Melbourne Conservatorium of Music - Research Publications

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    Playing an Instrument
    MCPHERSON, G ; Davidson, J ; Evans, P ; McPherson, G (Oxford University Press, 2016)
    Learning to play a musical instrument is one of the most widespread musical activities for children. While much research in the past century has focused on the assessment of musical abilities and the content of their lessons, more recent research has focused on children’s interactions with their social environments and how these interactions impact their ongoing ability and motivation to learn and play music. This chapter explores these social and cognitive developments starting with how children and their parents select an instrument and negotiate the commencement of formal music learning, through to the task related cognitive strategies children use to overcome the difficulties associated with learning and practice, and the ways they may eventually become able to integrate an identity as a musician with their own sense of self. Aspects of self-regulation and self-determination theory are discussed.
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    Social and applied psychological explorations of music, health, and wellbeing
    Davidson, J ; Krause, A ; Sunderland, N ; Lewandowski, N ; Bartleet, B ; Bendrups, D (Palgrave Macmillan, 2018)
    This chapter explores the specific well-being benefits that diverse forms of musical engagement can promote from the particular perspective of the social and applied psychology of music. It surveys recent social-psychological literature broadly, and the authors also draw from their own research offering case studies to highlight research evidence concerning health and well-being benefits when applying a social-psychological lens to music research. It explores the influence of newer, digital technologies for promoting self-regulation, such as mood management via playlists; points to the range of benefits across types of well-being from music participation; and considers the role of music facilitators and educators with respect to promoting well-being. Relevant influences range from micro- to meso-level determinants interacting across the levels to influence our experiences every day.
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    Learning to perform: From 'gifts' and 'talents' to skills and creative engagement
    Davidson, J ; McPherson, G ; Rink, J ; Gaunt, H ; Williamson, A (Oxford University Press, 2017)
    To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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    Playing an instrument
    Evans, P (Oxford U, 2016)
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    Singing and Psychological Needs
    Davidson, JW ; Garrido, S ; Welch, GF ; Howard, DM ; Nix, J (Oxford University Press, 2019-04-11)

    This chapter explores evidence that reveals the psychological benefits of participation in singing activity. The theoretical framework for this chapter focuses on Ryan and Deci’s(2002) model of psychological needs. This theory argues that when satisfaction of the psychological needs of competency, relatedness, and autonomy are met, health and wellbeing are achieved. It is shown how feelings of competency and social connection can be achieved by placing singing at the center of someone’s life which can enhance potential for positive well-being impact. Generating feelings of autonomy facilitate motivation and promote self-endorsed and self-governed actions. Examples from singing contexts provide evidence for this discussion. In groups such as older people, for example, the sense of individual control in the singing group can have positive effects in a life otherwise often controlled by doctors and care workers.