British Journal of Music Education 1998: Vol 15 Index

7 Pages·1998·2.3 MB·English

B. F. Music Ed. (1998) 15:3, 327-332 Copyright © 1998 Cambridge University Press
Index
A-level music, marking of, 256 assessment: of instrumental performance,
ability: singing, views of own, 313; tests for, 176, 178, 236; of musical development,
267-8; theories of, 268; types of, related 275-6; see also examinations
to potential instrumental competence, Aston, Peter, 32-3, 34
267-8, 269; views of extent of, 152, 172, Atkinson, Elizabeth, 221-2
179, 258 audiating, 147
abstraction, levels of, 256—7 aural skills, 250, 309-11, 314, 315n; see also
access issues, 71-81, 95, 269-70, 296 transcription
acoustics, 125-6; psychoacoustics, 129-30 automatisation, 10
acting, 312
Adair, Yvonne, 240, 242 Bach, C. P. E., 11
Adams, Pauline, 221, 224 Bamberger, Jeanne, 83
Adey, Christopher, 319-21 bamboo pipes, 242, 247; see also Pipers’ Guild
adolescence, physical aspects, 101-16 band music, 227
aesthetics, 216 Barnard, Elizabeth, 240, 249
Africa, 139-59 passim, 171-213 passim, BBC, 248, 251
322-3 Beethoven, Ludwig van, 94
African music, 235, 237; contemporary styles behavioural skills, 304, 305-6, 308, 311-14
in Nigeria, 182—9; cultural issues, beliefs: effects of, 47; teachers’, 53-68;
155-9, 164, 165-6; in education in Zimbabwean traditional, 171-2
Africa, 152-3, 171-9, 202-3, 205-6, bells/drums as signals, 203, 205
207, 208; in education outside Africa, Bhavan Centre, 272
155, 167-8; influences on, 165; Birtwistle, Harrison, 255, 262
ownership/copyright issues, 156—7, 159; Black Papers, 251
resources on, 211-13 Blacking, John, 145, 152
African musicology, 202 Blocksidge, Kathleen, 240, 241, 242, 245,
Alcantara, Pedro de, 127-9 247-8, 251
Alexander Technique, 127-9 body: Alexander Technique, 127-9;
Allen, Patrick, 219-21 experiencing music with, 237; movement
amateur music, 218-19, 261; choirs, 314 styles in dance, 142, 203—4, 205-7;
amateurs/professionals: defining, 184; movements when performing music, 237
working together, 218-19 bodymind, 305-6, 311-12, 314n
ambition, 41-3, 44, 66 Botswana, 191-200
Amoaku, Komla, 235, 237 Bow-Craft Guild, 241, 242, 243
analysis through composition, 124—5 boys: puberty and vocal development, 102-9,
anatomy, 128 115-16; see also gender issues
Anderson, William, 149-50 Brearley, Molly, 241, 246
aptitude, see ability Brown, John Hullah, 242
arpeggios: function of practising, 6; ways of
practising, 21 Cain, Tim, 221, 222-3
art teaching, 319 Canada, 51, 53, 57, 63-4, 67
arts subjects in schools, 122—4, 318-19 Certificate of Education, 80
Index
change, 189; in traditional music, 158, 178 Dalcroze Society, 241-2, 243
Chapple, Stanley, 28 dance: African movement style, 142, 203-4,
child-centred approach, 248, 251 205-7; European, 323; in Ghana, 142,
Chinese music, 323 147n, 203-4, 205-7; movement in
Chopin, Fryderyk, 10, 15 singing games and, 142, 147n; in schools,
choral conducting, 303-14, 322 319, 323
choral singing: effects, 313; and holistic Dargie, David, 235, 237
approach to music in schools, 77-8; Dartington International Summer School,
National Curriculum and, 100-1; 255-6, 258-9, 261
repertoire, 313-14 Davies, Henry Walford, 251
Christianity, 157-8, 182-3 Dobbs, Jack, 243, 244, 246-7
classical style, 124—5 drama teaching, 319
Clay, Gordon, 318-19 drums/bells as signals, 203, 205
