Table Of Content

B. J. Music Ed. 2002 19:3, 323-330 Copyright © 2002 Cambridge University Press Index Abbs, P., 125 authenticity, 193-4 ability, 89-90; nature/nurture issues, 73-86; see avant-garde music, teachers’ attitudes also intelligence concerning, 5-8, 9-11, 27-9 access issues, 295; GCSE Music and separate instrumental tuition, 232, 236, 239, 241-3 babies, 73-86 accompaniment, in learning piano by ear, 281, Balinese music, see gamelan 286 Bannan, N., 31, 33 accompaniments, recording, 264 Barone, Tom, 112-14 action, thought and, 168, 169 Barratt, Carol, 249 activity/inactivity, musical, 221, 223 Bates, Django, 251 Adams, Pauline, 206 BECTA, 70 adolescence, and views of school music, 290, Beethoven, Ludwig van, 222 302 behavioural issues, 276, 283-4 adolescents, vocal development, 33-4 Bell, Neil, 100 Adorno, Theodor, 197 Bennett, Richard Rodney, 249 adults: memories of singing at school, 37-47 Bentley tests, 91 participation in music, 32, 38-41, 310 Blacking, John, 223 aesthetic education: and curriculum planning, blues, 132 119-33; difference and, 197-200 bodily intelligence, music and, 98 aesthetic knowing, 123 Bowman, David, 315-17 African music, teaching, 110-11 Boyce-Tillman, June, 103-4 Amabile, T. M., 141, 159 boys, see gender issues Amchim, R., 34 brain, effects of music on, 98, 99-100 American Indian music, see Native American Bray, D., 131-2 music Bresler, Liora, 307-9 analysis of music, 195; and listening, 221-3, Broughton High School, Edinburgh, 100 268; and memorisation, 263; and Buber, M., 132 performance/practising, 259-72 Burnim, M., 192 appraising, private piano teachers and, 249-50 Busen-Smith, M., 62, 63 ) Armstrong, Louis, 223 Arnold, Denis, 313 ‘akewalk (program), 65, 69 arrangements, 322-4 amilleri, Charles, 249 art teaching, 228, 307, 308 ampbell, Patricia Shehan, 193, 200 assessment: aesthetic issues and, 127-33; and anons, 279 creativity, 135-41; effects, 135; evaluation areer plans, and GCSE Music as choice, 237- OQo and, 220 240, 243 Associated Board of the Royal Schools of Music, -arroll, Walter, 249 33, 238, 321 atholic church, 147-8, 149 asymmetry, 226, 229 C.A.T.S. (Computer Aided Theory Skills), 21-2 Atkinson, P., 159 audiation, see inner hearing Cecilian movement, 147-8, 149 aural learning, 281, 284—5, 286; attitudes child development, 169, 195, 286; musical concerning, 146, 148-9, 150 stimulation and, 73-87; and timing of teaching notation, 284; and views of school curriculum: history of in Ireland, 145-55; value music, 290, 302 ot music in, 99, 219-29 choice, and practising, 173-85 curriculum planning: aesthetic education and, choirs, 3»32, 40-1, 207-8; attitudes concerning, 32 119-33; piano, 254-7, 285 Clare, }., 70 Curwen, John, and Curwen method, 146, 147, classical music: pupils’ attitudes concerning 148, 314 244; teachers’ attitudes concerning, 5-8, 9 15, > dance, 98 Clifton, T., 169 Davidson, J. W., 185 cognition, 122-5 Davies, Coral, 224 communication between schools and private Davies, Peter Maxwell, 249 teachers, 252-6 Debussy, Claude, 222 omposers: use of music by living, 249; views on degree students, application of analysis to listening, practising, 259-72 omposing: assessment and, 135, 137-41; as Derrida, J., 193, 194, 195 basic to musicality, 223-4, 228; cultural issues development: of music, 196; music and, 97-9; and, 200; genres and, 9, 22, 25; ICT and, 63 social, 283; see also child development 70; improvising and, 228; in private piano Dewey, J., 125, 126, 128 lessons, 250-1; pupils’ attitudes concerning, diary-keeping, 264-5; study of practising using, 241; teachers’ judgements concerning, 297 259-72 teaching, 107-9, 31, 135, 228 differance, 195 omputer programs, 62, 65, 66-7, 69, 308, difference, 189-201 el Donnelly, Nicholas, 147 oncentration, 63, 126, 282 Douglas, S., 97 oncert-giving, relationship to music education, Drummond, B., 34 71 drums, Namibian, 110-11 oncerts: programme notes, 221-3; school, dynamics, children’s perception of, 280 private teachers and, 2 onfidence, life experiences and, 92-5 ear, playing