British Journal of Music Education - Current Issue

Volume 25 Issue 02

Mon, 30 Jun 2008 23:00:00 GMT

British Journal of Music Education, Volume 25 Issue 02

BJME aims to provide stimulating and readable accounts of current research in music education worldwide, together with a section containing extended and useful book reviews. It strives to strengthen connections between research and practice, so enhancing professional development within the field of music education. The range of subjects covers classroom music teaching, individual instrumental and vocal teaching, music in higher education, comparative music education, teacher education, and music in the community. The journal is fully refereed and contributors include researchers and practitioners from schools, colleges and universities. Audio examples are occasionally supplied on a CD with no extra charge.

The Contributors

Miscellaneous

British Journal of Music Education, Volume 25 Issue 02 , pp 117-118

Abstract

Editorial

Editorial
PAMELA BURNARD, GARY SPRUCE,
British Journal of Music Education, Volume 25 Issue 02 , pp 119-120

Abstract

The ‘open-earedness’ hypothesis and the development of age-related aesthetic reactions to music in elementary school children

Research Articles
Reinhard Kopiez, Marco Lehmann,
British Journal of Music Education, Volume 25 Issue 02 , pp 121-138

Abstract
This study investigates age-related changes in musical preference in elementary school children. The tolerance towards unconventional musical styles has been called (Hargreaves, 1982a), and it is assumed to decline with increasing age. Musical preferences of 186 students from grade 1 to 4 (age range: 6 8 years). However, this effect disappeared when classical music was excluded from data analysis. Only a few absolute rejections of unconventional musical styles were found, and the mean preference ratings did not exceed the neutral mean range. Future studies will have to consider additional factors of influence to make clear predictions about the point in time when this transition occurs.

Potential use of singing in educational settings with pre-pubertal children possessing speech and voice disorders: a psychological perspective

Research Articles
Tiija Rinta,
British Journal of Music Education, Volume 25 Issue 02 , pp 139-158

Abstract
The purpose of the study was to investigate whether children who possess speech and voice disorders could benefit from engaging in singing activities in educational settings, based on the psychological benefits of such activities. The impact of singing on children's psychological state and well-being was investigated with a participant population of 76 pre-pubertal children. Voice recordings, interviews and a survey were conducted. The main finding was that singing has a positive effect on children's overall vocal functioning and on their psychological well-being. Thus, singing could be exploited in educational settings with children suffering from speech and voiced disorders in order to achieve improvement in such domains.

Exploring the content of instrumental lessons and gender relations in Australian higher education

Research Articles
Katie Zhukov,
British Journal of Music Education, Volume 25 Issue 02 , pp 159-176

Abstract
This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition. The results were analysed according to gender to determine differences of approach between male and female teachers and male and female students. Same-gender and different-gender pairings were also considered. Technique was found to be of the greatest importance, followed by Articulation and Expression. Some gender differences have emerged between the teachers, with the male teachers tending towards a more analytical approach and the female teachers adopting more balanced lesson content. The treatment of students showed some divergence, with greater emphasis on Expression in the lessons of female students, whereas the male students studied more Structure. The results demonstrate stereotypical gender behaviour among the teachers and towards their students not previously observed in this educational setting.

Professors' and trainees' perceptions of educational quality as related to preconditions of deep learning in musikdidaktik

Research Articles
Cecilia Ferm, Geir Johansen,
British Journal of Music Education, Volume 25 Issue 02 , pp 177-191

Abstract
Interview-based case studies, involving two institutions, four professors and 11 music teacher trainees were conducted in order to investigate the preconditions for deep learning in the subject of higher music education called musikdidaktik. Analysis was based on the which is a theoretical model that suggests the relations of the professor, trainee and the selected content as being at the core of any educational endeavour. The model helps to frame the debate about the quality of teaching and learning by highlighting the trainees learning styles, strategies and approaches. Furthermore, the learning was affected by the musikdidaktik subject's low status within the institutional culture and its external relations to the trainees practical teaching training.

Sharing the podium: exploring the process of peer learning in professional conducting

Research Articles
Brydie-Leigh Bartleet, Ralph Hultgren,
British Journal of Music Education, Volume 25 Issue 02 , pp 193-206

Abstract
We discuss a recent peer-learning project we undertook as co-conductors of the Young Conservatorium Wind Orchestra at Griffith University. Drawing on current educational theory on peer learning and material from our conducting practice and research, we explore how this approach offers professional conductors the opportunity to work together in an inclusive and empowering learning environment. We outline our peer learning context, the learning relationship we shared, the most significant musical outcomes of such a process, and the implications for conducting pedagogy and the professional development of conductors.

Spaces Speak, Are You Listening? Experiencing Aural Architecture by Barry Blesser & Linda-Ruth Salter. Cambridge, MA: MIT Press, 2006. 436 pp., £25.95 paperback, 20 illus. ISBN: 0262026058

Book Reviews
MELISSA DOBSON,
British Journal of Music Education, Volume 25 Issue 02 , pp 207-209

Abstract

The Musician's Body: a Maintenance Manual for Peak Performance by Jaume Rosset i Llobet & George Odam. Aldershot: Ashgate, 2007. 118 pp., £14.99, paperback. ISBN 978754662105

Book Reviews
NOOLA GRIFFITHS,
British Journal of Music Education, Volume 25 Issue 02 , pp 209-210

Abstract

Musical Development from a Lifespan Perspective edited by Heiner Gembris. Bern: Peter Lang, 2006. 194 pp., paperback. ISBN 3631545681

Book Reviews
KAREN BURLAND,
British Journal of Music Education, Volume 25 Issue 02 , pp 210-213

Abstract

Music as Youth Culture by Dan Laughey (2006). Edinburgh: Edinburgh University Press, 2006. 248 pp., £16.99 paperback. ISBN 07486 23817

Book Reviews
WILL GIBSON,
British Journal of Music Education, Volume 25 Issue 02 , pp 213-214

Abstract