youth music engagement

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Alerby, E., & Ferm, C. (2005). Learning music: embodied experience in the life-world. Philosophy of Music Education Review, 13(2), 177-185.

Alfano, C. J. (2008). Intergenerational learning in a high school environment. International Journal of Community Music, 1(2), 253-266. doi: 10.1386/ijcm.1.2.253_1

Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behaviour, 66(1), 26-44. doi: 10.1016/j.jvb.2003.11.001

Barrett, M. S. (2007). Oliver's Story: A Curriculum Conundrum. Music in Action, 5(3), 8-10.

Barrett, M. S., & Smigiel, H. M. (2007). Children's perspectives of participation in music youth arts settings: Meaning, value and participation. Research Studies in Music Education, 28(1), 39-50. doi: 10.1177/1321103x070280010204

Campbell, P. S., Connell, C., & Beegle, A. (2007). Adolescents' Expressed Meanings of Music in and out of School. Journal of Research in Music Education, 55(3), 220-236. doi: 10.1177/002242940705500304

Collett, M. (2007). The Queensland Youth Orchestra and its role in the development of young musicians: A case study of benefits. Australasian Music Research, 9(2007), 95-119.

Cope, P. (2002). Informal learning of musical instruments: The importance of social context. Music Education Research, 4(1), 93 - 104. doi: 10.1080/14613800220119796

Cope, P., & Smith, H. (1997). Cultural context in musical instrument learning. British Journal of Music Education, 14(3), 283-289. doi: 10.1017/S026505170000125X

Creech, A. (2010). Learning a musical instrument: The case for parental support. Music Education Research, 12(1), 13 - 32. doi: 10.1080/14613800903569237

Creech, A. (2010). The role of music leaders and community musicians. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom : achievements, analysis and aspirations (pp. 314-328). London: Institute of Education, University of London.

Creech, A., & Hallam, S. (2003). Parent pupil interactions in instrumental music tuition: a literature review. British Journal of Music Education, 20(1), 29-44. doi: 10.1017/S0265051702005272

Creech, A., & Hallam, S. (2011). Learning a musical instrument: The influence of interpersonal interaction on outcomes for school-aged pupils. Psychology of Music, 39(1), 102-122. doi: 10.1177/0305735610370222

Cross, I. (2005). Music and social being. Musicology Australia, 28(2005-2006), 114-126.

Damon, W. (2004). What is Positive Youth Development? The ANNALS of the American Academy of Political and Social Science, 591(1), 13-24. doi: 10.1177/0002716203260092

Davidson, J. W. (1999). Self and Desire: A Preliminary Exploration of Why Students Start and Continue with Music Learning. Research Studies in Music Education, 12(1), 30-37. doi: 10.1177/1321103x9901200104

Davidson, J. W., & Burland, K. (2006). Musician identity formation. In G. E. McPherson (Ed.), The child as musician : a handbook of musical development(pp. 475-490). Oxford: Oxford University Press. (Reprinted from: 2007, 2008).

De Francesco, L. (2009). An empirical study of children's musical experiences in Italy, South Africa and Bali, discussing the nature of the transmission of musical knowledge.PhD Thesis, School of English, Media & Performing Arts, University of New South Wales, Sydney, N.S.W. Retrieved from http://handle.unsw.edu.au/1959.4/43406 UNSWorks database.

Deasey, R. J. (Ed.). (2002). Critical Links: Learning in the Arts and Student Academic and Social Development. Washington DC: Arts Education Partnership.

DeNora, T. (2000). Music in everyday life. Cambridge: Cambridge University Press.

Dillon, S. C. (1997). The student as maker: A narrative for a pragmatist aesthetic. In E. F. Gifford, A. R. Brown & A. Thomas (Eds.), ASME XI National Conference Proceedings: New Sounds for a New Century, 4th - 8th July, 1997, Brisbane, Australia (pp. 75-80). Brisbane, Qld.: Australian Society for Music Education.

Dillon, S. C. (2001). The student as maker : an examination of the meaning of music to students in a school and the ways in which we give access to meaningful music education.PhD Thesis, Institute for Education, LaTrobe University, Melbourne. Retrieved from http://eprints.qut.edu.au/17077/ QUT ePrints database. (c17077)

Driscoll, J. (2009). 'If I play my sax my parents are nice to me': opportunity and motivation in musical instrument and singing tuition. Music Education Research, 11(1), 37 - 55. doi: 10.1080/14613800802547722

Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43. doi: 10.1177/0743558499141003

Eccles, J. S., Brown, B. V., & Templeton, J. (2008). A developmental framework for selecting indicators of well-being during the adolescent and young adult years. In B. V. Brown (Ed.), Key indicators of child and youth well-being (pp. 197-236). New York, NY: Lawrence Eribaum Associates.

Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Iver, D. M., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93(5), 553-574.