by, see aural learning onsensual Assessment Technique, 141 Eccles, J., 290, 302 ‘ook, Nicholas, 260, 261 Edinburgh, Broughton High School, 100 ooksey, J., 33—4 education: and the aesthetic, 119-33; formal opland, Aaron, 222 informal, 309-12; knowledge and, 121-33, reativity: assessment and, 135-41; early 219-20, 221 teaching of notation and, 274 electronic keyboards, history, 62 rook, C.: ‘modes’, 62, 69; pressures’, 62, 65 Elliott, D., 125, 194, 197-9 "row, Bill, 206 empowerment, 104 rystallising/paralysing experiences, see under ensemble work: and interpersonal intelligence, life experiences 99; in piano education programme, 282; see SE (Certificate of Secondary Education), 29, also group improvisation (22, tespeon environment, 96 sikszentmihalyi, M., 126, 140 ethnomusicology, 311-12 ubase (program), 62, 65, 66-7 evaluation, assessment and, 220 ultural difference, music education and, 49-60, examinations and examination systems: ABRSM, 145, 189-201 33, 238-9, 321; and choice, 185; in England, 29, 122. 123, 125, 2; in Ireland, 149; Green, Lucy, 309-12 music theory > in Scotland, 136 Gregory the Great, 318, 319 11 3»82 -9 group dynamics, 69 excellence, 91 »; see also giftedness group improvisation, 157-69; discussion negotiation in, 161, 162-3, 164-7; see also favouritism, 295 ensemble work feedback, motivation and, 45 group lessons, 283-4 feeling and cognition, 123 Guido d’Arezzo, 318-19 Fibonacci sequence, 229 guitar, 62, 309-10 flow, 126, 140-1 folk music, teachers’ attitudes concerning, 5—9 Hammersley, M. 27-9 Hargreaves, D. formal/informal education, 309-12 headphones, 63 formal/informal practising, 185 healing, 104 Forrester, Don, 112-14 hearing, inner, see inner hearing Frith, Simon, 203 Hennessey, B., 159 Herbert, Daniel, 319-20 gamelan Herbert, Trevor, 209 Gane, P heredity issues, 73-86 Gardner, Howard, 97, 99 Herron, D GCE (General Certificate of Education), 29 Hic ke vy, M ) 2|7 children’s perception and GCSE (General Certificateo f Secondary Education), 29, 122, 125, 231 Higher Grade GCSE Music, 231-2; private instrumental ligher Still teachers and, 253, 254; pupils’ views IMI, see inspectorate concerning, 231-44; whether accessible lolland, see Netherlands without further instrumental tuition, 232 Hulbert, G., 62, 70 239, 241-3 jullah, John Pyke, and Hullah system gender issues, 106, 239, 240-1, 295-6 +1 9 1| A i+ behavioural, 276; ICT, 66 genres, attitudes concerning, 36; pupils 237, 239, 241, 244; teachers’, 52-9 giftedness/gifted children, 90-5 100 girls, see gender issues Glover, ]., 107 information and communications Glover, Sarah, 146, 314 technology), 61—70, 319-22; National Goehr, Alexander, 222 Curriculum and, 61, 320 Golden Section, 229 improvising, 157; choice of instruments for Goodall, Howard, 317 |, 167-8; composing and, 228 Goodman, Pete! liscussion/negotiatioinn , 161, 162-3, 164 Gordon, Edwin, 287 early teaching of notation and, 274; genres gospel music, 191 and, 9, 24—5; group, 157-69; harmony Grave, M. E., 159 polyphony and, 196; intervention and, 168-9 Graziano, A., 98 performance and, 251; in piano educ ation programme, 286; in private piano lessons, Islam and music, 49-60 250-1; thought and, 168, 169 inCanto project, 73-87 jazz, 223, 315-16; teachers’ attitudes Indonesian music, see gamelan concerning, 5-8, 24-5, 27-9 infants, 73-86 ‘jo-Ashila’, 193, 200 informal/formal education, Johnson Reagon, Bernice, see Reagon, Bernice informal/formal practising, Johnson , initial teacher training, 33, ; resources for, 205 Keele University, 291 inner hearing, 97, 274; early teaching of notation Keenan, Patrick, 146-7, 149 and, 273-4, 284-5 Key Stages, 29 in-service training, 151-2 keyboard training, and general skill inspectorate, 119, 130-2, 291; and the aesthetic, development, 97-8 120; views of school music compared with keyboards, history, 62 children’s/teachers’/expert views, 289-302 kinaesthetic intelligence, music and, 98 instrumental/vocal tuition: by ear, see aural Kitson, Charles, 314 learning; GCSE Music and, 232, 236, 239, knowledge, education