The Power of Music

Abstract

Evangelos HimonidesDr Evangelos Himonides held the University of London's first ever lectureship in music technology education and now holds the country's first ever Chair in Technology, Education, and Music. Evangelos works at University College London, where he leads a number of courses and supervises doctoral and post-doctoral research. At postgraduate level, he has led and now serves the MA in Music Education programme at UCL, with courses in 'Music Technology in Education' and 'Choral Conducting, Leadership and Communication'. At undergraduate level, Evangelos developed UCL's first ever music-related course in the Institution's near two-century history, which is called 'Interactions of Music & Science' and offered under the innovative Bachelors of Arts and Sciences (BASc) programme. He is fellow of the RSA and Chartered Fellow (FBCS CITP) of the British Computer Society. As a musician, technologist and educator, Evangelos has had an ongoing career in experimental research in the fields of Psychoacoustics, Music Perception, Music Cognition, IT, Human-Computer Interaction, Special Needs, the Singing Voice & Singing Development. Publications currently number over two hundred in high-profile international journals, such as Frontiers of Psychology and Cognitive Science, Psychology of Music, IJME, RSME, Journal of Voice, Logopedics Phoniatrics Vocology. Evangelos has been working on numerous funded research projects for leading UK Research Councils such as the AHRC, ESRC, EPSRC, grant-making foundations/charities such as The Paul Hamlyn Foundation, RNIB, the AmberTrust and the Esmée Fairbairn Foundation, government agencies/departments (such as DfES, QCA) and also the European Union. Evangelos is associate editor for the Journal of Music, Technology and Education (Intellect), associate editor of Frontiers in Psychology, past associate editor for the Journal Logopedics Phoniatrics Vocology xv Author Biographies (Informa Healthcare), reviews editor for Psychology of Music (SAGE), editor of the Society for Education and Music Psychology Research (SEMPRE) Conference Series, and section editor for 'technology' for the Oxford Handbook of Music Education. Evangelos has co-edited, with Andrew King, two key volumes in Technology, Music and Education, published by Routledge.As a sound engineer and researcher, Evangelos has recorded in numerous venues (including York Minster, St.Paul's, RCM), with various artists such as Derek Lee Ragin (Farinelli), Vanessa Mae (SONY BMG) and Jarvis Cocker (Pulp) and for numerous media productions (for the BBC, Ch5, Discovery Channel, RTL, CBS, PBS, History Channel).Evangelos has developed the free online technologies for Sounds of Intent, Inspire-Music and the Online Afghan Rubab Tutor. In his spare time, Evangelos likes to record music, play guitar, and handcraft musical instruments in order to raise funds for his charitable work. Intellectual, Social and Personal Development of Children and Young People (2015). As the evidence was collated, it became clear that much more research had be...

‘It’s music and we came to play instruments’: teaching for engagement in classroom music

“…In music education research, engagement is regularly nominated as a positive student outcome, both generally (Hallam, 2015), as a result of Green's (2008) approach (Green, 2008;O'Neill, 2014;O'Neill & Bespflug, 2011), and when teachers adopt a Musical Futures approach (Hallam et al, 2011;Jeanneret et al, 2011). However, music education research that analyses the engagement construct in a classroom context is scarce and with less research still that focusses on facilitators of engagement.…”

Auditory Processing in Musicians, a Cross-Sectional Study, as a Basis for Auditory Training Optimization

“…Auditory and visual memory skills are enhanced in musicians and linked with early, frequent, and formal musical training [4,22,[71][72][73][74][75][76][77][78][79][80][81][82][83][84][85][86]. In rare cases, no difference is documented [55] between musicians and non-musicians.…”

Escuelas creadoras: escuelas del cambio. El arte como herramienta de transformación

“…Welch (2006) identi có la infancia temprana como un período crítico para el desarrollo de aptitudes musicales y de la formación de la identidad musical. Otras investigaciones también muestran que la música funciona como una herramienta efectiva para la fortaleza e inclusión de individuos, escuelas y comunidades (Hallam, 2001;Rusinek, 2008) y que las escuelas pueden ser espacios favorables para desarrollar aptitudes musicales (Green, 2008), contribuyendo, por consiguiente, al desarrollo de las identidades de los individuos desde una edad muy temprana.…”