The Routledge Companion to Music, Technology, and Education is a comprehensive resource that draws together burgeoning research on the use of technology in music education around the world. Rather than following a procedural how-to approach, this companion considers technology, musicianship, and pedagogy from a philosophical, theoretical, and empirically-driven perspective, offering an essential overview of current scholarship while providing support for future research. The 37 chapters in this volume consider the major aspects of the use of technology in music education: Part I. Contexts. Examines the historical and philosophical contexts of technology in music. This section addresses themes such as special education, cognition, experimentation, audience engagement, gender, and information and communication technologies. Part II. Real Worlds. Discusses real world scenarios that relate to music, technology, and education. Topics such as computers, composition, performance, and the curriculum are covered here. Part III. Virtual Worlds. Explores the virtual world of learning through our understanding of media, video games, and online collaboration. Part IV. Developing and Supporting Musicianship. Highlights the framework for providing support and development for teachers, using technology to understand and develop musical understanding. The Routledge Companion to Music, Technology, and Education will appeal to undergraduate and post-graduate students, music educators, teacher training specialists, and music education researchers. It serves as an ideal introduction to the issues surrounding technology in music education.

Leadership in Music Technology Education examines the pedagogical, sociocultural, and philosophical issues that affect curriculum, research, and decision-making in music technology in higher education. This book considers a range of cutting-edge topics, including the impact of the COVID-19 pandemic, professional development concepts, partnerships between higher education and the creative and cultural industries, and the effects technology has on sustainability. Drawing on Leadership theories, including Transformational, Situational, Servant, and Social Change Model Theory, the book puts forward a new model, Creative Industry Leadership, which considers the sociocultural aspects of Music Technology Education, and interrogates biased ideologies that limit opportunities for a broad range of learners and practitioners in education and beyond. Additionally, Leadership in Music Technology Education examines educators’ informal leadership capacities during the COVID-19 pandemic and how inclusive pedagogy expands the creative boundaries of teaching, learning, and music-making for all. Leadership in Music Technology Education is crucial reading for instructors teaching audio engineering and music technology, as well as researchers in education, music pedagogy and related fields. This is also a valuable read for anyone with an interest in music technology and its many potentialities.

The use of technology in music and education can no longer be described as a recent development. Music learners actively engage with technology in their music making, regardless of the opportunities afforded to them in formal settings. This volume draws together critical perspectives in three overarching areas in which technology is used to support music education: music production; game technology; musical creation, experience and understanding. The fourteen chapters reflect the emerging field of the study of technology in music from a pedagogical perspective. Contributions come not only from music pedagogues but also from musicologists, composers and performers working at the forefront of the domain. The authors examine pedagogical practice in the recording studio, how game technology relates to musical creation and expression, the use of technology to create and assess musical compositions, and how technology can foster learning within the field of Special Educational Needs (SEN). In addition, the use of technology in musical performance is examined, with a particular focus on the current trends and the ways it might be reshaped for use within performance practice. This book will be of value to educators, practitioners, musicologists, composers and performers, as well as to scholars with an interest in the critical study of how technology is used effectively in music and music education.

The Sage Handbook of School Music Education stands as an essential guide for navigating the evolving educational landscape in the wake of the 2008 financial crisis and the transformative impact of the COVID-19 pandemic. The handbook addresses philosophical foundations, social justice challenges, the envisioning of a transformative curriculum, and critical issues in music teacher education. Written by a diverse team of leading scholars, this handbook offers a truly global perspective with contributors from Africa, Asia, Australasia, Europe, and North and South America. The handbook engages with the profound interplay of economic, political, and social forces that shape educational policies. Scholars within this collaborative work delve into what it means to educate in a world undergoing significant changes. This entails an exploration of emerging educational approaches, considerations for societal implications, and the interconnectedness of school music education with broader curricular and global contexts. As a cohesive resource, The Sage Handbook of School Music Education not only addresses the challenges faced by educators but also envisions the transformative potential of music education in fostering creativity, inclusivity, and adaptability. This handbook serves as a compass for students, practitioners and scholars in the field, and all those passionate about navigating the complexities of redefining music education for a new era. Part 1: Foundations Part 2: Struggling for Social Justice Through Music Education Part 3: Curriculum Development Part 4: Teacher Education

Viewing the plurality of creativity in music as being of paramount importance to the field of music education, The Routledge Companion to Creativities in Music Education provides a wide-ranging survey of practice and research perspectives. Bringing together philosophical and applied foundations, this volume draws together an array of international contributors, including leading and emerging scholars, to illuminate the multiple forms creativity can take in the music classroom, and how new insights from research can inform pedagogical approaches. In over 50 chapters, it addresses theory, practice, research, change initiatives, community, and broadening perspectives. A vital resource for music education researchers, practitioners, and students, this volume helps advance the discourse on creativities in music education.