and, 121-33, 219-20, 241-3; group lessons, 283-4; piano education een programme for young children, 273-87; Kodaly, Zoltan, 314 private, relationship with school music, Kratus, J., 169 247-57, 295, 296; psychology for, 111-12; student choice of repertoire and practising, language, music and, 97, 99 173-85; see also practising, private teachers Latham, Alison, 313-15 and singing leadership, in group improvisation, 167 instruments: choice of, 176-7; choice of for learning: aesthetic, intensity and, 125-6; by ear improvisation, 160-1, 167-8; Namibian, see aural learning; intense life experiences 109-11; use in class music, 99; see also string and, 925, 125-6; musical intelligence playing education and general, 95-100, 105; popular integration: of analysis and performance musicians and, 309-12; psychology for, practice, 259-72; of instrumental and general 111-12 music education, 247-57, 7 2974732 -87, 295; of Levin, Bernard, 222 school and private music education, 247-57 Liam, Carol, 251 intelligence: multiple, 97-9; musical, see life experiences: crystallising/paralysing, 92-5; musical intelligence; see also giftedness ‘traumatic’, of arts, 125-6 intense life experiences, see life experiences Lifetools, 98 interaction in group improvisation, 157-69 Lines, D., 194 interest, motivation and, 173-85 Lippard, L., 190 Internet, use of, 65-6, 319-20; see also web sites listening5, 221-3; analysis and, 221-3,2 268; early interpersonal intelligence, music and, 98, 99; teaching of notation and, 273-4, 284-5; in see also group improvisation private piano lessons, 249 interpretation, analysis and, 259-72 literacy, music and, 97 intrapersonal intelligence, music and, 98-9 Logic (program), 65 inventing, 135; see also composing low/high terminology, children’s perception and, Ireland, 145-55 lrish music, 146-7, 149 Lyotard, J., 190-1, 195, 199 Lyra Ecclesiastica, 147, 148 music: defining characteristics, 195, 198, 200-1; effects, 98, 103-4, (on brain) 98, 99-100, (on McCabe, John, 249 infants) 77> -8,@ 80, 98; effects of early exposure McCarthy, M., 146, 153 to, 73-8 , 99-100; explaining, 221-3; genres MacGregor, Joanna, 249, 251 see genres; and human needs, 103, 126; and Mackworth-Young, Lucinda, 111-12 language, 97, 99; learning, see learning and major/minor modes, children’s perceptions of, music education; meaning, see meaning; metacognitive dimension, 96; nowness Mans, Minette, 109-11 presentness, 220-1, 228-9; and other Marcuse, Herbert, 128 learning, 95-100, 105; participation in by Marshall, J., 198 adults, 3? 2, 38-41, 310; relationship to other Maslow, A., 103, 126 arts, 223, 225- —- , 228;Q status as school subject, Masterworks for Relaxation, 98 243; styles, see genres; universality, 223; mathematics, music and, 97-8 value in curriculum, 99, 219-29; writing Maultsby, P. K., 191 about, 209-10 Maxwell Davies, Peter, see Davies, Peter music education: cultural difference and, 49-60, Maxwell 145, 189-201; pupils’ views concerning, meaning, 197, 227; culture and, 193-4, 195; 231-44 group improvisation and, 169; and nowness music history, pupils’ views concerning, 240 presentness, 221 music schools, specialist, 92, 100 memory/memorisation: adults remembering music teachers, see teachers songs from school, 41-3; analysis and, 263 music technology, 61-3; see also ICT significant occasions and, 43 music theory: computer program, 321-2; pupils metacognition, 96 views concerning, 238-9, 240, 268-9; see Meyer, L., 193 also analysis of music MIDI, 62, 68 music therapy, 104 Mill, Derek, 320-1 musical intelligence/musicality, 89-91, 95-6, Mills, Janet, 92 99-100, 223; development, 96; and other modernism, 189-90, 199 learning, 95-100 modes, 285; major/minor, children’s perceptions Muslims and music, 49-60 of, 279, 280 Moorehead, G. E., 157-8 Namibian instruments, 109-11 mothers: prenatal and early musical stimulation National Curriculum: and the aesthetic, 120-1; of infants, 73-87; see also parents basis of, 119-21, 126—33; ICT and, 61, 320; motivation, 34, 126, 260; and choice of GCSE and