Oxford University Press

Editors: Gary E. McPherson, Graham F. Welch
Format: Book
Version: Text

• Focuses on issues and topics that help broaden conceptions of music and musical involvement
• Examines the often neglected aspect of music education involving people with special abilities and special needs
• Explores how various forms of music making, musical sharing, and musical caring creates "community"
• Views the process of music education as part of a lifelong continuum of formal and informal learning

Special Needs, Community Music, and Adult Learning is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, this fourth book in the set focuses on issues and topics that help to broaden conceptions of music and musical involvement, while recognizing that development occurs through many forms.

The first section addresses music education for those with special abilities and special needs; authors explore many of the pertinent issues that can promote or hinder learners who share characteristics, and delve deep into what it means to be musical. The second section of the volume addresses music as a shared, community experience, and the diverse and constantly evolving international practice of community music. The chapters in the third section provide evidence that the process of music education exists as a lifelong continuum that encompasses informal, formal, and non-formal methods alike. The authors encourage music educators to think in terms of a music learning society, where adult education is not peripheral to the priority of other age groups, but is instead fully integral to a vision for the good of society. By developing sound pedagogical approaches that are tailored to take account of all learners, the volume endeavours to move from making individual adaptations towards designing sensitive 'universal' solutions.

Contributors:
Carlos R. Abril, Mary Adamek, Kenneth S. Aigen, Chelcy Bowles, Mary L. Cohen, William M. Dabback, Alice-Ann Darrow, John Drummond, Cochavit Elefant, David J. Elliott, Lee Higgins, Valentina Iadeluca, Judith A. Jellison, Janet L. Jensen, Patrick M. Jones, Jody L. Kerchner, Thomas W. Langston, Andreas C. Lehmann, Katrina McFerran, Gary E. McPherson, David Myers, Adam Ockelford, Helen Phelan, Andrea Sangiorgio, Laya H. Silber, Marissa Silverman, Rineke Smilde, David S. Smith, Kari K. Veblen, Janice Waldron, Graham F. Welch

Table of Contents:

• Part 1
  • Special Abilities, Special Needs
  • Part Editor: Adam Ockelford
  • Chapter 1. Commentary: Special Abilities, Special Needs
  • Adam Ockelford
  • Chapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project
  • Adam Ockelford and Graham F. Welch
  • Chapter 3. Exceptional Musical Abilities: Musical Prodigies
  • Gary E. McPherson and Andreas C. Lehmann
  • Chapter 4. A Fresh Look at Music Therapy in Special Education
  • Katrina McFerran and Cochavit Elefant
  • Chapter 5. Inclusive Music Classrooms and Programs
  • Judith A. Jellison
  • Chapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life
  • Alice-Ann Darrow and Mary S. Adamek
• Part 2
  • Music in the Community
  • Part Editor: David J. Elliott
  • Chapter 7. Commentary: Music in the Community
  • David J. Elliott
  • Chapter 8. The Community within Community Music
  • Lee Higgins
  • Chapter 9. Community Music and Social Capital
  • Patrick M. Jones and Thomas W. Langston
  • Chapter 10. Community Music Therapy
  • Kenneth S. Aigen
  • Chapter 11. Community Music and Social Justice: Reclaiming Love
  • Marissa Silverman
  • Chapter 12. Sonic Hospitality: Migration, Community, and Music
  • Helen Phelan
  • Chapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships
  • Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina Iadeluca
  • Chapter 14. Fast Forward: Emerging Trends in Community Music
  • Kari K. Veblen and Janice L. Waldron
• Part 3
  • Adult Learning in a Lifespan Context
  • Part Editors: David E. Myers and Chelcy L. Bowles
  • Chapter 15. Commentary: Adult learning in a Lifespan Context
  • David E. Myers
  • Chapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners
  • William M. Dabback and David S. Smith
  • Chapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts
  • Kari K. Veblen
  • Chapter 18. Music Teacher Education: Crossing Generational Borders
  • Jody L. Kerchner and Carlos R. Abril
  • Chapter 19. The Role of Higher Education in Fostering Musically Engaged Adults
  • Chelcy L. Bowles and Janet L. Jensen
  • Chapter 20. Lifelong Learning for Professional Musicians
  • Rineke Smilde
  • Chapter 21. An International Perspective on Music Education for Adults
  • John Drummond