David Hargreaves – författare

Music is so ubiquitous that it can be easy to overlook the powerful influence it exerts in so many areas of our lives - from birth, through childhood, to old age. The Social and Applied Psychology of Music is the successor to the bestselling and influential The Social Psychology of Music. It considers the value of music in everyday life, answering some of the perennial questions about music.The book begins with a scene-setting chapter that describes the academic background to the book, before looking at composition and musicianship. It then goes on to look at musical preference. What aspects of music are crucial in determining whether or not you will like it?In chapter 4 the authors consider whether rap and rock are bad for young people, highlighting some of the major moral scandals that have rocked pop music, and asking whether these have become more extreme over time. The following chapter looks at music as a commercial product. How does the structure of the music industry influence CD purchasing, and how does music affect customers in retail and leisure settings like shops and restaurants?The book closes with an examination of music education. How does musical ability develop in children, and how does this relate to more general theories of how intellectual skills develop? Do musical skills develop independently of other abilities?Exceptionally broad in scope, and written in a highly accessible style by the leading researchers in this field, The Social and Applied Psychology of Music will be required reading for anyone seeking an understanding of the role music plays in our lives.

Musical imagination and creativity are amongst the most abstract and complex aspects of musical behaviour, though, until recently, they have been difficult to subject to empirical enquiry. However, music psychology and some allied disciplines have now developed, both theoretically and methodologically, to the point where some of these topics are now firmly within our grasp. The study of creativity and imagination is growing rapidly in disciplines including psychology, sociology, neuroscience, and education. The inter- and multidisciplinary study of music, and developments in music psychology in particular, mean that studies of musical imagination and creativity in action are now distinctly possible'Musical Imaginations' is a wide ranging, multidisciplinary review of the latest theory and research on musical creativity, performance and perception by some of the most eminent scholars in their respective disciplines. The topics addressed in this book include the investigation of creativity and imagination in music and emotion, composition and improvisation, performance and performance traditions, listening strategies, different musical genres and cultural belief systems, social collaboration, identity formation, and the development of psychologically-based strategies and interventions for the enhancement of performing musicians. With creativity now a topic of significant interest, this book will be valuable to all those in the fields of psychology, sociology, neuroscience, education, as well as to musicians themselves - dealing with practical as well as theoretical issues in music therapy, performance and education. The study of creativity and imagination is growing rapidly in disciplines including psychology, sociology, neuroscience, and education. The inter- and multidisciplinary study of music, and developments in music psychology in particular, mean that studies of musical imagination and creativity in action are now distinctly possible. This book undertakes a multidisciplinary review of these developments. It contains a wide range of contributions by some of the most eminent scholars in their respective disciplines, representing a comprehensive account of the state of the art of theory and research on musical creativity, performance and perception.

This book looks afresh at German unification and the vexed role played by Bismarck. Using exclusively primary source material, it seeks to evaluate more exactly the nature of Bismarck's responsibility in the evolution towards unity, and the role of economic and demographic factors by way of contrast. Beginning with a longer term view of unification between 1815 and 1848, the book seeks to test, and ultimately to challenge, certain key assumptions, by way of a concise but thorough examination of key episodes.

Drawing on the great wealth of knowledge and experience of education practitioners and theorists, the volumes in the Sociology of Education set of the International library of Sociology explore the very important relationship between education and society. These books became standard texts for actual and intending teachers. Drawing upon comparative material from Israel, France and Germany, titles in this set also discuss the key questions of girls' and special needs education, and the psychology of education.

A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories. Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.

Drawing on the great wealth of knowledge and experience of education practitioners and theorists, the volumes in the Sociology of Education set of the International library of Sociology explore the very important relationship between education and society. These books became standard texts for actual and intending teachers. Drawing upon comparative material from Israel, France and Germany, titles in this set also discuss the key questions of girls' and special needs education, and the psychology of education.