collaborations between professional musicians Dunning report, 295
and schools, 47, 271-85 Dunsby, Jonathan, 126-7
Colour Music System, 251 Durrant, Colin, 236
communication and interpersonal skills, 304,
305-6, 308, 311-14 ear, playing by, and learning, 175-6, 177-9,
communication networks, 299-301 267
community/communities, 153, 161-2, 169, electronic networks, 299-300
171-2, 203-8 Ellis, Phil, 236-7
Community Music Limited, 272 equal opportunity issues, 46, 47, 166, 169;
community schools, 208 see also gender issues
composing/composition and its teaching, 236; error detection, and choral conducting, 306,
accessibility, 95; analysis through 310
composition, 124-5; benefits, 299; essays, models for, 318
gender and, 63-5, 67-8; and holistic eurhythmics, 241-2
approach to music in schools, 78-9, 80; European festivals, 323-4
MEUT and, 248-9; resources for, 295, Everitt, Anthony, 218-19, 261
299-301; in Scotland, 295, 296-7; study examinations, 236; aural tests in, 309, 311,
of compositional strategies, 83-96; using 315n; and education in Tanzania, 157;
computers, 83-96 gender and results in, 52; in Ghana, 203;
computers: attitudes to, 95—6; gender issues in jazz, 225; marking of, 256; statistics on
concerning, 64-5, 68; study of entries and results, 52, 295, 297-8
compositional strategies using, 83-96 exercises: for singing, 147, 313; technical,
conducting: by children, 243; choral, 303-14; effects on learners, 269; see also under
orchestral, 319-21 technique
constructionist view of culture, 151 extemporisation, see improvisation
constructivism (Personal Construct extra-curricular work, and access issues/
Psychology), 38, 40 integration into curriculum, 71-81;
constructivist views of knowledge, 263 see also visiting musicians
context, see cultural issues
Cook, Nicholas, 124-5 falsetto, 106, 107, 220
copyright/ownership issues, 156-7, 159, 292 Feldberg, Emily, 221-2
cultural issues, 155-9, 161-9, 201-2, feminism, 37-9; see also gender issues
287-8, 323-4; in Ghana, 203-8; samba festivals, 323-4
and, 291-4; in South Africa, 151-2; see fingering systems, piano, 10-19, 20, 21-2
also interculturalism and multiculturalism Flowers, Herbie, 259, 261
cultural studies, 324 Flynn, Doris, 247
Curwen, John, 30, 31 Foxley, Simon, 272
Curwen Method, New, 251 freedom, samba project and feeling of, 290-1
Czerny, Carl, 12, 22 Froebel Foundation, National, 241, 243, 245
funding for amateur music, 219, 261
dalaara, 203, 204-5, 206 Fyk, Janina, 129-30
328
Index
Gahu (dance), 142, 147n college, 175-9; see also individual
Gamble, Tom, 249 instruments
gamelan, 323 instruments, choice of, and gender issues,
games, 139-47; for learning music, 223; 43-5, 59, 66-7, 121
see also play interculturalism, 152, 155—9, 168; see also
GCSE music, holistic approach and, 77, multiculturalism
78-9, 80 interdisciplinary projects, 323-4
gender issues, 37—48, 51-68, 121-2; see also Internet, 299-300
puberty and vocal development interpersonal and communication skills, 304,
Ghana, 158, 201, 202-8; study of singing in a 305-6, 308, 311-14
singing game in, 139-47 interpretation, see performance practice
Gilbert, Jean, 322, 323-4 intonation: choral conducting and, 305-6,
girls: puberty and vocal development, 102-3, 310; developing in singing, 147, 249,
112-16; see also gender issues 250; in a singing game, 139, 143-7;
Glynne-Jones, Marjorie, 248 violin, 129-30; see also pitching
