- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
Abstract and Keywords
This article outlines a German perspective for music education. It presents several reasons why increased global interaction in music education and research on music learning is needed despite barriers in language and national traditions.
Andreas C. Lehmann holds a master degree in music education and a PhD in musicology from the Hochschule für Musik und Theater Hannover (Germany). He conducted post-doctoral research in psychology at the Florida State University (Tallahassee, Florida). He is currently professor of Systematic Musicology at the Hochschule für Musik Würzburg (Germany). He teaches in the area of music psychology and related topics, and is associate editor of Musicae Scientiae as well as president of the German society for music psychology. His research interests concern the structure and acquisition of high levels of instrumental music performance skill (sight-reading, practice, generative processes), they include historical studies on the development of expertise, and they cover a broad range of topics in music education (e.g., competency modelling, amateur music making and participation).
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.