Ghazali, G. M., & McPherson, G. E. (2009). Malaysian children's attitudes towards learning music. Music Education Research, 11(2), 193-219. doi: 10.1080/14613800902924474

Gilman, R. (2001). The relationship between life satisfaction, social interest, and frequency of extracurricular activities among adolescent students. Journal of Youth and Adolescence, 30(6), 749-767. doi: 10.1023/A:1012285729701

Green, L. (2002). How popular musicians learn : a way ahead for music education. Aldershot, Hants ; Burlington, VT: Ashgate Publishing Limited.

Green, L. (2003). Music education, cultural capital, and social group identity. In M. Clayton, T. Herbert & R. Middleton (Eds.), The cultural study of music : a critical introduction(pp. 263-273). New York: Routledge.

Green, L. (2005). The music curriculum as lived experience: Children's "natural" music-learning processes. Music Educators Journal, 91(4), 27-32. doi: 10.2307/3400155

Green, L. (2006). Popular music education in and for itself, and for 'other' music: current research in the classroom. International Journal of Music Education, 24(2), 101-118. doi: 10.1177/0255761406065471

Green, L. (2008). Music, informal learning and the school : a new classroom pedagogy. Farnham, Surrey ; Burlington, VT: Ashgate Publishing Limited.

Green, L. (Ed.). (2011). Learning, teaching, and musical identity : voices across cultures. Bloomington: Indiana University Press.

Green, L. (2011). Introduction: The globalisation and localisation of learning, teaching, and musical identity. In L. Green (Ed.), Learning, teaching, and musical identity : voices across cultures (pp. 1-19). Bloomington: Indiana University Press.

Griffin, S. M. (2010). Inquiring into children's music experiences: Groundings in literature. Update: Applications of Research in Music Education, 28(2), 42-49. doi: 10.1177/8755123310361764

Guest, A., & Schneider, B. (2003). Adolescents' Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity. Sociology of Education, 76(2), 89-109.

Hallam, S. (2001). The development of expertise in young musicians: Strategy use, knowledge acquisition and individual diversity. Music Education Research, 3(1), 7 - 23. doi: 10.1080/14613800020029914

Hallam, S. (2006). Musicality. In G. E. McPherson (Ed.), The child as musician : a handbook of musical development(pp. 93-110). Oxford: Oxford University Press. (Reprinted from: 2007, 2008).

Hallam, S. (2010). The power of music: its impact on the intellectual, personal and social development of children and young people. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom : achievements, analysis and aspirations(pp. 2-17). London: Institute of Education, University of London.

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi: 10.1177/0255761410370658

Hallam, S., & Creech, A. (2010). Learning to play an instrument. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom : achievements, analysis and aspirations(pp. 85-104). London: Institute of Education, University of London.

Hallam, S., Creech, A., Sandford, C., Rinta, T., & Shave, K. (2008). Survey of Musical Futures: A report from Institute of Education University of London for the Paul Hamlyn Foundation IOE report on the impact of Musical Futures | Musical Futures (p. 65): Musical Futures: http://www.musicalfutures.org.uk/resource/27229

Hallam, S., Rogers, L., & Creech, A. (2008). Gender differences in musical instrument choice. International Journal of Music Education, 26(1), 7-19. doi: 10.1177/0255761407085646

Hallam, S., Rogers, L., & Ireson, J. (2008). Ability grouping in the secondary school: attitudes of teachers of practically based subjects. International Journal of Research & Method in Education, 31(2), 181 - 192. doi: 10.1080/17437270802124657

Hargreaves, D. J., & Marshall, N. A. (2003). Developing identities in music education. Music Education Research, 5(3), 263 - 273. doi: 10.1080/1461380032000126355

Hargreaves, D. J., North, A. C., & Tarrant, M. (2006). Musical preference and taste in childhood and adolescence. In G. E. McPherson (Ed.), The child as musician : a handbook of musical development(pp. 135-154). Oxford: Oxford University Press. (Reprinted from: 2007, 2008).

Hutchinson, L. (2005). An investigation into Some of the Factors Affecting the Continuity of Musical Development of Able Young Musicians. In D. L. Forrest (Ed.), Conference Proceedings: A Celebration of Voices; Australian Society for Music Education XV National Conference; Melbourne, Vic., Australia, July 3rd-7th(pp. 290-291). Parkville, Vic.: Australian Society for Music Education.

Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22(3), 189-200. doi: 10.1177/0255761404047401

Jaffurs, S. E. (2005). The Intersection of Informal and Formal Music Learning Practices.Paper presented at the Music and Lifelong Learning Symposium, University of Wisconsin-Madison, Madison, Wisconsin.

Lamont, A. (2002). Musical Identities and the school environment. In R. A. R. MacDonald, D. J. Hargreaves & D. Miell (Eds.), Musical Identities(pp. 41-59). New York: Oxford University Press. (Reprinted from: 2009).

Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people's music in and out of school. British Journal of Music Education, 20(3), 229-241. doi: 10.1017/S0265051703005412

Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99(4), 418-443.