Gould, Doris, 248 intuition, 308
Gould, Glenn, 10 invention, see composing
Green, Lucy, 51, 53, 54, 55, 121-2 ISME (International Society for Music
Education), 235-8
hand piano, see mbira
Helliwell, Gladys, 240 James, Florence, 240
Hemsley, Thomas, 321-2 James, Jamie, 126
Hertrich, John, 318-19 James, Margaret, 242
Higher Still, 300 Japanese music, 323
highlife music, 164, 183 Jaques-Dalcroze, Emile, 241
holistic approaches to music education, 27-8, jazz: and listening, 290; resources relating to,
71-81, 296 225-7; teaching of in schools, 79-80
Hollis, Eric, 236 Jones, Peter, 318-19
Horton, John, 249-50 juju, 183, 189
Hosier, John, 248
Houghton, Winifred, 240, 242 Kakube, 203, 204-5, 207, 208
Howard, John, 236 Kamba, Maria, 122-4
Huddersfield University, 309-10 Kelly, George, 38, 39, 40
hymn books, 261 Kenya, 157, 159
knowledge: needed for choral conducting,
improvisation: in classroom work, 31; in 303-8, 314; situated, 308; types of,
piano practice, 6—9, 20-1; vocal, 236; 263-6, 307
whether teachable, 177-9 Kodaly, Zoltan, 30, 31, 248, 250, 251
Indian music, 323 Kratus, J., 83-4
Indonesian music, 323 Kullak, Adolf, 16-17, 22
infancy, 145-6
infant-directed music, 145, 146-7 language: and children’s singing, 139-47;
INSET, 251; and MEUT, 244; teachers’ learning in other than first, 174, 202;
views on in Botswana, 192-200 music and, 139-40, 143-7; and vocal
instrumental teaching/learning, 264—70; development, 139-41, 143-7
access issues, 269-—70; benefits of, Lawrence, Evelyn, 241, 245
268, 270; goals, 269-70; and holistic leadership, 312
approach to music in schools, 79-80; learning, 135; bodymind aspects, 311-12;
and knowledge of music being direct, 146, 150, 151, 158-9, 202, 207,
studied, 267, 268-9; notation and, 208; play and, 135; situated, 266; in
176, 177-9, 267, 269; predictors of traditional Ghanaian culture, 202, 208;
success, 268, 269; reasons for giving in traditional Zimbabwean culture,
up, 267, 269; reasons for students 171-2, 176-7
choosing, 45; in a Zimabwean teachers’ Lewin, Olive, 149
Index
listening: multiculturalism and, 287-8; samba and arts subjects, 123; assessment and,
project and, 289-90 275-6; collaborative projects and,
literacy, musical, see notation 273-4, 275, 277, 278, 284; and holistic
London Arts Board, 271-2, 284 approaches/access issues, 71—5, 81;
Lougheed, Judith, 221, 223-4 influences on, 32; resources relating to,
221-5, 323-4; singing and, 99-102,
MacGregor, Joanna, 258-9, 261 109, 115-16, 220; and world music(s),
MacMillan, James, 300 166, 169
McMillan, Margaret, 241 Nepal, 192-3
Maconie, Robin, 125-6 networks, 299-301
marimba, 175, 176-9 Negoko, 235, 237
maturity: gender and, 63; vocal, see voice, Nigeria, 181-9
development of Nketia, J. H. Kwabena, 152, 202
mbira, 175-9 Norton, Christopher, 225-7
Mellers, Wilfrid, 317-18 notation/music reading: and instrumental
Mendoza, Anna, 249 teaching/learning, 176, 177—9, 267, 269;
mental imagery and choral conducting, 306 MEUT and, 249, 250-1; place of
MEUT (Musical Education of the Under- learning in music education, 27, 29;
Twelves), 239-52; changed to ‘Up to systems, 165-6; see also sight-reading
Thirteen’, 244; closure, 244-5 Nursery School Association, 241, 243
Michael, Richard, 225, 227
Midi Files, Standard, 225, 226 Obiara (singing game), 139-47
Mills, Janet, 318-19 OFSTED (Office for Standards in
