Music classes in school offer much more than learning how to hum a few bars. That’s why Oxford University Press decided to summarize the forefront of music education research and stress the intricacies of human musical learning across disciplines in two new volumes for the Music Educators National Conference (MENC) Handbook of Research on Music Learning. Released in the fall of 2011, Volume 1 focuses on strategies, and Volume 2 explores the application.  Sandra Doneski, associate professor, award-winning music educator and chair of Gordon’s music education program (pictured here, right), co-authored (with Kenneth H. Phillips) a chapter for Volume 2, entitled, “Research on Elementary and Secondary School Singing.”

Doneski said that, “Our chapter strives to bridge the gap between research and practice with special attention to the developmental acquisition of singing skills for students in elementary and secondary schools. We looked at everything from the use of accompaniment, assessment, social and cultural attitudes about singing, and audiation, that is, what it means to comprehend sound through musical syntax and context, to instruction, female and male voice changes, pyschomotor coordination, song acquisition, song literature, rehearsal strategies and techniques, sight singing, and teacher preparation. Each contributes in some way to a student’s overall success.”