Full Description
Sound Teaching explores the ways in which music psychology and education can meet to inspire developments in the teaching and learning of music performance.
The book is based on music practitioners' research into aspects of their own professional practice. Each chapter addresses a specific topic related to musical communication and expression, performance confidence and enjoyment, or skill development in individual and group learning. It explains the background of the research, outlines main findings, and provides suggestions for practical applications. Sound Teaching provides a research-informed approach to teaching and contributes to music tutors' professional development in teaching children and adults of various ages and abilities.
Sound Teaching is written for vocal and instrumental music teachers, music performers with a portfolio career, and music students at conservatoires and universities. Music students undertaking practice-related research will find examples of research methodologies and projects that are informative for their studies. Musical participants of all kinds - students, teachers, performers, and audiences - will find new ways of understanding their practice and experience through research.
Contents
Introduction: a research-informed approach to vocal and instrumental music learning and teaching
Henrique Meissner, Renee Timmers, Stephanie E. Pitts
Part I: Musicians as teachers
How musical learning experiences have an impact on music educators' attitudes and practices
Cláudia Braz Nunes
Traditional musicians as teachers: sharing skills for participation
Josephine L. Miller
Part II: Developing specialist musical skills
Teaching children and teenagers expressive music performance
Henrique Meissner
Developing timbre on the piano: interactions between sound, body, and concepts
Shen Li
Mobilising improvisation skills in classically trained musicians
Jonathan Ayerst
Part III: Group leadership and interaction in ensembles
Communication and interaction in ensemble rehearsal
Nicola Pennill
Conductors as teachers: the effects of verbal feedback on singers' confidence, enjoyment, and performance quality
Michael Bonshor
Part IV: Strategies for enhancing musical confidence and enjoyment
Singing and signing with Deaf and hearing impaired young people
Gail Dudson
Teaching pre-performance routines to improve students' performance experienceMary Hawkes
The teacher's role in the enhancement of students' performance experience
Elsa Perdomo-Guevara
Reflections on implications for sound teaching, lifelong music learning, and future research
Henrique Meissner, Renee Timmers, Stephanie E. Pitts