mind/body, see bodymind Education), 46, 318, 319
motivation, 5, 19-20, 269; of choral singers, Orchestra of St John’s Smith Square, 272
311-14; singing games and, 146 orchestras, 319-21
Mozart, Wolfgang Amadeus, 94, 124 Orff, Carl, 30-1, 248, 251
multiculturalism, 151-2, 213-16, 288, ownership/copyright issues, 156-7, 159, 292
291-4; see also interculturalism
Munn report, 263, 295, 296 parents, 171
Murphy, William, 248 Paynter, John, 31, 32-3, 34, 149, 247
music: language and, 139-40, 143-7; Percussion Band Association, 240, 241,
meaning, 201, 266-7 (see also cultural 242-3
issues); ownership/copyright issues, percussion bands, 242-3
156-7, 159, 292; participation in, performance, 126-7; orchestral, 319-21;
218-19, 261; ’proper’/’improper’, 256, perfection and, 126
258, 261-2; status as subject, 236, 258, performance practice, choral conductors and,
259-60, 261-2 303-4, 307, 308
music education: historical studies of, 5-22, performance studies, 126-7
25-35, 239-52; holistic approaches, Personal Construct Psychology, 38, 40
71-81, 296; order of, 27, 28-9; personality and choral conducting, 312
philosophies of, 25-35, 245-51 Pfaff, Philip, 240
music reading, see notation philosophy/philosophies, 25-35, 216,
musical ability, see ability 245-51; National Curriculum and, 263
Musical Education of the Under-Twelves, see physical exercises for singers, 313
MEUT physical training, 9, 10; see also technique
musicians, professional, see professional piano teaching/learning, 5-22; fingering
musicians systems, 10-19, 20, 21-2
musicianship, characteristics associated with, Pipers’ Guild, 241, 242, 243, 244
67; see also ability pitching, 220; see also intonation
musicology, African, 202 planning, in collaborative projects, 47, 277,
283-5
Nalden, Rosemary, 237 play, 135, 245; see also games
National Curriculum, 25, 35, 99-101, 263; Plowden Report, 243, 247, 248
330
Index
popular music: effects on music education, Schumann, Clara, 7, 9
236; Ghanaian styles, 203-4; Nigerian science, 125-6
styles, 182-9 Scotland, 263, 295-301
primary schools, non-specialists teaching Scruton, Roger, 216-18
music in, 191—200; and collaborative Sebba, Jane, 221, 223
projects, 276, 277—85; and INSET, in sex: gender and, 52; see also gender issues
Botswana, 192-200; resources for, Sharma, Elizabeth, 322-3
221-5 sight-reading, piano, fingering rules and, 22
professional musicians: collaborative projects singing, 219-21, 321-2; choral conducting
with schools, 47, 271-85; defining, 184; and, 305-6, 310, 311, 313-14;
training, in Nigeria, 184; working with development of, 147, 313-14; falsetto,
amateurs, 218-19 106, 107, 220; gender and attitudes to,
psychoacoustics, 129-30 57-9; and holistic approach to music in
puberty and vocal development, 101-16, 220 schools, 77-8; MEUT and, 249-50,
251; National
radio, 188, 193, 251 Curriculum and, 99-102, 109, 115-16, 220;
Rainbow, Bernarr, 30, 251, 252n social issues, 101, 220; transcription of,
Read, Ernest, 241-2 140-1
reconstructionism, 214, 215 singing games: movement in, 142, 147n;
Recorder Society, 241 study of language and singing in, 139-47
relevance, 236, 237 Skett, Gwendoline, 240
religion, 157-8, 182-3, 206 Small, Christopher, 152
Rennoldson, Reginald, 242, 244 SMF (Standard Midi Files), 225, 226
repertoire: choral, 100—1, 313-14; cultural social issues, 101, 220; see also cultural issues