musical genres, 5-6, 28-9; private piano Music, 239; feedback and, 45; interest and, teachers and, 247-57; religious attitudes and, 173-85; life experiences and, 92-5; and 49-60; and singing, 207; social change and, practising, 173-85; valuing of music by 28-9 schools and, 293 Native American music, 193, 200 motor skills, music and, 97 nature/nurture issues, 73-86 movement, 98, 275 Naughton, C., 196 Mozart, W. A., 92 needs, human, 103, 126 ‘Mozart ettect’, 98, 105 Netherlands, the, piano education for young multiple intelligences, 97-9 children in, 273-87 Murray, A., 61, 63 Nettl, B., 193, 198 New Age phenomena, 103, 104 |p itch: children’s j percep|t ions of, 280, 281; New Zealand, 189 singing in tune, 73, 279; whether necessary in notation: early history, 317, 318-19; GCSE Music music, 195, 200 and, 244; timing of teaching to piano pupils Pitts, Stephanie, 89 79 ; ?84—6; world music and, 193, 195 playing by ear, see aural learning nowness/presentness, 220-1 9228 Ga Plummeridge, Charles, 105-7, 206 umber work, music and, 9 etry, 224, 226, 229, 307 ylanyi M yllock, Griselda, 190, 194 slyphony, children’s perceptions of, 279 68. 70 yyrhythm, as natural to children, 158 )FSTED, see inspectorate ynd, D YIsson B 53 ypular music »; pupils’ attitudes Irdinary Grade, 136 concerning, ; 239, 241, 244; teachers rdinary Level, 29, 231 attitudes concerning, 5-8, 15-24, 27-9 ( ypular musicians, learning methods, 309-12 stmodernism, 190, 199 ststructuralist analysis of music, 195 »> actising, 185; analysis and, 259 7)- choice I Palmer, A.J ., 192-4, 198 and, 17723 -85; formal/informal, 185; parental paralysing/crystallising experiences, see under assistance, 276, 277; strategieisn , 175 life experiences 178-80, 185 parents partic ipation in piano educ ation Pratt, G., 34 programme, 276 see also mothers Prattes, R., 198 Paterson, Anice, 62 prenatal musical stimulation, study of e pr ayyWnwthoetle DPp,e ggie, A. presentess/nowness, 220 perception | primary school pupils: reliability of views percussion instruments, Namibian teaching compared to secondary pupils performing/performance: analysis and, 259, 269 289-90, 302; views of school music improvising and, 251; in piano education compared with inspectors programme, 282; private piano teachers and private teachers: and National Curriculum 249 50; psychology tor, 111—12; ) reviews ot 247-57; schools and S979 6; situations 210; see also practising Perotin, 319 Peters, M., 198 programme music, 222 Philpott Chris programme notes, 221 Piacenti, Julie, 3 programs, computer, 62 plano education: programme tor young¢ hildren 7 | ) 7 3~87; see also keyboard training proportion, 226, 229 piano teachers in private practice: and National psychological issues, 111-12, 290 Curriculum, 247-57; schools and, 252-6; pupils: views concerning composing, 241; views situations, 248 concerning GCSE Music, 231-44; views PIPO (Project for Introductory Piano Education concerning genres, 34, 237, 239, 241, 244; 79 29 views concerning ICT, 62; views concerning ) Oo music history, 240; views concerning music school subjec ts: rates of giving up, 2322;; status of theory, 238-9, 240, 268-9; views of school music, 243 music compared with inspectors’, 289-302; schools: children’s/teachers’/expert views views of teachers, 295-6, 302 compared with inspectors’ views, 289-302; contact with private teachers, 252-6; popular Radford, M., 126 musicians’ learning and, 312; private piano Rao, Doreen, 208 teachers and, 247-57; visiting instrumental Rauscher, Francis, 97-8 vocal teachers, 242, 254 reading, music and, 97 Scotland, 91-3, 96-7, 100, 135-41 Reagon, Bernice Johnson, 191, 192, 199 selection, 91, 276 recording, 317; use in preparation for Shamanic cultures, 104 performance, 264; video, 159, 173-4 Shehan Campbell, Patricia, see Campbell reference works, 65, 203-5, 209, 313-17 Patricia Shehan Reid, L. A., 123-5, 128, 132 Sheridan, M., 92, 94 Reimer, B., 124, 125 Sibelius (program), 65 relaxation, music and, 98 singing: attitudes concerning, 31-47, 242-3; by religion: religious