David J. Hargreaves

Raymond MacDonald

Dorothy Miell

Music is a tremendously powerful channel through which people develop their personal and social identities. Music is used to communicate emotions, thoughts, political statements, social relationships, and physical expressions. But, just as language can mediate the construction and negotiation of developing identities, so music can also be a means of communication through which aspects of people's identities are constructed. Music can have a profound influence on our developing sense of identity, our values, and our beliefs, be it from rock music, classical music, or jazz. Musical identities (MacDonald, Hargreaves and Miell, 2002) was unique in being in being one of the first books to explore this fascinating topic. This new book documents the remarkable expansion and growth in the study of musical identities since the publication of the earlier work. The editors identify three main features of current psychological approaches to musical identities, which concern their definition, development, and the identification of individual differences, as well as four main real-life contexts in which musical identities have been investigated, namely in music and musical institutions; specific geographical communities; education; and in health and well-being. This conceptual framework provides the rationale for the structure of the Handbook. The book is divided into seven main sections. The first, 'Sociological, discursive and narrative approaches', includes several general theoretical accounts of musical identities from this perspective, as well as some more specific investigations. The second and third main sections deal in depth with two of the three psychological topics described above, namely the development of and individual differences in musical identities. The fourth, fifth and sixth main sections pursue three of the real-life contexts identified above, namely 'Musical institutions and practitioners', 'Education', and 'Health and well-being'. The seventh and final main section of the Handbook - 'Case studies' - includes chapters which look at particular musical identities in specific times, places, or contexts. The multidisciplinary range and breadth of the Handbook's contents reflect the rapid changes that are taking place in music, in digital technology, and in their role in society as a whole, such that the study of musical identity is likely to proliferate even further in the future.

Handbook of Musical Identities

Julia C. Berryman

Kevin Howells

Elizabeth M. Ockleford

Diane J. Wildbur

The new edition of this best-selling text continues to provide a general, wide-ranging introduction to psychology which is unique in the way that it explains psychological concepts in relation to people's behaviour and their everyday lives. Many of the key areas in contemporary psychology are covered to whet the appetites of students new to psychology, and the book provides an excellent grounding in key areas. All-new changes for this edition include: Increased conciseness in writing style and structure; Improved design, and better and more illustrations; Three brand new chapters, covering the brain, health psychology and careers in psychology; Regular 'methodology' boxes, aimed at opening up and demystifying this complex area; Combination and re-ordering of topics to enable a smoother transition between chapters; More in-chapter exercises to illustrate or develop specific themes. More examples from everyday life to give real-life relevance to psychological research; Fully referenced material, without the text itself being hindered by long lists of authors; all references are listed by chapter at the end of the book. A lively, informative and accessible read, Psychology and You is the perfect taster for students new to psychology.

An Informal Introduction

Psychology and You

Adrian North

How do children learn--or learn about--music? How do national cultures and education systems affect children's musical learning?Combining information, analysis and evaluation from fifteen countries, Musical Development and Learning answers these questions. This unique survey, written by an international team of experts, not only provides a global perspective on musical education and development but also a comparative framework designed to enable teachers, parents and researchers to learn from practice and policy in other countries.

Musical Development and Learning

Professor of Education David J Hargreaves

This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.

David J. Hargreaves

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