Andrea Creech is Professor of Music Pedagogy at the Schulich School of Music, McGill University, Canada. Following an international music performance career, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London, UK, where she subsequently was appointed Reader in Education. Andrea’s research has covered a wide range of issues in formal and informal music education contexts, including interpersonal dynamics, informal learning, inclusion, lifelong learning and music for positive youth development. Donald A. Hodges, formerly Distinguished Professor of Music at the University of North Carolina Greensboro, USA, is the author of Music in the Human Experience (2020, 2011) and A Concise Survey of Music Philosophy (2017). His research efforts have included a series of brain imaging studies of pianists, conductors and singers using PET and fMRI.Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education, UK. She was awarded an MBE in 2015 for her services to music education, a lifelong achievement award in 2020 for music and drama education, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and the Society for Education, Music and Psychology Research (Sempre). Her research is based in psychology and education with particular emphases on music, learning and disaffection.

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• PART IIntroduction and context Introduction Andrea Creech and Donald A. Hodges1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) Raymond MacDonald2 Ruminations on music psychology research Donald A. Hodges3 The wider cognitive benefi ts of engagement with music Sylwia Holmes4 The wider personal and social benefi ts of engagement with music Albi Odendaal and Donald A. Hodges5 The health benefi ts of engaging with music Gunter Kreutz and Urs NaterPART IIProcessing and responding to music 81Introduction Andrea Creech and Donald A. Hodges6 Musical processing across the life course Wilfried Gruhn7 Responses to music Robert Fulford, Alinka Greasley and Karen Burland8 Listening to, evaluating and appraising music Alexandra Lamont9 Musical preferences Alexandra Lamont and David HargreavesPART IIIAcquiring specifi c music skills Introduction Donald A. Hodges and Andrea Creech10 Conceptions of musical ability and the expertise paradigm Jane W. Davidson and Stephanie MacArthur11 Transformational models of music learning Maria Varvarigou and Andrea Creech12 Learning to play an instrument Katie Zhukov13 Through singing to music across the life course Annabel J. Cohen14 Acquiring skills in music technology Ross Purves and Evangelos Himonides15 Community music learning and creativity Beatriz Ilari, Susan Helfter and Peter Webster16 Motivation and developing a musical identity Maria Spychiger17 The role of music performance through the life course Ioulia Papageorgi18 Health issues for those participating in musical activities Bronwen AckermannPART IVPedagogy in education and community music Introduction Donald A. Hodges and Andrea Creech19 Music pedagogy for large group teaching: The conductor-educator Wendy K. Matthews20 Working with and in small groups Elaine King21 Musical engagement in one- to- one contexts Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech22 Additional needs and disability in musical learning: Issues and pedagogical considerations David Baker23 Holding multiple musical identities: The portfolio musician Jennifer Rowley, Anna Reid and Dawn Bennett24 The role of formative and summative assessment in musical learning and participation Mathieu Boucher and Andrea CreechPART VSupport for musical learning Introduction Donald A. Hodges and Andrea Creech25 The role of the family in supporting musical learning Stephen F. Zdzinski26 The role of peers in supporting learning in music Siw Graabr æ k Nielsen and Guro Gravem Johansen27 The role of technology in mediating collaborative learning in music Aaron Liu- Rosenbaum and Andrea CreechPART VIFuture directions Introduction Donald A. Hodges and Andrea Creech28 Implications for research and practice 1 Donald A. Hodges and Andrea Creech29 Implications for research and practice 2 Andrea Creech and Donald A. Hodges

Andrea Creech is Professor of Music Pedagogy at the Schulich School of Music, McGill University, Canada. Following an international music performance career, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London, UK, where she subsequently was appointed Reader in Education. Andrea’s research has covered a wide range of issues in formal and informal music education contexts, including interpersonal dynamics, informal learning, inclusion, lifelong learning and music for positive youth development. Donald A. Hodges, formerly Distinguished Professor of Music at the University of North Carolina Greensboro, USA, is the author of Music in the Human Experience (2020, 2011) and A Concise Survey of Music Philosophy (2017). His research efforts have included a series of brain imaging studies of pianists, conductors and singers using PET and fMRI.Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education, UK. She was awarded an MBE in 2015 for her services to music education, a lifelong achievement award in 2020 for music and drama education, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and the Society for Education, Music and Psychology Research (Sempre). Her research is based in psychology and education with particular emphases on music, learning and disaffection.

