Sound Teaching: A Research-Informed Approach to Inspiring Confidence, Skill, and Enjoyment in Music Performance - Hardcover

Hardcover

ISBN 10: 0367622130 ISBN 13: 9780367622138

Publisher: Routledge, 2021

Synopsis

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.

About this title

About the Author

Henrique Meissner is Honorary Research Fellow at The University of Sheffield and Course Leader for Practice-based Research in the Master of Music at the Prins Claus Conservatorium in Groningen.

Renee Timmers is Professor of Psychology of Music at The University of Sheffield.

Stephanie E. Pitts is Professor of Music Education at The University of Sheffield.

Edition details

• Publisher: Routledge
• Publication date: 2021
• Language: English
• ISBN 10: 0367622130
• ISBN 13: 9780367622138
• Binding: Hardcover
• Edition number: 1
• Number of pages: 158
• Editor: Meissner Henrique, Timmers Renee, Pitts Stephanie E.