Chances and Choices: Exploring the Impact of Music Education

Chances and Choices: Exploring the Impact of Music Education

Volumn , Issue , 2012, Pages 1-221

  Pitts, Stephanie ^a  

^a UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

Life history; Lifelong learning; Music education; Musical engagement; Musical experience; Parents; School music; Teachers

Indexed keywords

EID: 84899286267     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780199838752.001.0001     Document Type: Book

References (236)

1. Allan, J. 2010. Arts and the inclusive imagination: socially engaged practices and Sistema Scotland. Journal of Social Inclusion 1 (2), 111-122.
2. Allan, J., Moran, N., Duffy, C., & Loeninga, G. 2010. Knowledge exchange with Sistema Scotland. Journal of Educational Policy 25 (3), 335-347.
3. Allender, S., Cowburn, G., & Foster, C. 2006. Understanding participation in sport and physical activity amongst children and adults: a review of qualitative studies. Health Education Research 21 (6), 826-835.
4. Anttila, M. 2010. Problems with school music in Finland. British Journal of Music Education 27 (3), 241-253.
5. Atkinson, R. (1998). The life story interview. Thousand Oaks, CA: Sage.
6. Austin, J., Renwick, J., & McPherson, G. E. (2006). Developing motivation. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 213-238). Oxford: Oxford University Press.
7. Bailey, B., & Davidson, J. W. 2002. Adaptive characteristics of group singing: perceptions from members of a choir for homeless men. Musicae Scientiae 6 (2), 221-256.
8. Baker, D. 2006. Life histories of music service teachers: the past in inductees' present. British Journal of Music Education 23 (1), 39-50.
9. Baker, D. 2005. Peripatetic music teachers approaching mid-career: a cause for concern. British Journal of Music Education 22 (2), 141-153.
10. Baker, F., & MacKinlay, E. 2006. Sing, soothe and sleep: a lullaby education programme for first-time mothers. British Journal of Music Education 23 (2), 147-160.
11. Bamford, A., & Glinkowski, P. (2010). "Wow, it's music next": Impact evaluation of Wider Opportunities programme in music at key stage two. Leeds: The Federation of Music Services.
12. Bandura, A. 1977. Self-efficacy: toward a unifying theory of behavioral change. Psychological Review 84 (2), 191-215.
13. Barone, T. (2001). Touching eternity: the enduring outcomes of teaching. New York: Teachers College Press.
14. Bartleet, B., Dunbar-Hall, P., Letts, R., & Schippers, H. (2009). Sound links: community music in Australia. Brisbane: Queensland Conservatorium Research Centre.
15. Becker, H. S. (1982). Art worlds. Berkeley: University of California Press.
16. Bennett, D. (2008). Understanding the classical music profession: the past, the present, and strategies for the future. Aldershot: Ashgate.
17. Bennett, D., & Hannan, M. F. (Eds.) (2008). Inside, outside, downside, up:conservatoire training and musicians' work. Perth: Black Swan Press.
18. Bernard, R. 2009. Uncovering pre-service music teachers' assumptions of teaching, learning, and music. Music Education Research 11 (1), 111-124.
19. Beynon, C. (2005). Lifelong learning in music: privileging the privileged? International Journal of Community Music, 2 (1). Retrieved 15 February 2007, from http://www.intjlcm.com
20. Biasutti, M. 2010. Investigating trainee music teachers' beliefs on musical abilities and learning: a quantitative study. Music Education Research 12 (1), 47-69.
21. Bluck, S. 2003. Autobiographical memory: exploring its functions in everyday life. Memory 11 (2), 113-123.
22. Bluck, S., & Habermas, T. 2000. The life story schema. Motivation and Emotion 24, 121-147.
23. Booth, E. 2009. Thoughts on seeing El Sistema. Teaching Artist Journal 7 (2), 75-84.
24. Borthwick, S. J., & Davidson, J. W. (2002). Developing a child's identity as a musician: a family 'script' perspective. In R. MacDonald, D. J. Hargreaves, & D. Miell (Eds.), Musical identities (pp. 60-78). Oxford: Oxford University Press.
25. Bowman, W. 2001. Music education and post-secondary music studies in Canada. Arts Education Policy Review 103 (2), 9-17.
26. Boynton, S., & Kok, R. (2006). Musical childhoods and the cultures of youth. Middletown, CT: Wesleyan University Press.
