Music and Dyslexia: A Positive Approach - Softcover

Über die Autorin bzw. den Autor

Tim Miles, OBE, MA, PhD, CPsychol., FBPS, was the first professor of Psychology at the University of Wales, Bangor, serving from 1963 to 1987, and is now professor Emeritus. He has published widely both on dyslexia and other topics. he is an amateur cellist.

John Westcombe taught music in Inner London before taking advisory and music direction posts in three large LEAs. More recently, consultancy work has been done for Trinity college of Music and Youth Music. Current interests include concert reviewing and Chairing the British Dyslexia Association Music Committee. Heinemann published his careers in Music (1997).

Diana Ditchfield Studied piano performance at the royal Irish Academy of Music, before taking degrees in Education and trading in secondary school in the United Kingdom. Her interest in dyslexia started in the 1980s. She teaches piano at the Municipal School of Music in Limerick and is a Learning Support Tutor in Disability Services at University Level.

Von der hinteren Coverseite

This book is a sequel to the highly successful and insightful Music and Dyslexia -- Opening New Doors. It takes up some of the themes mentioned in the earlier book, including sight-reading and the problems of mastering musical notation. The positive approach to dyslexia advocated by the contributors reflects their experience over many years and will be an encouragement alike to dyslexic musicians and their teachers.

The book has four sections. The first section, tackling problems, explains what dyslexia is, describes some of the developmental differences of which teachers and others need to be aware and outlines some of the circumstances which may cause problems for dyslexics that are not obvious at first glance. The second section, in and around the classroom, looks at significant aspects of teaching and learning music in the pupil’s life. Early years, winning over reluctant musicians, musical games to play in the language classroom, sight-reading and what role computers can play are all discussed, with practical ideas and suggestions for the teacher.

The third section looks at strategies and successes. It embraces both the maturing voice and oboes as well as links between acknowledged early precepts and advice given at a critical period of a student’s life in Higher Education. The final section looks at the neurological aspect of dyslexia, focusing on the newest research in brain imaging to expand our knowledge of what the brain is doing while music is being engaged in.

Music and Dyslexia – A Positive Approach increases understanding and imaginatively challenges the difficulties those with dyslexia and their teachers’ encounter whilst positively urging all to enjoy music’s pleasures.

Aus dem Klappentext

This book is a sequel to the highly successful and insightful Music and Dyslexia -- Opening New Doors. It takes up some of the themes mentioned in the earlier book, including sight-reading and the problems of mastering musical notation. The positive approach to dyslexia advocated by the contributors reflects their experience over many years and will be an encouragement alike to dyslexic musicians and their teachers.

The book has four sections.  The first section, tackling problems, explains what dyslexia is, describes some of the developmental differences of which teachers and others need to be aware and outlines some of the circumstances which may cause problems for dyslexics that are not obvious at first glance.  The second section, in and around the classroom, looks at significant aspects of teaching and learning music in the pupil’s life.  Early years, winning over reluctant musicians, musical games to play in the language classroom, sight-reading and what role computers can play are all discussed, with practical ideas and suggestions for the teacher.

The third section looks at strategies and successes.  It embraces both the maturing voice and oboes as well as links between acknowledged early precepts and advice given at a critical period of a student’s life in Higher Education.  The final section looks at the neurological aspect of dyslexia, focusing on the newest research in brain imaging to expand our knowledge of what the brain is doing while music is being engaged in.

Music and Dyslexia – A Positive Approach increases understanding and imaginatively challenges the difficulties those with dyslexia and their teachers’ encounter whilst positively urging all to enjoy music’s pleasures.