Nigel Marshall
Biographic Data
| ID | 6328252 |
|---|---|
| NAME | Nigel Marshall |
| GIVEN NAMES | Nigel |
| FAMILY NAME | Marshall |
| SIGNATURE | MARSHALL N |
| AFFILIATIONS | University of Roehampton |
| ORCID | 0000-0003-2634-7419 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Musical play in the early years
Teacher Efficacy (TE) refers to teachers’ confidence in their ability to promote student’s learning. Research shows that generalist teachers’ TE for music education is generally low, with many teachers associating music education with innate musical talents – a problem exacerbated by music education programmes that focus on singing or playing instruments. Musical play is a form of music education in which young children more or less freely explor…
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…
Early career challenges in secondary school music teaching
The article reports an Economic and Social Research Council‐funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age‐related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and qua…
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 …
Early career challenges in secondary school music teaching
The article reports an Economic and Social Research Council‐funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age‐related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and qua…
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 play in the early years
Teacher Efficacy (TE) refers to teachers’ confidence in their ability to promote student’s learning. Research shows that generalist teachers’ TE for music education is generally low, with many teachers associating music education with innate musical talents – a problem exacerbated by music education programmes that focus on singing or playing instruments. Musical play is a form of music education in which young children more or less freely explor…
Diverse Music Education Insights (5 works) · Musical (5 works) · Psychology (5 works) · Visual arts (5 works) · Art (3 works) · Early Childhood Education and Development (3 works) · Music education (3 works) · Pedagogy (3 works) · Developmental psychology (2 works) · Mathematics education (2 works)