issues, 101; National Curriculum and, socialisation, music and, 153
100-1; orchestral, 321 sound therapy, 236-7
repertory grids, 39-40 Soundbeam, 236-7
resources: on African music, 211-13; in soundscape, 33, 34, 125, 146
Ghana, 202; relating to jazz, 225-7; South Africa, 149-53, 237; ISME conference
relating to National Curriculum, 221-5, in, 235-8; National Music Educators’
323-4; for teaching composition, 295, Conferences, 149-50
299-301 special needs, 236-7
rhythm, perception of, samba project and, spiritual development, 246
289-90 sport, 9-10, 269
ritual, 202, 204, 205, 207 Standard Grade music, 295, 297-9
rock music, 261, 262 standards: and access issues, 74—5, 80, 81;
Rockshop, 259, 261 amateur, 261
role models, 39-47, 65-6, 122, 207 steel band music, 323
Rose, Jim, 318-19 Stockhausen, Karlheinz, 125
Ross, Malcolm, 122-4, 236 Stone, Ruth M., 211-13
Strathclyde, see SCARLATTI
samba, 287-94 Stravinsky, Igor, 94
SAMES (Southern African Music Educators’ string playing, 129-30, 320
Society), 149, 150, 152 subsidies for amateur music, 219, 261
sansa, see mbira supervisory knowledge, 308
scales, function of practising, 6
SCARLATTI (Strathclyde Consortium for Tanzania, 157-8, 159
Action Research in Learning Approaches teacher education, 220, 260; in Ghana, 202,
and Teaching Techniques in Inventing), 205, 208; and MEUT, 244, 251; samba
295, 299-301 project in, 287-94; and teaching of
Schafer, Murray, 31, 32, 33-4, 126 composition, 297, 298-9; in Zimbabwe,
Scholes, P. A., 30, 31 172-9
school subjects: arts subjects, 122-4, teachers: beliefs, 53—68; essential attributes,
318-19; popularity rating, 258, 259-60 views of, 28; non-specialist, views of
Index
INSET needs, 192—200; own values, 152
involvement in musical activities, 194, violin playing, 129-30
199; as role models, 41, 45-6, 65 visiting musicians, 47, 271—85
technical exercises, effects on learners, 269 voice, development of, 99, 101-16, 220;
technique: automatisation, 10; conducting, language and, 139-41, 143-7; see also
304-7, 312—13; methods of developing, singing
5-22, 269; of orchestral instruments, Volk, Terese M., 213-16
320-1; see also singing
technology, 244; gender issues concerning, Wales, 71; study of holistic approach in,
64-5, 68; in Ghana, 203, 204-5, 206, 76-81
207-8; interactive, 225, 226; in Nigeria, warm-ups, 220, 313
186-7 Welton, Leonard, 242
television, 188, 248 Welton, Leslie, 240
tempo, 306-7 Werkenthin, Albert, 17—19, 22
terminology, 152, 162 Williams, Joseph (publishers), 240, 242
theory, understanding of, and practical wind instruments, 320-1
competence, 266 Winn, C., 30
therapy, 236-7 Winters, Geoffrey, 244, 250-1
thumb piano, see mbira Wishart, Bobby, 300
Time and Tune, 248 Witkin, Robert, 256-8, 260
Tobin, Candida, 251 world music(s), 164—6, 322-4; attitudes to,
traditional music: change in, 158, 178; in 54; in education, 166-9; see also African
education in Zimbabwe, 171-9; in music, cultural issues and traditional
Ghana, 204; and means of learning, 267; music
popular music based on, in Nigeria, 183, writing, models for, 318
189; see also world music(s)
transcription, 140-1; see also aural skills xylophone, 205, 206
Trinidad, 323
Yamaha-Kemble, 271
ubuntu, 235, 236 Yorke Trotter, Thomas H., 25, 26-32, 33,
universities, music in, 186, 309-10 34-5
University of London, and MEUT, 241
USA, multiculturalism in, 213-16 Zimbabwe, 171-9