Supporting Musical Progression for Children from Very Disadvantaged Communities Participating in the English ‘In Harmony’ Program
The six In Harmony programs in England, supported by the UK government, differ according to local context and need. The core program is compulsory for children in participating primary schools and takes place during school time. Extra-curricular voluntary musical activities are also offered while the children are at primary school and for those who have transferred to 686 secondary school. This research explored the challenges faced by the childr…
Practice Makes Perfect
Ability grouping in secondary schools
Background. Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. Aims. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 year 9 pupils (a…
Prevalence of streaming in UK primary schools
The adoption of streaming in the primary school (where children are placed in a class on the basis of measures of attainment and remain in that class all of the time) was commonplace when the 11 plus examination was used to select children for grammar school places. During the 1950s and 1960s the practice died out with most children being taught in mixed ability classes with some in‐class grouping. During the 1990s successive governments indicate…
Pupils' liking for school
Background. Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school.Aims. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the …
Secondary school pupils' satisfaction with their ability grouping placements
There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Ye…
Secondary school pupils' preferences for different types of structured grouping practices
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionn…
Secondary school teachers' attitudes towards and beliefs about ability grouping
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualificati…
The incidence and make up of ability grouped sets in the UK primary school
The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors…
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were c…
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Internationally and historically in the UK, considerable research has been undertaken regarding teachers' pedagogical practices when working with high or low ability classes. Latterly, in the UK, research has focused on pedagogical practices in mixed ability classes. This paper aims to compare secondary school teachers' pedagogical practices in mixed and ability grouped classes and explore whether these are influenced by the extent to which eithe…
An Investigation into African-Caribbean Academic Success in the UK
While, there is a history of academic underachievement among African-Caribbeans in the UK, some African-Caribbeans progress successfully through undergraduate and on to postgraduate studies. This research investigates the factors contributing to such academic success. Fourteen African-Caribbean professionals, male and female, aged between 23 and 40 who had undertaken most of their compulsory education in UK schools, were interviewed. The findings…
Ability groupings in the primary school
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Grouping practices in the primary school
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Pupils' perceptions of an alternative curriculum
Alternative curricula at Key Stage 4 have been implemented to help young people who may be disaffected from school to re‐engage with learning. Skill Force is one example of an alternative curriculum. Skill Force is a Ministry of Defence (MoD) sponsored youth initiative which offers 14‐ to 16‐year‐old students a key skills based vocational alternative to the traditional curriculum. This research explored pupils’ perceptions of participation in Ski…
Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assess…
Gender differences in perceptions of studying for the GCSE
This study explored gender differences in perceptions of studying for the General Certificate of Secondary Education (GCSE). The sample comprised 644 pupils drawn from eight schools in Outer London, UK. The schools encompassed pupils who could be regarded as high, middle and low achievers drawn from co‐educational and single‐sex schools. Pupils completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11. The questi…
Existem diferenças na prática e na motivação entre alunos iniciantes tocando diferentes instrumentos musicais
Há um número considerável de pesquisas sobre a prática instrumental e a motivação musical. Este trabalho teve como objetivo ampliar a pesquisa nesta temática investigando as relações quanto à prática e à motivação de alunos iniciantes de diferentes instrumentos. Aproximadamente 500 instrumentistas e cantores de nível elementar responderam a um questionário com tópicos variados focalizando o tempo gasto praticando o instrumento, as estratégias da …
Does active engagement in community music support the well-being of older people
Background: There is considerable evidence that participating in music making can have benefits for children and young people. This research explored how participation in making music might support the social, emotional and cognitive well-being of older people. Methods: Comparisons were made between older people participating in a wide range of musical and other activities in relation to their responses to questionnaires and psychological needs s…
A philosophical perspective on leading music activities for the over 50s
The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders’ and participants’ views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant…
Ability Grouping in Education
Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping
Ability grouping in secondary schools
Background. Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. Aims. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 year 9 pupils (a…
An Investigation into African-Caribbean Academic Success in the UK
While, there is a history of academic underachievement among African-Caribbeans in the UK, some African-Caribbeans progress successfully through undergraduate and on to postgraduate studies. This research investigates the factors contributing to such academic success. Fourteen African-Caribbean professionals, male and female, aged between 23 and 40 who had undertaken most of their compulsory education in UK schools, were interviewed. The findings…
Exploring the Role of Nationality, Gender and Educational Level on the Possible Selves of Greek and UK Young Adults from Divorced and Intact Families
Research suggests that parental divorce affects offspring's later life. The present study explores the long-term effects of parental divorce on UK and Greek young adults possible selves concerning future family life, friendships and occupation taking account of the mediating role of nationality, gender and educational level. The sample consisted of 332 Greek and UK postgraduate University students. They completed a questionnaire concerning possib…
Young Adults from Divorced and Intact Families