27. Bray, D. (2009). Creating a musical school. Oxford: Oxford University Press.
28. Bray, D. 2000. An examination of GCSE music uptake rates. British Journal of Music Education 17 (1), 79-89.
29. Bresler, L. 2010. Teachers as audiences: exploring educational and musical values in youth performances. Journal of New Music Research 39 (2), 135-145.
30. Bresler, L., & Thompson, C. M. (2002). The arts in children's lives: context, culture and curriculum. Dordrecht: Kluwer.
31. Brockman, J. (2004). When we were kids: how a child becomes a scientist. London: Jonathan Cape.
32. Bunting, C., Chan, T. W., Goldthorpe, J., Keaney, E., & Oskala, A. (2008). From indifference to enthusiasm: patterns of arts attendance in England. London:Arts Council England.
33. Burland, K., & Davidson, J. W. (2004). Tracing a musical life transition. In J. W. Davidson (Ed.), The music practitioner: research for the music performer, teacher and listener (pp. 224-250). Aldershot: Ashgate.
34. Burt, R., & Mills, J. 2006. Taking the plunge: the hopes and fears of students as they begin music college. British Journal of Music Education 23 (1), 51-73.
35. Burwell, K. 2005. A degree of independence: teachers' approaches to instrumental tuition in a university college. British Journal of Music Education 22 (3), 199-215.
36. Calouste Gulbenkian Foundation. (1982). The arts in schools: principles, practice and provision. London: Calouste Gulbenkian Foundation.
37. Campbell, D. (2002). The Mozart effect. London: Hodder & Stoughton.
38. Campbell, P. S. (2008). Musician and teacher: an orientation to music education. New York: W. W. Norton.
39. Campbell, P. S. (2002). The musical cultures of children. In L. Bresler & C. M. Thomspon (Eds.), The arts in children's lives: context, culture and curriculum (pp. 57-69). Dordrecht: Kluwer.
40. Campbell, P. S. (1998). Songs in their heads: music and its meaning in children's lives. New York: Oxford University Press.
41. Campbell, P. S., Connell, C., & Beegle, A. 2007. Adolescents' expressed meanings of music in and out of school. Journal of Research in Music Education 55 (3), 220-236.
42. Chaffin, R., & Lemieux, A. F. (2004). General perspectives on achieving musical excellence. In A. Williamon (Ed.), Musical excellence: strategies and techniques to enhance performance (pp. 19-39). New York: Oxford University Press.
43. Chua, A. (2011). Battle hymn of the Tiger Mother. London: Bloomsbury.
44. Clarke, E. F., Dibben, N. J., & Pitts, S. E. (2010). Music and mind in everyday life. Oxford: Oxford University Press.
45. Cole, A. L., & Knowles, J. G. (2001). Lives in context: the art of life history research. Walnut Creek, CA: AltaMira Press.
46. Conway, C., & Hodgman, T. M. 2008. College and community choir member experiences in a collaborative intergenerational performance project. Journal of Research in Music Education 56 (3), 220-237.
47. Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. 1999. Relationships between five after-school activities and academic achievement. Journal of Educational Psychology 91 (2), 369-378.
48. Cope, P. 2002. Informal learning of musical instruments: the importance of social context. Music Education Research 4 (1), 93-104.
49. Côté, J., Baker, J., & Abernethy, B. (2007). Practice and play in the development of sport expertise. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 184-202). Hoboken, NJ: John Wiley & Sons.
50. Cox, G. (2002). Living music in schools 1923-1999. Aldershot: Ashgate.
51. Cox, G. 1999. Secondary school music teachers talking. Music Education Research 1 (1), 37-46.
52. Cox, G., & Stevens, R. (Eds.) (2010). The origins and foundations of music education: cross-cultural historical studies of music in compulsory schooling. New York: Continuum.
53. Crafts, S. D., Cavicchi, D., Keil, C., & the Music in Daily Life Project (1993). My music. Hanover, NH: University Press of New England.
54. Creech, A. (2010a). The music studio. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom: achievements, analysis and aspirations (pp. 295-313). London: Institute of Education.
55. Creech, A. 2010b. Learning a musical instrument: the case for parental support. Music Education Research 12 (1), 13-32.
56. Custodero, L. A., & Johnson-Green, E. A. 2003. Passing the cultural torch:musical experience and musical parenting of infants. Journal of Research in Music Education 51 (2), 102-114.
57. Davidson, J. W., & Burland, K. (2006). Musician identity formation. In G. E. McPherson (Ed.), The child as musician: a handbook of musical development (pp. 475-490). Oxford: Oxford University Press.
