Research Studies in Music Education 

About: Research Studies in Music Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Music education & Musical. It has an ISSN identifier of 1321-103X. Over the lifetime, 490 publications have been published receiving 9119 citations.

Narrative Inquiry: A Methodology for Studying Lived Experience

Abstract: The paper briefly outlines the history and development of the methodology of narrative inquiry. It draws attention to the need for careful delineation of terms and assumptions. A Deweyan view of experience is central to narrative inquiry methodology and is used to frame a metaphorical three-dimensional narrative inquiry space. An illustration from a recent narrative inquiry into curriculum making is used to show what narrative inquirers do. Issues of social significance, purpose and ethics are also outlined.

The Science and Psychology of Music Performance Creative Strategies for Teaching and Learning

Abstract: In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble current relevant research findings and make them accessible to musicians and music educators. This book explains new approaches to teaching music, learning music, and making music at all levels of education and skills. Each chapter is a collaboration between a music researcher (usually a music psychologist) and a player or music educator. The combination of expertise generates excellent practical advice. Readers will learn, for example, that they are in part (57%) if they experience rapid heartbeat before the show; Chapters devoted to anxiety performance will help them decide whether beta-blocker drugs, hypnotherapy, or Alexander. Relaxation Techniques can alleviate their stage fright. Another chapter outlines a step-by-step method for introducing children to musical notation, firmly based on research in cognitive development. Overall, 21 chapters cover the personal, environmental, and acoustic influences that shape music learning and performance

The power of music in the lives of older adults

Abstract: A compelling body of research demonstrates that music continues to offer powerful potential for enhancing health and well-being in old age. Active music-making has been found to provide a source of enhanced social cohesion, enjoyment, personal development, and empowerment, and to contribute to recovery from depression and maintenance of personal well-being throughout these latter stages of adult life. Within a context where life expectancy at age 65 years is rising rapidly and yet where increasing numbers of older people are reported to be living in isolation or suffering from depression, this body of research has important implications for understanding how access to active music-making may enhance the lives of older people. This article reviews a body of literature relating to specific benefits of active participation in music-making amongst older people. A case study is presented, illustrating some of the key points from the literature. Some barriers to participation are identified and implications for older people and their carers are discussed.

“Expressivity comes from within your soul”: A questionnaire study of music students' perspectives on expressivity:

Abstract: Much has been written about expressivity by philosophers, composers, musicologists, and psychologists, but little is known about how the musicians of tomorrow — music students — approach this subje...

A conceptual framework for understanding musical performance anxiety

Abstract: Most research on musical performance anxiety has considered this in relation to the internal characteristics of the performer, the extent of their preparedness for the performance, and factors in the immediate performing environment The approach to its alleviation has generally been clinical in nature Little research has been situated within an explicit overarching conceptual framework This article proposes a theoretical framework that portrays anxiety within a musical performance context as a process that has an explicit time dimension (pre-, during- and postperformance) The model illustrates the likely processes that occur once a performer agrees to participate in a particular performance and explains how these might give rise to either maladaptive or adaptive forms of performance anxiety The potential longer-term effects on the performer are also discussed A detailed description of the model and the theories behind its development is followed by a consideration of model’s implications and potential usefulness for both research and education