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200 04$aThe science & psychology of music performance $ecreative strategies for teaching and learning /$fedited by Richard Parncutt & Gary E. McPherson
205   $a1st ed.
210   $aOxford ;$aNew York $cOxford University Press$d2002
215   $a1 online resource (411 p.)
300   $aDescription based upon print version of record.
311 08$a0-19-513810-4 
311 08$a0-19-984929-3 
320   $aIncludes bibliographical references and indexes.
327   $aCover Page; Title Page; Copyright Page; Acknowledgments; Contents; Introduction; Part I The Developing Musician; 1. Musical Potential; 2. Environmental Influences; 3. Motivation; 4. Performance Anxiety; 5. Brain Mechanisms; 6. Music Medicine; Part II Subskills of Music Performance; 7. From Sound to Sign; 8. Improvisation; 9. Sight-Reading; 10. Practice; 11. Memory; 12. Intonation; 13. Structural Communication; 14. Emotional Communication; 15. Body Movement; Part III Instruments and Ensembles; 16. Solo Voice; 17. Choir; 18. Piano; 19. String Instruments; 20. Wind Instruments
327   $a21. Rehearsing and ConductingContributors; Author Index; Subject Index
330   $aMusic educators and practicing musicians have failed to benefit as much as they could from the past two decades of music psychology research. In this volume, Parncutt and McPherson propose to improve the situation by describing new approaches, informed by recent psychological research, to teaching music, learning music, and making music at all educational levels. Each chapter represents the collaboration between a music psychologist and a music educator. The articles begin by outlining music-psychological issues that are probably unfamiliar to musicians and music educators. Then, they propose
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701   $aMcPherson$b Gary$01852425
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