Beyond music psychology

2012 ◽  
Author(s):  
Adam Ockelford
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Music Psychology ◽  
Open Mind ◽  
Music Theory And Analysis ◽  
To Come

This article argues that music psychology overlaps with a number of other disciplines, including music education, therapy, ethnomusicology, and music theory and analysis. There are tensions in each case, but benefits too for those who are prepared to explore with an open mind. Ultimately, however, music psychology cannot be extended beyond the boundaries of its epistemological box, always granted that the sides are flexible and subject to change: indeed, such movement is likely to come about through the influence of adjacent disciplines.

Design and Analysis for Quantitative Research in Music Education

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Music Education ◽  
General Education ◽  
Research Design ◽  
Quantitative Research ◽  
Traditional Design ◽  
Design Type ◽  
To Come ◽  
Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

Music Theory and Mainstream Digital Journalism

2021 ◽  
Author(s):  
Alyssa Barna
Keyword(s):  
Music Theory ◽  
Popular Press ◽  
Music Theory And Analysis ◽  
Digital Journalism

The tools of music theory and analysis have appeared in articles published in popular press venues for the last decade. Many of these articles, however, are written by non-experts and often stir controversy among academic writers due to assumptions or inaccuracies. Instead of passively arguing about this form of public music theory, this chapter encourages academic theorists to write stories for digital journalism outlets by explaining the role and context of this type of journalism, then outlining the process of pitching, writing, and editing a story. This chapter closes with a discussion of the specific responsibilities of music theorists who write for these venues, and the role of the academic in digital journalism.

scholarly journals Music Theory and the White Racial Frame

2020 ◽  
Vol 26 (2) ◽  
Author(s):  
Philip A. Ewell
Keyword(s):  
Music Theory ◽  
Critical Race ◽  
The People ◽  
To Come ◽  
White Racial Frame

For over twenty years, music theory has tried to diversify with respect to race, yet the field today remains remarkably white, not only in terms of the people who practice music theory but also in the race of the composers and theorists whose work music theory privileges. In this paper, a critical-race examination of the field of music theory, I try to come to terms with why this is so. I posit that there exists a “white racial frame” in music theory that is structural and institutionalized, and that only through a deframing and reframing of this white racial frame will we begin to see positive racial changes in music theory.

“When I Was at School, I Played All Classical Music”

2018 ◽  
pp. 33-38
Author(s):  
Vic Hobson
Keyword(s):  
Public Schools ◽  
Music Education ◽  
New Orleans ◽  
Music Theory ◽  
Classical Music ◽  
Elementary Years

This chapter explores Armstrong’s education in music at Abijah Fisk School. He learned music theory using the tonic sol-fa system that was taught in all New Orleans public schools. He sang songs from the Eleanor Smith Manual of Music (book 1). The program of music education in New Orleans was entirely vocal: there were no instrumental lessons. The music in the elementary years was sung in unison without part singing.

1. The art and science of music psychology

2018 ◽  
pp. 1-19
Author(s):  
Elizabeth Hellmuth Margulis
Keyword(s):  
Cognitive Science ◽  
Computer Modeling ◽  
Human Behavior ◽  
Music Theory ◽  
Experimental Psychology ◽  
Art And Science ◽  
Music Psychology

Music can seem to be the human behavior that is least susceptible to explanation, but a long history exists of applying various frameworks to try to understand it. The cognitive science of music integrates ideas from philosophy, music theory, experimental psychology, neuroscience, anthropology, and computer modeling to answer questions about music’s role in people’s lives. The art of music psychology is to bring rigorous scientific methodologies to questions about the human musical capacity while applying sophisticated humanistic approaches to framing and interpreting the science.

scholarly journals Erratum

2013 ◽  
Vol 62 (1) ◽  
pp. 100-100
Keyword(s):  
Music Education ◽  
Advanced Placement ◽  
Music Theory ◽  
Large Scale ◽  
Course Design ◽  
Standardized Test ◽  
Aural Skills ◽  
Processing Strategies ◽  
Melodic Dictation ◽  
Big Picture

Paney, A.S. & Buonviri, N.O. (2013). Teaching Melodic Dictation in Advanced Placement Music Theory. Journal of Research in Music Education, 61(4), 396–414. (Original DOI: 10.1177/0022429413508411 ) This article was published with an abstract containing errors made by the publisher during the production process. The abstract should read: In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, connecting aural and written theory, connecting sight-singing and dictation, incorporating scale degree function, targeting melodic “bookends,” focusing on the big picture, sequencing curricula, and incorporating familiar melodies. Unique to the findings of this study were participants’ positive attitudes toward a standardized test and their concern for the students’ psychological barriers inherent in learning aural skills. A general indifference to rhythm counting systems and a common acknowledgment of students’ difficulties with rhythmic notation also were found. Recommendations for further research include a large-scale survey of melodic dictation strategies taught by AP Music Theory teachers, empirical investigation of the efficacy of specific counting systems, comparison of students’ reported dictation strategies and their success with dictation on the AP exam, and exploration of the influence of psychological fortitude on the dictation process.

scholarly journals SEMPRE Autumn 2020 Conference: The Role of Music Psychology Research in a Complex World

2020 ◽  
Vol 3 ◽  
pp. 205920432097712
Author(s):  
Melissa L. Kirby
Keyword(s):  
Music Education ◽  
Complex World ◽  
Psychology Research ◽  
Music Psychology ◽  
The University

Each year, the Society for Education, Music and Psychology Research (SEMPRE) hosts two conferences, covering a range of themes within music education and psychology research. The Autumn 2020 conference took place on September 9–11. The theme of the conference was ‘The role of music psychology research in a complex world: Implications, applications, and debates’; a particularly appropriate theme given the complex and challenging nature of 2020. Owing to the COVID-19 pandemic, this conference was hosted virtually by the University of Leeds. This report provides an overview of the conference, reflects on its key themes, and discusses the opportunities and challenges of online conferencing.

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