58. Dench, S., & Regan, J. (2000). Learning in later life: motivation and impact. Retrieved 1 June 2011, from Department for Education, UK Government:http://education.gov.uk
59. DeNora, T. (2000). Music in everyday life. Cambridge: Cambridge University Press.
60. Dibben, N. 2006. The socio-cultural and learning experiences of music students in a British university. British Journal of Music Education 23 (1), 91-116.
61. Dionyssiou, Z. (2011). Music learning and the formation of local identity in the Philharmonic Society Wind Bands of Corfu. In L. Green (Ed.), Learning, teaching, and musical identity: voices across cultures (pp. 142-155). Bloomington, IN: Indiana University Press.
62. Eden, D., & Saremba, M. (2009). The Cambridge companion to Gilbert and Sullivan (pp. 190-200). Cambridge: Cambridge University Press.
63. Eisner, E. 2001. Music education six months after the turn of the century. Arts Education Policy Review 102 (3), 20-24.
64. Elliott, D. (1995). Music matters: a new philosophy of music education. New York: Oxford University Press.
65. Ericsson, K. A., Krampe, R., & Tesch-RÖmer, C. 1993. The role of deliberate practice in the acquisition of expert performance. Psychological Review 100, 363-406.
66. Finney, J. (2011). Music education in England, 1950-2010: the child-centred progressive tradition. Farnham: Ashgate.
67. Finney, J., & Tymoczko, M. 2005. Secondary school students as leaders:examining the potential for transforming music education. Music Education International 2, 36-50.
68. Fletcher, P. (1987). Education and music. Oxford: Oxford University Press.
69. Folkestad, G. 2006. Formal and informal learning situations or practices vs. formal and informal ways of learning. British Journal of Music Education 23 (2), 135-145.
70. Folkestad, G. 2005. Here, there and everywhere: music education research in a globalised world. Music Education Research 7 (3), 279-287.
71. Fornäs, J., Lindberg, U., & Sernhede, O. (1995). In garageland: youth and culture in late modernity. London: Routledge.
72. Fraser-Thomas, J., & Côté, J. 2009. Understanding adolescents' positive and negative developmental experiences in sport. The Sport Psychologist 23, 3-23.
73. Fraser-Thomas, J., Côté, J., & Deakin, J. 2008. Examining adolescent sport dropout and prolonged engagement from a developmental perspective. Journal of Applied Sport Psychology 20 (3), 318-333.
74. Frego, R. J. 1995. Uniting the generations with music programs. Music Educators Journal 81 (6), 17-19.
75. Gangel, A. (2011). The sun hasn't fallen from the sky: a memoir. London:Bloomsbury.
76. Gaunt, H., & Hallam, S. (2009). Individuality in the learning of musical skills. In S. Hallam, I. Cross, & M. Thaut (Eds.), The Oxford handbook of music psychology (pp. 274-284). Oxford: Oxford University Press.
77. Gavin, H. 2001. Reconstructed musical memories and adult expertise. Music Education Research 3 (1), 51-61.
78. Gembris, H. (Ed.). (2006). Musical development from a lifespan perspective. Frankfurt: Peter Lang.
79. Gladwell, M. (2008). Outliers: the story of success. London: Penguin.
80. Goodson, I., & Sikes, P. (2001). Life history research in educational settings. Buckingham: Open University Press.
81. Gouzouasis, P., Guhn, M., & Kishor, N. 2007. The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects. Music Education Research 9 (1), 81-92.
82. Gouzouasis, P., Henrey, J., & Belliveau, G. 2008. Turning points: a transitional story of grade seven music students' participation in high school band programmes. Music Education Research 10 (1), 75-90.
83. Graham, R. 2009. The function of music education in the growth of cultural openness in the USA. Music Education Research 11 (3), 283-302.
84. Green, L. (Ed.) (2011). Learning, teaching, and musical identity: voices across cultures. Bloomington, IN: Indiana University Press.
85. Green, L. (2008). Music, informal learning and the school: a new classroom pedagogy. Farnham: Ashgate.
86. Green, L. (2002). How popular musicians learn. Aldershot: Ashgate.
87. Guardabasso, G. (1989). Music education in Italy: what is going on? International Journal of Music Education, 13 (1), 35-36.
88. Haddon, E. (2005). Making music in Britain: interviews with those behind the notes. Aldershot: Ashgate.
89. Hale, N. V. (1947). Education for music. London: Oxford University Press.
90. Hall, C. 2005. Gender and boys' singing in early childhood. British Journal of Music Education 22 (1), 5-20.
91. Hallam, S. (1998). Instrumental teaching: a practical guide to better teaching and learning. Oxford: Heinemann.
92. Hallam, S. (2010). The power of music: its impact on the intellectual, personal and social development of children and young people. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom: achievements, analysis and aspirations (pp. 2-17). London:Institute of Education.
