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"McPherson, Gary"
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The child as musician : a handbook of musical development
'The Child as Musician' celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills.
Book
Children's Creativity: A Theoretical Framework and Systematic Review
Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children's creativity. This model is used to explain differing views on the role of education in developing children's creativity. Our second aim is empirical integration. On the basis of a three-dimensional taxonomy, we performed a systematic review of the recent literature (2006-2017, 184 studies) on primary school students 'creativity. Our results show that creativity is most often measured as a static, aggregated construct. In line with our theoretical model, we suggest ways that future research can elaborate on the moment-to-moment interactions that form the basis of long-term creative development, as well as on the mechanisms that connect different levels of creativity.
Journal Article
The Oxford handbook of music performance
\"Volume 1 of the Oxford Handbook of Music Performance is designed around four distinct sections : Development and Learning, Proficiencies, Performance Practices, and Psychology. Chapters cover a range of topics dealing with musical development, talent development, and chapters dealing with learning strategies from a self-directed student learning perspective and high impact teaching mindframes. Essential proficiencies include coverage of effective practice habits, through to the abilities of being able to play by ear, sight-read, improvise, memorize repertoire, and conduct and chapters that detail the highly personalized forms of musical expression that go beyond the printed notation or stylistic convention of the repetoire being performed. Chapters within the Performance Practices section cover some of the most fundamental aspects of performance practices from Baroque through to New Music repertoire and include chapters dealing with how emotions might be generated as a form of historically informed performance practice, and how creativity unfolds in the real-time dynamics of musical performance. The Psychology section concerns characteristics and individual differences in human behavior, cognition, emotion, and wellness. Across chapters in this section, several common threads and themes are evident: Our relationships with music itself and what it means to become and to be a musician, the tensions that can arise between the joy of music and the hard work required to develop musical skills, and the intimate connection between music performance and our social and emotional lives\"-- Provided by publisher.
Book
Twin Data Support a Sensitive Period for Singing Ability
As with many other musical traits, the social environment is a key influence on the development of singing ability. While the familial singing environment is likely to be formative, its role relative to other environmental influences such as training is unclear. We used structural equation modeling to test relationships among demographic characteristics, familial environmental variables (early and current singing with family), vocal training, and singing ability in a large, previously documented sample of Australian twins (N = 1163). Notably, early singing with family, and to a lesser extent vocal training, predicted singing ability, whereas current singing with family did not. Early familial singing also mediated the relationship between sex and singing ability, with men who sang less with family during childhood showing poorer ability. Bivariate twin models between early familial singing and singing ability showed the phenotypic correlation was largely explained by shared environmental influences. This raises the possibility of a sensitive period for singing ability, with sociocultural expectations around singing potentially differentiating the developmental trajectories of this skill for men and women.
Journal Article
The Oxford handbook of music performance
\"Volume 1 of the Oxford Handbook of Music Performance is designed around four distinct sections : Development and Learning, Proficiencies, Performance Practices, and Psychology. Chapters cover a range of topics dealing with musical development, talent development, and chapters dealing with learning strategies from a self-directed student learning perspective and high impact teaching mindframes. Essential proficiencies include coverage of effective practice habits, through to the abilities of being able to play by ear, sight-read, improvise, memorize repertoire, and conduct and chapters that detail the highly personalized forms of musical expression that go beyond the printed notation or stylistic convention of the repetoire being performed. Chapters within the Performance Practices section cover some of the most fundamental aspects of performance practices from Baroque through to New Music repertoire and include chapters dealing with how emotions might be generated as a form of historically informed performance practice, and how creativity unfolds in the real-time dynamics of musical performance. The Psychology section concerns characteristics and individual differences in human behavior, cognition, emotion, and wellness. Across chapters in this section, several common threads and themes are evident: Our relationships with music itself and what it means to become and to be a musician, the tensions that can arise between the joy of music and the hard work required to develop musical skills, and the intimate connection between music performance and our social and emotional lives\"-- Provided by publisher.
BOOK
Self-efficacy and music performance
This study is the second in a series of investigations attempting to clarify
relationships between variables that impact on a young musician's ability
to perform music (as assessed on a graded music examination). Consistent with
studies on school academic subjects, our previous investigation demonstrated the
importance of self-efficacy in predicting young musicians’ performance
examination results. In the current study, structural equation modelling allowed us
to compare two different types of graded music performance examinations. Although
differences emerged between the two sets of data, self-efficacy was again found to
be the most important predictor of achievement in the examinations. Implications
arising from this finding are discussed in the final section of the article.
Journal Article
Establishing the Reliability and Validity of Web-based Singing Research
In this study, the robustness of an online tool for objectively assessing singing ability was examined by: (1) determining the internal consistency and test-retest reliability of the tool; (2) comparing the task performance of web-based participants (n = 285) with a group (n = 52) completing the tool in a controlled laboratory setting, and then determining the convergent validity between settings, and (3) comparing participants’ task performance with previous research using similar singing tasks and populations. Results indicated that the online singing tool exhibited high internal consistency (Cronbach’s alpha = .92), and moderate-to-high test-retest reliabilities (.65–.80) across an average 4.5-year-span. Task performance for web- and laboratory-based participants (n = 82) matched on age, sex, and music training were not significantly different. Moderate-to-large correlations (|r| =.31–.59) were found between self-rated singing ability and the various singing tasks, supporting convergent validity. Finally, task performance of the web-based sample was not significantly different to previously reported findings. Overall the findings support the robustness of the online tool for objectively measuring singing pitch accuracy beyond a controlled laboratory environment and its potential application in largescale investigations of singing and music ability.
Journal Article
From child to musician: skill development during the beginning stages of learning an instrument
This article reports on a three-year longitudinal study with 157 children in school
grades 3 and 4 (aged between 7 and 9 years), who commenced learning an instrument in
one of eight school music programmes. The children were administered tests at the
end of each school year to assess their abilities to perform rehearsed music,
sight-read, play from memory, play by ear and improvise, and interviews were
completed with the children’s mothers in order to calculate how much
practice they had accumulated on their instrument. Data were also obtained to help
clarify the quality of mental strategies the children adopted when performing.
Findings extend previous research on skill acquisition by proposing that conceptions
based on the amount of practice undertaken or that focus exclusively on
children’s ability to reproduce rehearsed literature from notation are
inadequate to understanding the early stages of instrumental development. It is
proposed that a more coherent explanation comes from understanding the range of
strategies children employ when performing and that the sophistication of
children’s mental strategies provides an important means for understanding
why some progress effortlessly in contrast to others who struggle and fail.
Conclusions highlight the importance of helping students to develop a repertoire of
task-appropriate strategies that will enable them to think musically when performing
challenging tasks on their instrument.
Journal Article