By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service – a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

When originally published this book reported the first major application of ‘labelling theory’ to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing ‘deviance’ to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as ‘troublemakers’ and several case-studies are used to document this analysis. Finally, the teachers’ reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.

When originally published this book reported the first major application of ‘labelling theory’ to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing ‘deviance’ to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as ‘troublemakers’ and several case-studies are used to document this analysis. Finally, the teachers’ reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.

The Psychology of Musical Development provides an up-to-date and comprehensive account of the latest theory, empirical research and applications in the study of musical development, an important and emerging field of music psychology. After considering how people now engage with music in the digital world, and reviewing current advances in developmental and music psychology, Hargreaves and Lamont compare ten major theoretical approaches in this field - including cognitive stage models and neuroscientific, ecological and social cognitive approaches - and assess how successfully each of these deals with five critical theoretical issues. Individual chapters deal next with cognition, perception and learning; social development; environmental influences on ability, achievement and motivation; identity, personality and lifestyle; affect and emotion; and well-being and health. With an emphasis on practical applications throughout, this book will be essential reading for students and scholars of music psychology, developmental psychology, music education and music therapy.

The Psychology of Musical Development provides an up-to-date and comprehensive account of the latest theory, empirical research and applications in the study of musical development, an important and emerging field of music psychology. After considering how people now engage with music in the digital world, and reviewing current advances in developmental and music psychology, Hargreaves and Lamont compare ten major theoretical approaches in this field - including cognitive stage models and neuroscientific, ecological and social cognitive approaches - and assess how successfully each of these deals with five critical theoretical issues. Individual chapters deal next with cognition, perception and learning; social development; environmental influences on ability, achievement and motivation; identity, personality and lifestyle; affect and emotion; and well-being and health. With an emphasis on practical applications throughout, this book will be essential reading for students and scholars of music psychology, developmental psychology, music education and music therapy.

A large number of pupils are, or are liable to become, disaffected with their schooling. In this comprehensive account of the problem, Ken Reid suggests that school can and should do much more to prevent and overcome disaffected behaviour, as manifested by such factors as absenteeism, disruption and underachievement. The book covers disruptive behaviour in its broader context and examines the search for an explanation within schools themselves. Formal and multidisciplinary approaches to the problem are also fully treated. The author has drawn on his considerable school and research experience and the book is well illustrated with examples and case histories. Ken Reid argues that questions about attitudes and approaches in teaching and in pastoral care provoke a continued challenge, and stresses that if such questions are not faced squarely the long-germ prognosis for secondary education in Britain may be bleak. Teachers in training and all those involved in the education and welfare of difficult or disadvantaged children, especially teachers, heads and social workers, will find Disaffection from School both challenging in its analysis and helpful in its suggestions.

By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service – a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

Fought between 1914 and 1918, World War One - The Great War - was the most titanic and devastating conflict the world had yet seen. Detailing the course of the war week-by-week and the intimate accounts and experiences of soldiers and civilians alike, As We Were offers insight like no other into a war that impacted generations the world over. BOOK ONEAs We Were, We Shall Be Changed: 4 August 1914 - 30 August 1915'You will be home before the leaves have fallen from the trees'Kaiser Wilhelm II, August 1914BOOK TWOAs We Were, That Rich Earth: 31 August 1915 - 2 October 1916'There is a great deal after all to be said for the existence of evil; it might almost be held to prove the existence of God'Raymond Asquith, May 1916BOOK THREEAs We Were, Help Me to Die: 3 October 1916 - 15 October 1917'The strikes and disturbances in the city are beyond provocative... little boys and girls running about shouting they have no bread, simply in order to create excitement...'The Tsarina of Russia, March 1917BOOK FOURAs We Were, All My Sons: 16 October 1917 - 11 November 1918'As they bound him... he turned his blindfolded face up to mine and said in a voice which wrung my heart, "Kiss me, Sir, kiss me" 'The Rev Julian Bickersteth, December 1917