93. Hallam, S., Creech, A., Sandford, C., Rinta, T., & Shave, K. (2008). Survey of Musical Futures: a report from the Institute of Education, University of London for the Paul Hamlyn Foundation. Retrieved 24 January 2011, from http://www.musicalfutures.org.uk/resource/27229
94. Hallam, S., & Creech, A. (2010). Learning to play an instrument. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom: achievements, analysis and aspirations (pp. 85-104). London:Institute of Education.
95. Hargreaves, D. H. (2004). Learning for life: the foundations for lifelong learning. Bristol: The Policy Press.
96. Hargreaves, D. J., & Marshall, N. A. 2003. Developing identities in music education. Music Education Research 5 (3), 263-273.
97. Hargreaves, D. J., & North, A. C. (2001). Musical development and learning:the international perspective. London: Continuum.
98. Harland, J., Kinder, K., Lord, P., Stoot, A., Schagen, I., & Haynes, J., with Cusworth, L., White, R., & Paola, R. (2000). Arts education in secondary schools: effects and effectiveness. Slough: National Foundation for Educational Research.
99. Harris, D. (2006). Music education and Muslims. Stoke-on-Trent:Trentham.
100. Hays, T., & Minichiello, V. 2005. The meaning of music in the lives of older people: a qualitative study. Psychology of Music 33 (4), 437-451.
101. Heath, E. (1976). Music: a joy for life. London: Sidgwick & Jackson.
102. Henley, D. (2011). Music education in England. Retrieved 18 February 2011, from Department for Education, UK Government: http://publications.education.gov.uk
103. Hennessy, S. 2000. Overcoming the red-feeling: The development of confidence to teach music in primary school amongst student teachers. British Journal of Music Education 17 (2), 183-196.
104. Herbert, T. (1998). Victorian brass bands: class, taste and space. In A. Leyshon, D. Matless, & G. Revill (Eds.), The place of music (pp. 104-128). New York: The Guilford Press.
105. Hickey, M. (2003). Why and how to teach music composition: a new horizon for music education. Reston, VA: Music Educators' National Conference (MENC).
106. Higgins, L. 2007. Acts of hospitality: the community in Community Music. Music Education Research 9 (2), 281-292.
107. Hildebrandt, D. (1985). Pianoforte: a social history of the piano. (H. Goodman, Trans.) London: Hutchinson.
108. Holt, J. (1978). Never too late: my musical life story. New York: Merloyd Lawrence.
109. Horne, C. (2004). Contemporary jazz UK: twenty-one lives in jazz. London:Perspectives in Jazz.
110. Hoskyns, J. (2002). Music education: a European perspective. In G. J. Spruce (Ed.), Teaching music in secondary schools: a reader (pp. 51-62). London:Routledge.
111. Howe, M. J. A., & Sloboda, J. A. 1991. Young musicians' accounts of significant influences in their early lives: 2. Teachers, practising and performance. British Journal of Music Education 8 (1), 53-63.
112. Howe, M. J. A., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: reality or myth? Behavioral and Brain Sciences, 21, 339-442.
113. Jaffurs, S. E. 2004. The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education 22 (3), 189-200.
114. Jones, P. 2009. Hard and soft policies in music education: building the capacity of teachers to understand, study and influence them. Arts Education Policy Review 110 (4), 27-32.
115. Jorgensen, E. R. (2008). The art of teaching music. Bloomington, IN: Indiana University Press.
116. Jorgensen, E. R. 2003a. What philosophy can bring to music education:musicianship as a case in point. British Journal of Music Education 20 (2), 197-214.
117. Jorgensen, E. R. (2003b). Transforming music education. Bloomington, IN:Indiana University Press.
118. Jorgensen, E. R. (1997). In search of music education. Urbana, IL: University of Illinois Press.
119. Kaiserman, P., & Price, D., with Richardson, J., Pacey, F., & Hannan, F. (No date). A guide to personalising extra-curricular music. London: Musical Futures/Paul Hamlyn Foundation. Retrieved 1 March 2007, from http://musicalfutures.org.uk
120. Kelly, S. N. (2009). Teaching music in American society: a social and cultural understanding of music education. New York: Routledge.
