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About Donald A. Hodges
Donald A. Hodges is Covington Distinguished Professor of Music Education and Director of the Music Research Institute (MRi) at the University of North Carolina at Greensboro. At the MRi he oversees research projects in six areas: BioMusic, Neuroimaging of Musicians, Music Education, Musicians Hearing Health, Music Performance, and Ethnomusicology-Ecocriticism. Hodges has authored more than 140 book chapters, papers, and multimedia programs in music education and music psychology, was co-author of Music in the Human Experience: An Introduction to Music Psychology (2011) along with David Sebald, and contributing editor of the Handbook of Music Psychology and the accompanying Multimedia Companion (1980, 1996). Recent research efforts have included a series of brain imaging studies of pianists, conductors, and singers using PET and fMRI. Hodges has served on the editorial committees of the Journal of Research in Music Education, Music Educators Journal, and Update: Applications of Research in Music Education, and has presented widely across the US and internationally. His biographical sketch will appear in the forthcoming New Grove Dictionary of American Music. A current vita and copies of many of his papers can be accessed at http:// http://sites.google.com/site/donaldahodges/.
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This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.
The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ‘music in identity’ or ‘identity in music’. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.
Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.
Music in the Human Experience: An Introduction to Music Psychology, Second Edition, is geared toward music students yet incorporates other disciplines to provide an explanation for why and how we make sense of music and respond to it—cognitively, physically, and emotionally. All human societies in every corner of the globe engage in music. Taken collectively, these musical experiences are widely varied and hugely complex affairs. How did human beings come to be musical creatures? How and why do our bodies respond to music? Why do people have emotional responses to music? Music in the Human Experience seeks to understand and explain these phenomena at the core of what it means to be a human being.
New to this edition:
- Expanded references and examples of non-Western musical styles
- Updated literature on philosophical and spiritual issues
- Brief sections on tuning systems and the acoustics of musical instruments
- A section on creativity and improvisation in the discussion of musical performance
- New studies in musical genetics
- Greatly increased usage of explanatory figures