By Patrice Madura Ward-Steinman
This festschrift honors the occupation of Charles P. Schmidt at the party of his retirement from the Indiana collage Jacobs institution of tune. His major examine concentration has been the social-psychology of song schooling, together with the subtopics of motivation in tune studying, utilized track educating behaviors, and character and cognitive types in song instructing and studying. every one bankruptcy during this quantity acknowledges the impression of Schmidt as a researcher, a study reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to investigate criteria in track schooling. those issues are built by way of a gorgeous forged of song schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plant life, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa might, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are offered in 3 sections: Social-Psychological Advances in song schooling, Social Environments for track schooling, and Advancing powerful examine in track schooling. This assortment, edited through Patrice Madura Ward-Steinman, will end up worthwhile for college students and college looking for vital examine questions and types of analysis excellence.
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Extra info for Advances in Social-Psychology and Music Education Research
Dr Schmidt’s research regarding social-psychological variables has revealed insights valuable to both practical and theoretical concerns of music teaching and learning, and deepened our understanding of the complexities inherent in these processes. His commitment to furthering knowledge through his research contributions and his championing of the importance of social-psychology to the graduate music education curriculum have played a vital role in the continuing advancement of music education.
More recently, Duke and Simmons (2006) examined three distinguished applied studio teachers, developing detailed descriptions of the 25 hours of video recordings of lessons taught by these artist-instructors. They organized into the following three broad categories 19 elements that were common among the expert studio teachers’ instruction: • Goals and Expectations –– The repertoire assigned students is well within their technical capabilities; no student is struggling with the notes of the piece.
LOC) have more tenuous backing. , introversion) have been found to distinguish musicians from nonmusicians but have yet to be linked with musical perception or performance. In terms of general approach, although highlighting the overlaps among cognitive, psychomotor, and socialpsychological processes seems desirable from one point of view, such integration may appear overly reductionistic from another. Nevertheless, further refinement of the integrative model suggested here may help us to overcome tendencies toward fragmented and parochial research, formulate better hypotheses, and view musicality from a broader perspective.
Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman