Show simple item record

dc.contributor.authorHargreaves, David
dc.contributor.authorMarshall, N.
dc.contributor.authorNorth, Adrian
dc.date.accessioned2017-01-30T12:14:06Z
dc.date.available2017-01-30T12:14:06Z
dc.date.created2013-09-18T20:00:32Z
dc.date.issued2003
dc.identifier.citationHargreaves, David J. and Marshall, Nigel A. and North, Adrian C. 2003. Music education in the twenty-first century: a psychological perspective. British Journal of Music Education. 20 (2): pp. 147-163.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/19487
dc.identifier.doi10.1017/S0265051703005357
dc.description.abstract

Starting from Hargreaves’ (1986a) review of the relationship between developmental psychology and music education, we characterise the mid-1980s as a point at which the different main strands of music psychology – cognitive, developmental, and social – began to unfold. We move to the present day and beyond, suggesting that a major change has been the incorporation of a social perspective: it may now make more sense to talk about the developmental social psychology of music and music education. Four levels of social influence are distinguished – the individual, the interpersonal, the institutional,and the cultural – and we suggest that the concept of identity may enable explanations of social influence at the individual level. We review some research on musical style sensitivity as an exemplar of this general approach, and conclude by applying the social–cultural perspective to current developments in music education. This gives rise to two new conceptual models: of the opportunities that are offered by music education in the twenty-first century, and the outcomes that might be derived from it.

dc.publisherCambridge University Press
dc.titleMusic education in the twenty-first century: a psychological perspective
dc.typeJournal Article
dcterms.source.volume20
dcterms.source.number2
dcterms.source.startPage147
dcterms.source.endPage163
dcterms.source.issn0265 0517
dcterms.source.titleBritish Journal of Music Education
curtin.note

Copyright © 2003 Cambridge University Press

curtin.department
curtin.accessStatusOpen access


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record