Creativities, Media, and Technology in Music Learning and Teaching 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 fifth book in the set comprises three complementary sections: musical creativity as practice; music teaching and learning through technology; and the interplay of media, music, and education. The first section reviews notions of musical creativity, examining practice-based perspectives to support and develop understanding of the diverse types of creativity found within music education practice across the globe. In the second section, authors explore the essential role of technology in musical discourse and in various forms of musical learning, even as technology continually evolves and the needs and possibilities continue to rapidly change. The third section provokes readers to assess their own thinking about the transformative changes occurring within the discipline as a result of advances in media, and the increasing infiltration of media into all aspects of life, the classroom, and music making. Contributors Andrew R. Brown, Pamela Burnard, Bernadette Colley, Ian Cross, Rokus de Groot, Steven C. Dillon, Randi Margrethe Eidsaa, David G. Hebert, Evangelos Himonides, Neryl Jeanneret, Ailbhe Kenny, Andrew King, Eleni Lapidaki, Felicity Laurence, Samuel Leong, Bo Wah Leung, Alagi Mbye, Gary E. McPherson, Ross Purves, Tal-Chen Rabinowitch, S. Alex Ruthmann, Eva Sæther, Jonathan Savage, Reza Shayesteh, Petros Stagkos, Matthew D. Thibeault, Evan S. Tobias, Carole Waugh, Graham F. Welch

The Routledge Companion to Teaching Music Composition in Schools: International Perspectives offers a comprehensive overview of teaching composing from a wide range of countries around the world. Addressing the current state of composition pedagogy from primary to secondary school levels and beyond, the volume explores issues, including different curricular and extracurricular settings, cultural aspects of composing, aesthetics, musical creativity, the role of technology, and assessment. With contributors from over 30 countries, this volume encompasses theoretical, historical, empirical, and practical approaches and enables comparisons across different countries and regions. Chapters by experienced educators, composers, and researchers describe in depth the practices taking place in different international locations. Interspersed with these chapters, interludes by the volume editors contextualize and problematize the teaching and learning of composing music. The volume covers a range of contexts, including formal and informal, those where a national curriculum is mandated or where composing is a matter of choice, and a range of types, styles, and genres of musical learning and music-making. Providing a wide-ranging and detailed review of international approaches to incorporating music composition in teaching and learning, this volume will be a useful resource for teachers, music education researchers, graduate and undergraduate students, and all those working with children and young people in composing music.

This book provides a broad introduction to the scientific and psychological study of music, exploring how music is processed by our brains, affects us emotionally, shapes our personal and cultural identities, and can be used in therapeutic and educational contexts. Why are some people tone deaf and others musical savants? What do our musical preferences say about our personality and the culture in which we were raised? Why do certain songs remind us so strongly of particular people, places, or events? How can music be therapeutically used to help those with autism, Parkinson's, and other medical conditions? The Science and Psychology of Music: From Beethoven at the Office to Beyoncé at the Gym answers these and other questions. This book provides a broad and accessible introduction to the fascinating field of music psychology. Despite its name, music psychology includes a number of fields, including neuroscience, psychology, social psychology, sociology, and health. Through a collection of thematically organized chapters, readers will discover how our brains recognize elements of music, how music can affect us and shape our identities, and the many real-world applications for such information.

The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond provides a comprehensive exploration of women’s participation in musical leadership from the nineteenth century to the present. Global in scope, with contributors from over thirty countries, this book reveals the wide range of ways in which women have taken leadership roles across musical genres and contexts, uncovers new histories, and considers the challenges that women continue to face. The volume addresses timely issues in the era of movements such as #MeToo, digital feminisms, and the resurgent global feminist movements. Its multidisciplinary chapters represent a wide range of methodologies, with historical musicology, models drawn from ethnomusicology, analysis, philosophy, cultural studies, and practice research all informing the book. Including almost fifty chapters written by both researchers and practitioners in the field, it covers themes including: Historical Perspectives Conductors and Impresarios Women’s Practices in Music Education Performance and the Music Industries Faith and Spirituality: Worship and Sacred Musical Practices Advocacy: Collectives and Grass-Roots Activism The Routledge Companion to Women and Musical Leadership: The Nineteenth Century and Beyond draws together both new perspectives from early career researchers and contributions from established world-leading scholars. It promotes academic-practitioner dialogue by bringing contributions from both fields together, represents alternative models of women in musical leadership, celebrates the work done by women leaders, and shows how women challenge accepted notions of gendered roles. Offering a comprehensive overview of the varied forms of women’s musical leadership, this volume is a vital resource for all scholars of women in music, as well as professionals in the music industries and music education today.

Music Production Cultures draws on interviews with international educators, surveys completed by students of music production from around the globe, doctoral research findings and contextualised career experiences from the author as a celebrated music producer to explore how effective learning environments can be created for popular music production in higher education. Acknowledging the musical, technological and social diversity in global popular music production practice, this book highlights the integral elements that educators and their institutions must consider in order to provide high-quality and relevant education for the students of today and into the future. Offering concepts, approaches and practices to be integrated into diverse music production pedagogical frameworks in higher education, this book considers the pedagogical approaches and goals that bridge music production education to the industry, using examples and insights from international educators throughout as well as lesson plan examples for instructors. Music Production Cultures develops a foundation of practice to inform teachers designing equitable, diverse and inclusive pedagogies that are dependent on the musical, cultural and social influences of their students. This is an invaluable resource for educators and researchers in the area of audio education looking to develop their pedagogical strategies.