The Oxford Handbook of Music Performance, Volume 1: (Oxford Handbooks)

The two-volume Oxford Handbook of Music Performance provides a resource that musicians, scholars and educators will use as the most important and authoritative overview of work within the areas of music psychology and performance science. The 80 experts from 13 countries who prepared the 53 chapters in this handbook are leaders in the fields of music psychology, performance science, musicology, psychology, education and music education. Chapters in the Handbook provide a broad coverage of the area with considerable expansion of the topics that are normally covered in a resource of this type. Designed around eight distinct sections - Development and Learning, Proficiencies, Performance Practices, Psychology, Enhancements, Health & Wellbeing, Science, and Innovations - the range and scope of The Oxford Handbook of Music Performance is much wider than other publications through the inclusion of chapters from related disciplines such as performance science (e.g., optimizing performance, mental techniques, talent development in non-music areas), and education (e.g., human development, motivation, learning and teaching styles) as well as the attention given to emerging critical issues in the field (e.g., wellbeing, technology, gender, diversity, inclusion, identity, resilience and buoyancy, diseases, and physical and mental disabilities). Within each chapter, authors have selected what they consider to be the most important scientific and artistic material relevant to their topic. They begin their chapters by surveying theoretical views on each topic and then, in the final part of the chapter, highlight practical implications of the literature that performers will be able to apply within their daily musical lives.

Table of Contents:
Introduction: Gary E. McPherson Section 1: Development and Learning - Section Editor Gary E. McPherson 1. The origins of musical expertise: Alexander P. Burgoyne, David Z. Hambrick & Lauren Julius Harris 2. Musical potential, giftedness and talent development: Gary E. McPherson, Jennifer Blackwell & Sue Hallam 3. Readiness for learning to perform: Jennifer Blackwell (& Gary E. McPherson 4. Talent development in music: Daniel Müllensiefen; Aaron Kozbelt; Paula M. Olszewski-Kubilius; Rena Subotnik; Frank Worrell; & Franzis Preckel 5. Self-directed learning strategies: Self-directed learning strategies: Kelly A. Parkes 6. High impact teaching mindframes: Gary E. McPherson & John Hattie Section 2: Proficiencies - Section Editor Peter Miksza 7. Practice: Peter Miksza 8. Playing by ear: Warren Haston & Gary E. McPherson 9. Sight-reading: Katie Zhukov & Gary E. McPherson 10. Improvisation: Raymond MacDonald 11. Memorization: Jane Ginsborg 12. Conducting: Steven Morrison & Brian A. Silvey 13. Musical expression: Emery Schubert 14. Body movement: Jane Davidson Section 3: Performance Practices - Section Editor Jane Davidson 15. Performance practices for Baroque and Classical repertoire: Dorottya Fabian 16. Performance practices for Romantic and Modern repertoire: Neal Peres Da Costa ( 17. New music: Performance institutions and practices: Ian Pace 18. Emotion and performance practices: Stephanie Rocke, Jane Davidson & Frederic Kiernan 19. Musical creativity in performance: Dylan van der Schyff & Andrea Schiavio 20. Performing in the studio: Mark Slater 21. Diversity, inclusion and empowerment: Tawnya Smith & Karin Hendricks Section 4: Psychology - Section Editor Paul Evans 22. Self-regulated learning music microanalysis: Gary E. McPherson 23. Self-determination theory: Paul Evans & Richard Ryan 24. Personality and individual differences: Emese Hruska & Arielle Bonneville-Roussy 25. Buoyancy, resilience, and adaptability: Andrew Martin & Paul Evans 26. Identity and the performing musician: Jane Oakland & Raymond MacDonald 27. Synesthesia and music performance: Solange Glasser Index

About the Author :
Gary E. McPherson is the Ormond Professor of Music at the Melbourne Conservatorium of Music, the University of Melbourne, Australia. He has served as President of the International Society for Music Education and National President of the Australian Society for Music Education, and in 2021 was the recipient of an Honorary Doctorate from Lund University, Sweden. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. He has published over 250 articles and book chapters and coauthored, coedited, or edited fourteen books for OUP, including The Child as Musician, Musical Prodigies: Interpretations from Psychology, Education, Musicology and Ethnomusicology, and The Oxford Handbook of Music Education.