121. Kertz-Welzel, A. 2004. Didaktik of music: a German concept and its comparison to American music pedagogy. International Journal of Music Education 22 (3), 277-286.
122. Kinney, D. W. 2010. Selected non-music predictors of urban students' decisions to enroll and persist in middle school band programs. Journal of Research in Music Education 57 (4), 334-350.
123. Kirchhoff, C. (1988). The school and college band: wind band pedagogy in the United States. In J. T. Gates (Ed.), Music education in the United States:contemporary issues (pp. 259-276). Tuscaloosa, AL: University of Alabama Press.
124. Kokotsaki, D. (2010). Musical involvement outside school: how important is it for student-teachers in secondary education? British Journal of Music Education, 27 (2), 151-170.
125. Kolb, B. M. 2001. The decline of the subscriber base: a study of the Philharmonia Orchestra audience. Market Research 3, 51-59.
126. Kolb, B. M. (2002). The effect of generational change on classical music concert attendance and orchestras' responses in the UK and US. Cultural Trends, 41.
127. Lamont, A. (2011). The beat goes on: music education, identity and lifelong learning. Music Education Research, 13 (4), 369-388.
128. Lamont, A., Hargreaves, D. J., Marshall, N., & Tarrant, M. 2003. Young people's music in and out of school. British Journal of Music Education 20 (3), 229-241.
129. Lamont, A., & Maton, K. 2008. Choosing music: exploratory studies into the low uptake of music GCSE. British Journal of Music Education 25 (3), 267-282.
130. Lamont, A., & Webb, R. (2010). Short- and long-term musical preferences:what makes a favourite piece of music? Psychology of Music, 38 (2), 222-241.
131. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press.
132. Lum, C. H. 2008. Home musical environment of children in Singapore: on globalization, technology, and media. Journal of Research in Music Education 56 (2), 101-117.
133. MacDonald, R., Hargreaves, D. J., & Miell, D. (Eds.) (2002). Musical identities. Oxford: Oxford University Press.
134. MacDonald, R., Miell, D., & Wilson, G. (2005). Talking about music: a vehicle for identity development. In D. Miell, R. MacDonald & D. J. Hargreaves (Eds.) Musical communication (pp. 321-338). Oxford: Oxford University Press.
135. Madsen, C. K., & Kelly, S. N. 2002. First remembrances of wanting to become a music teacher. Journal of Research in Music Education 50 (4), 323-332.
136. Mahoney, J. L., Cairns, B. D., & Farmer, T. W. 2003. Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology 95 (2), 409-418.
137. Mantie, R., & Tucker, L. (2008). Closing the gap: does music-making have to stop upon graduation? International Journal of Community Music, 1 (2), 217-227.
138. Manturzewska, M. 1990. A biographical study of the life-span development of professional musicians. Psychology of Music 18, 112-138.
139. Marsh, K. (2011). The permeable classroom: learning, teaching and musical identity in a remote Australian Aboriginal homelands school. In L. Green (Ed.), Learning, teaching, and musical identity: voices across cultures (pp. 20-32). Bloomington, IN: Indiana University Press.
140. Marshall, S. (1963). An experiment in education. London: Cambridge University Press.
141. Matarasso, F. (1997). Use or ornament? The social impact of participation in the arts. Stroud: Comedia.
142. McAdams, D. P. 2001. The psychology of life stories. Review of General Psychology 5 (2), 100-122.
143. McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. 2001. When bad things turn good and good things turn bad: sequences of redemption and contamination in life narrative and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin 27 (4), 474-485.
144. McCarthy, M. (1999). Passing it on: music and the narrative of Irish culture. Cork: Cork University Press.
145. McCormick, J., & McPherson, G. E. 2003. The role of self-efficacy in a musical performance examination: an exploratory structural equation analysis. Psychology of Music 31 (1), 37-51.
146. McPherson, G. E. 2009. The role of parents in children's musical development. Psychology of Music 37 (1), 91-110.
147. McPherson, G. E., & Davidson, J. W. (2006). Playing an instrument. In G. E. McPherson (Ed.), The child as musician: a handbook of musical development (pp. 331-351). Oxford: Oxford University Press.
148. McQueen, H., & Varvarigou, M. (2010). Learning through life. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom:achievements, analysis and aspirations (pp. 159-175). London: Institute of Education, University of London.
149. Miller, J., & Baker, D. 2007. Career orientation and pedagogical training:conservatoire undergraduates' insights. British Journal of Music Education 24 (1), 5-19.