This study explores differences in possible selves relating to future family life reported by young adults from divorced and intact families. Twenty-four in depth interviews were carried out with university postgraduate students, aged 25–35. Individuals from divorced families reported more negative possible selves compared to their counterparts from intact families. Possible selves reported only by divorcees' offspring concerned themselves being …
Ability groupings in the primary school
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Secondary school teachers' attitudes towards and beliefs about ability grouping
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualificati…
Grouping practices in the primary school
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Exploring the Role of Nationality, Gender and Educational Level on the Possible Selves of Greek and UK Young Adults from Divorced and Intact Families
Research suggests that parental divorce affects offspring's later life. The present study explores the long-term effects of parental divorce on UK and Greek young adults' possible selves concerning future family life, friendships and occupation taking account of the mediating role of nationality, gender and educational level. The sample consisted of 332 Greek and UK postgraduate University students. They completed a questionnaire concerning possi…
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were c…
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Internationally and historically in the UK, considerable research has been undertaken regarding teachers' pedagogical practices when working with high or low ability classes. Latterly, in the UK, research has focused on pedagogical practices in mixed ability classes. This paper aims to compare secondary school teachers' pedagogical practices in mixed and ability grouped classes and explore whether these are influenced by the extent to which eithe…
Pupils' liking for school
Background. Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school.Aims. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the …
Secondary school pupils' preferences for different types of structured grouping practices
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionn…
Pupils' perceptions of an alternative curriculum
Alternative curricula at Key Stage 4 have been implemented to help young people who may be disaffected from school to re‐engage with learning. Skill Force is one example of an alternative curriculum. Skill Force is a Ministry of Defence (MoD) sponsored youth initiative which offers 14‐ to 16‐year‐old students a key skills based vocational alternative to the traditional curriculum. This research explored pupils’ perceptions of participation in Ski…
Secondary school pupils' satisfaction with their ability grouping placements
There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Ye…
Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assess…
The power of music
This paper reviews the empirical evidence relating to the effects of active engagement with music on the intellectual, social and personal development of children and young people. It draws on research using the most advanced technologies to study the brain, in addition to quantitative and qualitative psychological and educational studies. It explains how musical skills may transfer to other activities if the processes involved are similar. It ex…
Gender differences in perceptions of studying for the GCSE
This study explored gender differences in perceptions of studying for the General Certificate of Secondary Education (GCSE). The sample comprised 644 pupils drawn from eight schools in Outer London, UK. The schools encompassed pupils who could be regarded as high, middle and low achievers drawn from co‐educational and single‐sex schools. Pupils completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11. The questi…
Bringing different generations together in music-making
This article describes a music project that took place as part of a bigger project, entitled the Music for Life Project that explored the social and emotional benefits of music participation for people over fifty. The intergenerational project was led by two music leaders from the Guildhall School of Music & Drama. The participants involved were pupils from two primary schools in East London and seniors from two housing schemes, also in East Lond…
Oxford Handbook of Music Psychology
The Oxford Handbook of Music Psychology provides a comprehensive overview of the latest developments in this fast-growing area of research. With contributions from experts in the field, the coverage offered has both range and depth. The fifty-two articles are divided into eleven sections covering both experimental and theoretical perspectives. Ten sections each present articles that focus on specific areas of music psychology: the origins and fun…
The Oxford handbook of human motivation
This handbook collects together human motivation's top theorists and researchers to provide overviews of today's most noteworthy theories, topical chapters on phenomena from ego-depletion to flow, recent work on the biological bases of motivation, and applied in chapters on therapy, work, sport, education and relationships.
Benefits experienced by older people in group music-making activities
This article focuses on the reported benefits of participation in musical activi¬ties identified by people over the age of 50, who participated in the Music for Life Project (MFLP). The participants engaged in weekly musical activities offered in three locations; two centres in London and one in northern England. Their responses were collected through individual interviews and through written answers to open questions on two questionnaires that w…
Blast from the past
It has been said that participation in master classes provides an initiation into a community of practice (Hanken, 2008; Creech et al., 2009) and that contemporary practices in higher music education are strongly informed by those of the past (Froehlich, 2002, cf. Heikinheimo, 2009). This is certainly true of public master classes which provide students with the opportunity to perform in public and to receive feedback on their performance from a …
The social and personal functions of music in cross-cultural perspective
Music's uses and contexts are so many and so various that the task of cataloguing its functions is daunting: how can we make sense of this diversity? These functions appear to range from the individual (music can affect the way we feel and the way we manage our lives) to the social (it can facilitate the coordination of large numbers of people and help to forge a sense of group identity). This article argues that musical behaviour covers a vast m…
Diverse Music Education Insights (35 obras) · Psychology (33 obras) · Neuroscience and Music Perception (28 obras) · Musical (23 obras) · Pedagogy (18 obras) · Mathematics education (16 obras) · Developmental psychology (12 obras) · Musicians’ Health and Performance (11 obras) · Perception (11 obras) · Sociology (11 obras)