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"Sociology and Music Education addresses a pressing need to provide a sociological foundation for understanding music education. The music education community, academic and professional, has become increasingly aware of the need to locate the issues facing music educators within a broader sociological context. This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained. The book outlines some introductory concepts in sociology and music education and then draws together seminal theoretical insights with examples from practice with innovative applications of sociological theory to the field of music education. The editor has taken great care to select an international community of experienced researchers and practitioners as contributors who reflect current trends in the sociology of music education in Europe and the UK. The book concludes with an Afterword by Christopher Small."

"What type of practice makes a musician perfect? What sort of child is most likely to succeed on a musical instrument? What practice strategies yield the fastest improvement in skills such as sight-reading, memorization, and intonation? Scientific and psychological research can offer answers to these and other questions that musicians face every day. In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble relevant current research findings and make them accessible to musicians and music educators. This book describes new approaches to teaching music, learning music, and making music at all educational and skill levels. Each chapter represents the collaboration between a music researcher (usually a music psychologist) and a performer or music educator. This combination of expertise results in excellent practical advice. Readers will learn, for example, that they are in the majority (57%) if they experience rapid heartbeat before performances; the chapter devoted to performance anxiety will help them decide whether beta-blocker medication, hypnotherapy, or the Alexander Technique of relaxation might alleviate their stage fright. Another chapter outlines a step-by-step method for introducing children to musical notation, firmly based on research in cognitive development. Altogether, the 21 chapters cover the personal, environmental, and acoustical influences that shape the learning and performance of music."

"Pada penelitian ini kemampuan regulasi diri dalam berlatih musik dijelaskan melalui konsep regulasi diri dalam belajar. Regulasi diri dalam belajar adalah suatu usaha dari individu yang melibatkan aspek metakognisi, motivasi, dan perilaku, aktif dalam proses pembelajaran (Zimmerman, 1986). Kemudian, yang dimaksud dengan keterlibatan orang tua adalah suatu dedikasi yang diberikan oleh orang tua kepada anak dalam suatu domain tertentu (Grolnick & Slowiaczek, 1994). Penelitian ini bertujuan untuk mengetahui hubungan antara keterlibatan orang tua dan regulasi diri dalam berlatih musik. Responden penelitian ini berjumlah 103 orang pelajar SMK Musik dengan rentang usia 15-18 tahun. Pengambilan data dilakukan di dua sekolah yaitu SMK Musik X dan SMKN Y. Pengumpulan data pada penelitian ini menggunakan alat ukur berupa kuesioner yaitu Parent Involvement Measure (Zdzinski, 1996) dan Self-Regulated Practice Behavior Scale (Ersozlu & Miksza, 2014) yang sudah teruji valid dan reliabel dalam mengukur variabel tersebut. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara keterlibatan orang tua dan regulasi diri dalam berlatih musik (r = 0.279, p < 0,01). Analisis lebih mendalam menemukan bahwa dimensi behavior involvement (r = 0.342, p < 0,01) dari keterlibatan orang tua memiliki hubungan yang signifikan dengan regulasi diri dalam berlatih musik.

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The ability of self-regulated practice in music was explained through self-regulated learning concept. Self-regulated learning is metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986). Then, parent involvement is the dedication of resources by the parent to the child within a given domain (Grolnick & Slowiaczek, 1994).

This research aimed to know the relationship between parent involvement and self-regulated in music practice. Total respondents that involved in this study consisted of 103 students of two music senior high school such as SMK Musik X and SMKN Y. Data were collected using questionnaire Parent Involvement Measure (Zdzinski, 1996) and Self-Regulated Practice Behavior Scale (Ersozlu & Miksza, 2014) which was valid and reliable in measuring those variables.

The result showed that there was significant relationship between parent involvement and self-regulated in music practice (r = 0.279, p < 0,01). Further, data analysis assumed that dimension of behavior involvement (r = 0,342, p < 0,01) from parent involvement had significant relationship with self-regulated in music practice."

"This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research."

"Teks ini berisi notasi musik gamelan untuk mengiringi tarian khususnya tari serimpi."