150. Miller, M. M., & Strongman, K. T. 2002. The emotional effects of music on religious experience: a study of the Pentecostal-Charismatic style of music and worship. Psychology of Music 30 (1), 8-27.
151. Mills, J. (2005). Music in the school. Oxford: Oxford University Press.
152. Mills, J., & Smith, J. (2006). Working in music: becoming successful. In H. Gembris (Ed.), Musical development from a lifespan perspective (pp. 131-140). Frankfurt: Peter Lang.
153. Moffitt, K. H., & Singer, J. A. 1994. Continuity in the life story: self-defining memories, affect, and approach/avoidance personal strivings. Journal of Personality 62 (1), 21-43.
154. Morrison, S. J. (2008). Of school bands, orchestras, and jazz ensembles. In P. S. Campbell, Musician and teacher: an orientation to music education (pp. 165-186). New York: W. W. Norton.
155. Myers, D. E. (2005). Freeing music education from schooling: toward a lifespan perspective on music learning and teaching. International Journal of Community Music (Volume D). Retrieved 26 May 2011, from http://www.intljcm.com/articles/Volume%204/Myers%20Files/Myers.pdf
156. Niblett, E. (1955). School music: an instructional handbook. London:Blandford Press.
157. North, A. C., Hargreaves, D. J., & O'Neill, S. A. 2000. The importance of music to adolescents. British Journal of Educational Psychology 70, 255-272.
158. North, A. C., & Hargreaves, D. J. (2008). The social and applied psychology of music. Oxford: Oxford University Press.
159. O'Flynn, J. (2011). Performance, transmission, and identity among Ireland's new generation of traditional musicians. In L. Green (Ed.), Learning, teaching, and musical identity: voices across cultures (pp. 252-266). Bloomington, IN:Indiana University Press.
160. Ofsted [Office for Standards in Education, UK] (2004). Tuning in:Wider Opportunities in specialist instrumental tuition for pupils in Key Stage 2. London: Ofsted. Retrieved 19 December 2011, from http://www.ofsted.gov.uk/resources/tuning-wider-opportunities-specialistinstrumental-tuition-for-pupils-key-stage-2
161. Papageorgi, I., Creech, A., Haddon, E., Morton, F., De Bezenac, C., Himonides, E., Potter, J., Duffy, C., Whyton, T., & Welch, G. 2010. Perceptions and predictions of expertise in advanced musical learners. Psychology of Music 38 (1), 31-66.
162. Parncutt, R. (2006). Prenatal development. In G. E. McPherson (Ed.), The child as musician: a handbook of musical development (pp. 1-31). New York:Oxford University Press.
163. Paynter, J. (2008). Making progress with composing. In J. Mills & J. Paynter, Thinking and making: selections from the writings of John Paynter on music in education (pp. 144-175). Oxford: Oxford University Press.
164. Paynter, J. (2002). Music in the school curriculum: why bother? British Journal of Music Education, 19 (3), 215-226.
165. Paynter, J. (1982). Music in the secondary school curriculum. Cambridge:Cambridge University Press.
166. Paynter, J., & Mills, J. (2008). Thinking and making: selections from the writings of John Paynter on music in education. Oxford: Oxford University Press.
167. Peretz, I., Cummings, S., & Dubé, M. 2007. The genetics of congenital amusia (tone deafness): a family-aggregation study. American Journal of Human Genetics 81, 582-588.
168. Philpott, C. (2010). The sociological critique of curriculum music in England:is radical change really possible? In R. Wright (Ed.), Sociology and music education (pp. 81-92). Farnham: Ashgate.
169. Pillemer, D. 2001. Momentous events and the life story. Review of General Psychology 5 (2), 123-134.
170. Pitts, S. E. (2010). Musical education as a social act: learning from and within musical communities. In J. Ballantyne & B. Bartleet (Eds.), Navigating sound and music education (pp. 115-128). Newcastle-upon-Tyne: Cambridge Scholars Publishing.
171. Pitts, S. E. 2009. Roots and routes in adult musical participation:investigating the impact of home and school on lifelong musical interest and involvement. British Journal of Music Education 26 (3), 241-256.
172. Pitts, S. E. (2008). Extra-curricular music in UK schools: investigating the aims, experiences, and impact of adolescent musical participation. International Journal of Education and the Arts, 9 (10).
173. Pitts, S. E. (2005). Valuing musical participation. Aldershot: Ashgate.
174. Pitts, S. E. 2002. Changing tunes: musical experience and self-perception amongst school and university music students. Musicae Scientiae 6 (1), 73-92.