Laurence, F. (2010). Listening to children: Voice, agency and ownership in school musicking. In R. Wright (Ed.), Sociology and music education (pp. 243-262). Farnham: Ashgate Publishing Limited.

McPherson, G. E., & Davidson, J. W. (2002). Musical Practice: mother and child interactions during the first year of learning an instrument. Music Education Research, 4(1), 141 - 156. doi: 10.1080/14613800220119822

McPherson, G. E., & Hendricks, K. S. (2010). Students' motivation to study music: The United States of America. Research Studies in Music Education, 32(2), 201-213. doi: 10.1177/1321103x10384200

McPherson, G. E., & O'Neill, S. A. (2010). Students' motivation to study music as compared to other school subjects: A comparison of eight countries. Research Studies in Music Education, 32(2), 101-137. doi: 10.1177/1321103x10384202

McPherson, G. E., & Williamon, A. (2006). Giftedness and talent. In G. E. McPherson (Ed.), The child as musician : a handbook of musical development(pp. 239-256). Oxford: Oxford University Press. (Reprinted from: 2007, 2008).

McQueen, H., & Hallam, S. (2010). Music in the secondary school. In S. Hallam & A. Creech (Eds.), Music education in the 21st century in the United Kingdom : achievements, analysis and aspirations(pp. 228-244). London: Institute of Education, University of London.

Nicholson, H. J., Collins, C., & Holmer, H. (2004). Youth as People: the Protective Aspects of Youth Development in After-School Settings. The ANNALS of the American Academy of Political and Social Science, 591(1), 55-71. doi: 10.1177/0002716203260081

O'Neill, S. A. (2002). The self-identity of young musicians. In R. A. R. MacDonald, D. J. Hargreaves & D. Miell (Eds.), Musical Identities(pp. 79-96). New York: Oxford University Press. (Reprinted from: 2009).

O'Neill, S. A. (2006). Positive youth musical engagement. In G. E. McPherson (Ed.), The child as musician : a handbook of musical development(pp. 461-474). Oxford: Oxford University Press. (Reprinted from: 2007, 2008).

Ordway, C. (1964). Music Activities of High School Graduates in Two Communities. Journal of Research in Music Education, 12(2), 172-176. doi: 10.2307/3343658

Parker, E. A. C. (2009). Understanding the process of social identity development in adolescent high school choral singers: A grounded theory.PhD Dissertation, The Graduate College, University of Nebraska-Lincoln, Lincoln, NE. Retrieved from http://digitalcommons.unl.edu/dissertations/AAI3350454/ ETD collection for University of Nebraska - Lincoln database. (AA13350454)

Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

Rohwer, D. (2009). Perceived Instructional Needs of Middle School and Senior Citizen Band Members. Journal of Music Teacher Education, 18(2), 62-73. doi: 10.1177/1057083708330864

Rohwer, D., & Rohwer, M. (2009). A content analysis of choral students' participation perceptions: implications for lifelong learning. International Journal of Community Music, 2(2&3), 255-262. doi: 10.1386/ijcm.2.2-3.255_1

Rosevear, J. C. (1991). Mechanics or musicians?: An integrated approach to secondary school music education. In K. Horn (Ed.), Reaching In and Reaching Out: VIIIth National Conference Proceedings. Melbourne, Vic., Australia, July 10th-14th (pp. 35-37). Melbourne, Vic: Australian Society for Music Education.

Rosevear, J. C. (2003). An overview of the musical experiences of adolescents, both at school and outside of school. In K. Hartwig (Ed.), Australian Association for Music Education: Artistic Practice as Research: Proceedings of the XXVth Annual Conference, Brisbane, 27th - 30th September, 2003 (pp. 101-107). Melbourne: Australian Association for Research in Music Education.

Rosevear, J. C. (2003). Attitudes of high school students towards learning music. In B. Smith (Ed.), Conference Proceedings: Over the Top; the Inpact of Cultural Learning in Our Own and Neighbouring Communities in the Evolution of Australian Music Education, Darwin, NT, 4th - 8th July, 2003 (pp. 106-110). Parkville, Vic.: Australian Society for Music Education.

Rosevear, J. C. (2008, December 31st, 2010). SWOT analysis of music education in schools. Music in Australia KnowledgeBase Retrieved August 29th, 2008, from http://www.musicinaustralia.org.au/index.php/SWOT_Analysis_of_Music_Education_in_Schools

Rosevear, J. C. (2008). Engaging adolescents in high school music. PhD Thesis, Elder Conservatorium of Music, University of Adelaide, Adelaide, S.A. Retrieved from http://digital.library.adelaide.edu.au/dspace/handle/2440/49828 Adelaide Research and Scholarship database.

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Stoeber, J., & Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43(8), 2182-2192. doi: 10.1016/j.paid.2007.06.036

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Temmerman, N. (2005). Children's participation in music: connecting the cultural contexts - an Australian perspective. British Journal of Music Education, 22(2), 113-123. doi: 10.1017/S0265051705006091

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