Mapping Music Education Research in the UK

Autor/inn/en	Welch, Graham; Hallam, Susan; Lamont, Alexandra; Swanwick, Keith; Green, Lucy; Hennessy, Sarah; Cox, Gordon; O'Neill, Susan; Farrell, Gerry
Titel	Mapping Music Education Research in the UK
Quelle	In: Psychology of Music, 32 (2004) 3, S.239-290 (52 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7356
DOI	10.1177/0305735604043257
Schlagwörter	Music Education; Literature Reviews; Meta Analysis; Educational Research; Concept Mapping; Foreign Countries; Music Theory; Musical Composition; Bibliometrics; Educational History; Educational Philosophy; Educational Psychology; Educational Sociology; United Kingdom + Suchen Sie Ihr Suchwort? Musikerziehung; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Concept Map; Ausland; Musiktheorie; Komponieren; Bibliometrie; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Erziehungspsychologie; Pädagogische Psychologie; Bildungssoziologie; Erziehungssoziologie; Großbritannien
Abstract	Over the past 25 years there has been an increasing and worldwide research interest in music education, embracing a range of disciplines and perspectives. As well as particular research foci on the nature of curricula, musical behaviour and development, new research literatures have been developed that link music education with ethnomusicology, psychology (including neuropsychobiology, cognitive and developmental psychology), history, sociology and philosophy, as well as with mainstream studies in pedagogy. This review creates a "map" of these various and related literatures in order to (i) provide a summative overview of the current breadth and depth of available research knowledge for actual and potential users, and (ii) create a research development agenda that embraces indicators of possible research priorities for the immediate future. The review is also a celebration of the major UK impact on these research literatures. An introduction (Swanwick) leads into a series of linked overviews, focusing first on research concerned with individual musical development (Hallam and Lamont), then on the potential impact to musical learning of social group membership (O'Neill and Green) and schooling (Cox and Hennessy) and concluding with an ethnomusicological perspective (Farrell) and coda (Welch). (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10