experience, 104, 125, 126; mothers, 75-8, 80; and GCSE Music 243; and and teaching of music, 49-60, 147 general musical ability, 279; and history of repertoire, 185, 249, 251, 255, 285-6; and music in schools in Ireland, 146-55; in piano practising behaviour, 173-85; vocal education programme for young children development and, 33-4 274-5, 278-9, 284-6; pitching (singing in research, guidance for, 209-10 tune), 73, 2)7 9; place in curriculum, 150, 20 resource issues, 242, 299 resources for teaching, 111-12, 207-9; reviews of musical performances, 210 schools and, 31-47; sight-singing systems rhythm: piano/vocal, 285; polyrhythm as natural 146-7, 150; telling by, 224—5; see also to children, 158; teaching through songs, instrumental/vocal tuition Skinner, B. F., 90, 219 Rizvi, F., 1,195, 198 Sloboda, J., 29, 94, 95, 185; ‘myths’, 91, 92 rock music, 203-5 Small, Christopher, 194, 198 Rogers, K., 69 Smit, Nico, 273 roles, in group improvisation, 167 social change, 28-9 Roman Catholic church, 147-8, 149 social development: music education and, 283; Ross, M., 33, 131 see also behavioural issues Rousseau, Jean-Jacques, 224, 229 soitware, see programs Roussel, Albert, 222 sol-fa, 146, 147, 148, 149, 150 Royal Scottish Academy of Music and Drama songs: arrangements of, 322-4; ‘national’, 34; in 9] piano education programme for young children, 274-5, 278-9, 284—6; song books, Sachs, Curt, 223 34; see also singing samba, 196 spatial intelligence, music and, 98 Sarnthein, J., 97 specialist music schools, 92, 100 Scate, }., 62 spelling, music and, 97 Scargill, Arthur, 89 Spencer, Piers, 314 Schenkerian analysis, 262, 267, 268 spirituality/religious experience, 104, 125, 126 Scholes, Percy, 313, 314 sport, 98 Standard Grade, 136 tonic sol-fa, 146, 147, 148, 149, 150 Stephens, J., 34 trance, 104 Stock, J. P. J., 192, 196-7, 198 transfer effects, 95-100, 105 Stollery, P., 95 Trevelyan, George, 219, 221 Stravinsky, Igor, 221, 222 tuning, 317; singing in tune, 73, 279 Straw, Will, 203-5 Street, John, 203-5 upbeats, children’s sense of, 278 string playing, 274; and brain development, 98 USA, arts education in, 112-14, 307-9 subjects, see school subjects Suzuki, Shin’ichi, and Suzuki method, 287, 314 video recording, 159, 173-4 Swanwick, Keith, 17, 94, 124, 125, 130, 314 violin: education programme for young children, Sweden, 99 274; see also string playing Szymanowski, Karol, 222 visual art, 223, 225, 226, 307, 309; see also art teaching Taylor, R., 125 visual skills, music and, 97 teacher education, 33, 131; in-service, in Vivaldi, Antonio, 92 Ireland, 151-2; resources for, 205-7, 321 vocal development, 33-4, 73, 74 teachers: adults’ memories of, 43-5; attitudes vocal/instrumental tuition, see instrumental/ concerning styles of music, 5-29; and cultural vocal tuition change, 33; generalist, training in music, 151- Vulliamy, Graham, 17 2; and group improvisation, 168-9; music technology, 61, 63; in private practice, see Walker, R., 195, 198, 199 private teachers; psychology for, 111-12; Walsh, D. J., 159 pupils’ views of, 295-6, 302; qualifications Ward, John Owen, 313 and suitability, 293, 299-300, 301; resources web sites, developing, 321; see also Internet for, 107-12, 319-24; studies of, 112-14; Webster, P., 141 views of school music compared with Welch, G., 33-4, 73, 74 inspectors’, 289-302 Wellington, J., 62 technical aspects of practice, analysis and, 262- Willatts, P., 97 3 Winnicott, D., 132 technology, see ICT and music technology Witkin, R., 125 telling by singing, 224-5 Wordsworth, William, 229 testing for admission to musical education, 91, world music: and informal learning, 311-12; and 276 notation, 193, 195; in private piano lessons, TGAT (Task Group for Assessment and Testing), 251; teachers’ attitudes concerning, 5-8, 25- 21; 529 9; see also difference theory of music, see music theory Wright, P., 62 therapy, 104 writing, guidance for, 209-10 Thomas, Paul, 322-4 Thompson, Christine Marmé, 307-9 YPMPP (Young People and Music Participation thought, action and, 168, 169 Project), 291