175. Pitts, S. E. (2000). A century of change in music education. Aldershot:Ashgate.
176. Pratt, G., & Stephens, J. (1995). Teaching music in the National Curriculum. Oxford: Heinemann.
177. Radocy, R. F. (2001). North America. In D. J. Hargreaves & A. C. North (Eds.), Musical development and learning: the international perspective (pp. 120-133). London: Continuum.
178. Rainbow, B., with Cox, G. (2006). Music in educational thought and practice. Woodbridge: Boydell.
179. Rauscher, F. (2009). The impact of music instruction on other skills. In S. Hallam, I. Cross, & M. Thaut (Eds.), The Oxford handbook of music psychology (pp. 244-252). New York: Oxford University Press.
180. Rauscher, F., Shaw, G., & Ky, K. (1993) Music and spatial task performance. Nature, 365, 611.
181. Reimer, B. (2003). A philosophy of music education: advancing the vision. Upper Saddle River, NJ: Prentice Hall.
182. Reimer, B. (1989). A philosophy of music education (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
183. Richardson, M. (1948). Art and the child. London: University of London Press.
184. Riley, M., & Laing, D. (2006). The value of jazz in Britain. Retrieved 3 March 2008, from London: Jazz Services: www.jazzservices.org.uk
185. Robinson, T. (2010). How popular musicians teach. University of Sheffield:Unpublished PhD thesis.
186. Ross, M. (1995). What's wrong with school music? British Journal of Music Education, 12 (3), 185-201.
187. Rowe, V. C. (2008). Patterns and consequences of gender interactions in instrumental music lessons. University of Surrey, Roehampton: Unpublished PhD thesis.
188. Rusinek, G., & Rincón, C. 2010. Attending musical performances: teachers' and students' expectations and experiences at a youth programme in Madrid. Journal of New Music Research 39 (2), 147-158.
189. Sadie, S. (1979). Sir Robert Mayer at 100. The Musical Times, 120 (1636), 457 and 474-475.
190. Salaman, W. (1983). Living school music. Cambridge: Cambridge University Press.
191. Scholes, P. (1935). Music, the child and the masterpiece. London: Oxford University Press.
192. Service, T. (2008, June 25). El Sistema might not be a quick fix in the UK. The Guardian. Retrieved 19 December 2011, from http://www.guardian.co.uk/music/tomserviceblog/2008/jun/25/thenewsthatelsistema
193. Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction (2nd ed.). London: Sage.
194. Singer, J. A. 1990. Affective responses to autobiographical memories and their relationship to long-term goals. Journal of Personality 58 (3), 535-563.
195. Sloboda, J. A. (2005). Exploring the musical mind. New York: Oxford University Press.
196. Sloboda, J. A., & Howe, M. J. A. 1992. Transitions in the early musical careers of able young musicians: choosing instruments and teachers. Journal of Research in Music Education 40 (4), 283-294.
197. Sloboda, J. A., & Howe, M. J. A. 1991. Biographical precursors of musical excellence: an interview study. Psychology of Music 19 (1), 3-21.
198. Small, C. (2010). Afterword. In R. Wright (Ed.), Sociology and music education (pp. 283-290). Farnham: Ashgate.
199. Small, C. (1998). Musicking: the meanings of performing and listening. Hanover, NH: Wesleyan University Press.
200. Small, C. (1977/96). Music-society-education. London: University Press of New England.
201. Smilde, R. (2009a). Musicians as lifelong learners: 32 biographies. Delft:Eburon Academic Publishers.
202. Smilde, R. (2009b). Musicians as lifelong learners: discovery through biography. Delft: Eburon Academic Publishers.
203. Soto, A. C., Lum, C., & Campbell, P. S. 2009. A university-school music partnership for music education majors in a culturally distinctive community. Journal of Research in Music Education 56 (4), 338-356.
204. Southcott, J. E. (2009). And as I go, I love to sing: The Happy Wanderers, music and positive ageing. International Journal of Community Music, 2 (2 & 3), 143-156.
205. Southgate, D. E., & Roscigno, V. J. 2009. The impact of music on childhood and adolescent achievement. Social Science Quarterly 90 (1), 4-21.
206. Stebbins, R. A. (1992). Amateurs, professionals, and serious leisure. Montreal: McGill-Queen's University Press.
207. Stewart, L. 2006. Congenital amusia. Current Biology 16 (21), 904-906.
208. Stokes, W. R. (2005). Growing up with jazz: twenty-four musicians talk about their lives and careers. New York: Oxford University Press.