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• PART IIntroduction and context Introduction Andrea Creech and Donald A. Hodges1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) Raymond MacDonald2 Ruminations on music psychology research Donald A. Hodges3 The wider cognitive benefi ts of engagement with music Sylwia Holmes4 The wider personal and social benefi ts of engagement with music Albi Odendaal and Donald A. Hodges5 The health benefi ts of engaging with music Gunter Kreutz and Urs NaterPART IIProcessing and responding to music 81Introduction Andrea Creech and Donald A. Hodges6 Musical processing across the life course Wilfried Gruhn7 Responses to music Robert Fulford, Alinka Greasley and Karen Burland8 Listening to, evaluating and appraising music Alexandra Lamont9 Musical preferences Alexandra Lamont and David HargreavesPART IIIAcquiring specifi c music skills Introduction Donald A. Hodges and Andrea Creech10 Conceptions of musical ability and the expertise paradigm Jane W. Davidson and Stephanie MacArthur11 Transformational models of music learning Maria Varvarigou and Andrea Creech12 Learning to play an instrument Katie Zhukov13 Through singing to music across the life course Annabel J. Cohen14 Acquiring skills in music technology Ross Purves and Evangelos Himonides15 Community music learning and creativity Beatriz Ilari, Susan Helfter and Peter Webster16 Motivation and developing a musical identity Maria Spychiger17 The role of music performance through the life course Ioulia Papageorgi18 Health issues for those participating in musical activities Bronwen AckermannPART IVPedagogy in education and community music Introduction Donald A. Hodges and Andrea Creech19 Music pedagogy for large group teaching: The conductor-educator Wendy K. Matthews20 Working with and in small groups Elaine King21 Musical engagement in one- to- one contexts Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech22 Additional needs and disability in musical learning: Issues and pedagogical considerations David Baker23 Holding multiple musical identities: The portfolio musician Jennifer Rowley, Anna Reid and Dawn Bennett24 The role of formative and summative assessment in musical learning and participation Mathieu Boucher and Andrea CreechPART VSupport for musical learning Introduction Donald A. Hodges and Andrea Creech25 The role of the family in supporting musical learning Stephen F. Zdzinski26 The role of peers in supporting learning in music Siw Graabr æ k Nielsen and Guro Gravem Johansen27 The role of technology in mediating collaborative learning in music Aaron Liu- Rosenbaum and Andrea CreechPART VIFuture directions Introduction Donald A. Hodges and Andrea Creech28 Implications for research and practice 1 Donald A. Hodges and Andrea Creech29 Implications for research and practice 2 Andrea Creech and Donald A. Hodges

Andrea Creech is Professor of Music Pedagogy at the Schulich School of Music, McGill University, Canada. Following an international music performance career, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London, UK, where she subsequently was appointed Reader in Education. Andrea’s research has covered a wide range of issues in formal and informal music education contexts, including interpersonal dynamics, informal learning, inclusion, lifelong learning and music for positive youth development. Donald A. Hodges, formerly Distinguished Professor of Music at the University of North Carolina Greensboro, USA, is the author of Music in the Human Experience (2020, 2011) and A Concise Survey of Music Philosophy (2017). His research efforts have included a series of brain imaging studies of pianists, conductors and singers using PET and fMRI.Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education, UK. She was awarded an MBE in 2015 for her services to music education, a lifelong achievement award in 2020 for music and drama education, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and the Society for Education, Music and Psychology Research (Sempre). Her research is based in psychology and education with particular emphases on music, learning and disaffection.

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• PART IIntroduction and context Introduction Andrea Creech and Donald A. Hodges1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) Raymond MacDonald2 Ruminations on music psychology research Donald A. Hodges3 The wider cognitive benefi ts of engagement with music Sylwia Holmes4 The wider personal and social benefi ts of engagement with music Albi Odendaal and Donald A. Hodges5 The health benefi ts of engaging with music Gunter Kreutz and Urs NaterPART IIProcessing and responding to music 81Introduction Andrea Creech and Donald A. Hodges6 Musical processing across the life course Wilfried Gruhn7 Responses to music Robert Fulford, Alinka Greasley and Karen Burland8 Listening to, evaluating and appraising music Alexandra Lamont9 Musical preferences Alexandra Lamont and David HargreavesPART IIIAcquiring specifi c music skills Introduction Donald A. Hodges and Andrea Creech10 Conceptions of musical ability and the expertise paradigm Jane W. Davidson and Stephanie MacArthur11 Transformational models of music learning Maria Varvarigou and Andrea Creech12 Learning to play an instrument Katie Zhukov13 Through singing to music across the life course Annabel J. Cohen14 Acquiring skills in music technology Ross Purves and Evangelos Himonides15 Community music learning and creativity Beatriz Ilari, Susan Helfter and Peter Webster16 Motivation and developing a musical identity Maria Spychiger17 The role of music performance through the life course Ioulia Papageorgi18 Health issues for those participating in musical activities Bronwen AckermannPART IVPedagogy in education and community music Introduction Donald A. Hodges and Andrea Creech19 Music pedagogy for large group teaching: The conductor-educator Wendy K. Matthews20 Working with and in small groups Elaine King21 Musical engagement in one- to- one contexts Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech22 Additional needs and disability in musical learning: Issues and pedagogical considerations David Baker23 Holding multiple musical identities: The portfolio musician Jennifer Rowley, Anna Reid and Dawn Bennett24 The role of formative and summative assessment in musical learning and participation Mathieu Boucher and Andrea CreechPART VSupport for musical learning Introduction Donald A. Hodges and Andrea Creech25 The role of the family in supporting musical learning Stephen F. Zdzinski26 The role of peers in supporting learning in music Siw Graabr æ k Nielsen and Guro Gravem Johansen27 The role of technology in mediating collaborative learning in music Aaron Liu- Rosenbaum and Andrea CreechPART VIFuture directions Introduction Donald A. Hodges and Andrea Creech28 Implications for research and practice 1 Donald A. Hodges and Andrea Creech29 Implications for research and practice 2 Andrea Creech and Donald A. Hodges