Nigel A Marshall
Biographic Data
| ID | 3655074 |
|---|---|
| NAME | Nigel A Marshall |
| GIVEN NAMES | Nigel A |
| FAMILY NAME | Marshall |
| SIGNATURE | MARSHALL N A |
| AFFILIATIONS | The University of Roehampton, London, UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Extending zygonic theory to analyse patterns of musical influence between children creating pieces of music in groups, in England and Japan
This article reports on initial exploratory trials of a methodological extension of zygonic theory, through which this psychomusicologically-based approach was used to analyse patterns of musical influence within pieces created by groups of primary school children aged 9–11 years in England and Japan. Previously, the theory had been used in educational and therapeutic contexts to gauge the musical impact of each participant on the other in one-to…
Musical Style Discrimination in the Early Years
Previous research has suggested that by the age of six, children display high levels of competence in identifying and reliably distinguishing between different musical styles. Until now, it has been difficult to investigate musical style sensitivity in the early years because the test procedures have relied heavily on the use of language, including the use of verbal instructions and written responses, and because they have demanded levels of conc…
Developing identities and attitudes in musicians and classroom music teachers
Background.The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as 'musicians' and as 'teachers'.Aims.To undertake a short-term longitudinal comparison of the developing identities and the attitudes of a group of intending specialist secondary music teachers, during the transition into their …
Developing identities and attitudes in musicians and classroom music teachers
Background.The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as 'musicians' and as 'teachers'.Aims.To undertake a short-term longitudinal comparison of the developing identities and the attitudes of a group of intending specialist secondary music teachers, during the transition into their …
Musical Style Discrimination in the Early Years
Previous research has suggested that by the age of six, children display high levels of competence in identifying and reliably distinguishing between different musical styles. Until now, it has been difficult to investigate musical style sensitivity in the early years because the test procedures have relied heavily on the use of language, including the use of verbal instructions and written responses, and because they have demanded levels of conc…
Developing identities and attitudes in musicians and classroom music teachers
Background.The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as 'musicians' and as 'teachers'.Aims.To undertake a short-term longitudinal comparison of the developing identities and the attitudes of a group of intending specialist secondary music teachers, during the transition into their …
Extending zygonic theory to analyse patterns of musical influence between children creating pieces of music in groups, in England and Japan
This article reports on initial exploratory trials of a methodological extension of zygonic theory, through which this psychomusicologically-based approach was used to analyse patterns of musical influence within pieces created by groups of primary school children aged 9–11 years in England and Japan. Previously, the theory had been used in educational and therapeutic contexts to gauge the musical impact of each participant on the other in one-to…
Diverse Music Education Insights (3 works) · Musical (3 works) · Psychology (3 works) · Visual arts (3 works) · Art (2 works) · Developmental psychology (2 works) · Neuroscience and Music Perception (2 works) · Social Psychology (2 works) · Cognition (1 works) · Cognitive psychology (1 works)