209. Strachan, L., Côté, J., & Deakin, J. 2009. "Specializers" versus "samplers" in youth sport: comparing experiences and outcomes. The Sport Psychologist 23, 77-92.
210. Strand, K. 2006. Survey of Indiana music teachers on using composition in the classroom. Journal of Research in Music Education 54 (2), 154-167.
211. Suzuki, S. (1970). Nurtured by love: a new approach to education. London:Bosworth.
212. Swanwick, K. (1999). Teaching music musically. London: Taylor & Francis.
213. Swanwick, K. (1979). A basis for music education. London: Taylor & Francis.
214. Tafuri, J. (2001). Italy. In D. J. Hargreaves & A. C. North (Eds.), Musical development and learning: the international perspective (pp. 73-86). London: Continuum.
215. Tarrant, M., North, A. C., & Hargreaves, D. J. (2002). Youth identity and music. In R. A. MacDonald, D. J. Hargreaves, & D. Miell (Eds.), Musical identities (pp. 134-150). Oxford: Oxford University Press.
216. Taylor, A. 2010. Participation in a master class: experiences of older amateur pianists. Music Education Research 12 (2), 199-217.
217. Taylor, A., & Hallam, S. 2008. Understanding what it means for older students to learn basic musical skills on a keyboard instrument. Music Education Research 10 (2), 285-306.
218. Tomes, S. (2010). Out of silence: a pianist's yearbook. Woodbridge: Boydell Press.
219. Torff, B., & Winner, E. 1994. Don't throw out the baby with the bathwater:on the role of innate factors in musical accomplishment. The Psychologist 7 (8), 361-362.
220. Trehub, S. E. (2006). Infants as musical connoisseurs. In G. E. McPherson (Ed.), The child as musician: a handbook of musical development (pp. 33-49). New York: Oxford University Press.
221. Turton, A., & Durrant, C. 2002. A study of adults' attitudes, perceptions and reflections on their singing experience in secondary school:some implications for music education. British Journal of Music Education 19 (1), 33-50.
222. Van Matre, J. C., Valentine, J. C., & Cooper, H. 2000. Effect of students' after-school activities on teachers' academic expectancies. Contemporary Educational Psychology 25, 167-183.
223. Vincent, C., & Ball, S. J. 2007. 'Making up' the middle-class child: families, activities and class dispositions. Sociology 41 (6), 1061-1077.
224. Vulliamy, E. (2007, July 29). Orchestral manoeuvres. The Observer. Retrieved 19 December 2011, from http://www.guardian.co.uk/music/2007/jul/29/classicalmusicandopera1
225. Wang, G. 2009. Interlopers in the realm of high culture: "music moms" and the performance of Asian and Asian American identities. American Quarterly 61 (4), 881-903.
226. Webster, P. (2007). Computer-based technology and music teaching and learning: 2000-2005. In L. Bresler (Ed.), International handbook of research in arts education (pp. 1311-1328). Dordrecht: Springer.
227. Weigel, D. J., Martin, S. S., & Bennett, K. K. 2007. Mothers' literacy beliefs:connections with the home literacy environment and pre-school children's literacy development. Journal of Early Childhood Literacy 6 (2), 191-211.
228. Winzenried, R. (2004, January-February). Stalking the culturally aware non-attender. Retrieved 7 September 2009, from Symphony: http://www.americanorchestras.org/images/stories/symphony_magazine/jan_feb04/04jf_cana.pdf
229. Woodford, P. (2005). Democracy and music education: liberalism, ethics, and the politics of practice. Bloomington, IN: Indiana University Press.
230. Woods, P. (1993). Critical events in teaching and learning. London: Falmer Press.
231. Wright, R. (2007). Addressing individual needs and equality of opportunity in the music curriculum. In C. Philpott & G. J. Spruce (Eds.), Learning to teach music in the secondary school (2nd ed.) (pp. 193-208). Abingdon: Routledge.
232. Wright, R. 2008. Kicking the habitus: power, culture and pedagogy in the secondary school music curriculum. Music Education Research 10 (3), 389-402.
233. York, N. (2001). Valuing school music: a report on school music. London:University of Westminster & Rockschool Ltd.
234. Yorke Trotter, T. H. (1914). The making of musicians. London: Herbert Jenkins.
235. Young, P. 2000. 'I might as well give up': self-esteem and mature students' feelings about feedback on assignments. Journal of Further and Higher Education 24 (3), 409-418.
236. Young, S. 2008. Lullaby light shows: everyday musical experience among under-two-year-olds. International Journal of Music Education 26 (1), 33-46.