WorldCat Identities

Mursell, James L. (James Lockhart) 1893-1963

Overview
Works: 113 works in 415 publications in 2 languages and 8,657 library holdings
Roles: Author, Editor
Classifications: MT1.M98, 780.7
Publication Timeline
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Most widely held works by James L Mursell
The psychology of music by James L Mursell( Book )

40 editions published between 1937 and 1998 in English and Undetermined and held by 812 WorldCat member libraries worldwide

Successful teaching, its psychological principles by James Mursell( Book )

37 editions published between 1945 and 1970 in 3 languages and held by 759 WorldCat member libraries worldwide

The psychology of school music teaching by James L Mursell( Book )

9 editions published between 1931 and 1938 in English and held by 571 WorldCat member libraries worldwide

Psychological testing by James L Mursell( Book )

20 editions published between 1947 and 1950 in English and Undetermined and held by 537 WorldCat member libraries worldwide

Music and the classroom teacher by James L Mursell( Book )

4 editions published in 1951 in English and held by 498 WorldCat member libraries worldwide

Music in American schools by James L Mursell( Book )

12 editions published between 1943 and 1992 in English and held by 494 WorldCat member libraries worldwide

Education for musical growth by James L Mursell( Book )

11 editions published between 1948 and 2014 in English and held by 459 WorldCat member libraries worldwide

"The book is by way of a progress report in an adventure in thinking which still continues, and in which I hope that at least some of those who read it may be moved to join. Several years ago there dawned upon my mind the thought that the concept of growth promised quite extraordinary fruitfulness if it could be brought to bear aright on the problems of music education. I was aware that the concept of growth has an immense currency in modern education, and I sensed and felt that it must have an immense significance in the field of music. But the idea was vague, hardly more than a hunch, although I found myself coming back to it again and again. What, exactly, did the concept of growth mean? More particularly, what did musical growth mean? This question, dimly sensed at first, forced itself inescapably into the central focus, and as a result of many meditations and discussions came to seem crucial. For a long time I thought I was wrestling with something baffling, theoretical, remote from practical issues, almost academic. But little by little I came to see that here was something both exceedingly simple and also very practical indeed. What did musical growth mean? Surely it could only mean growth in human responsiveness to the essential values, and intimations, and meanings of the art of music itself. It could only mean the process of becoming musical. About this I had to be clear, and I had to try to make it clear to the reader. Here I found the parallel between music and poetry extraordinarily helpful and suggestive. This is why the parallel is so strongly emphasized in these pages. There is, I am convinced, an essential and illuminating identity between musical and poetic responsiveness. Indeed, the same identity could be demonstrated as between all the arts; for we are dealing with the essential aesthetic responsiveness of human beings, and music education is simply a phase of a broader process which is sometimes called "aesthetic education." Thus the idea of musical growth clarifies itself as something of very far-reaching cultural and intellectual significance. Yet it is extremely practical too. It has been to me an amazing experience to discover, bit by bit, to how many of the practical problems of music education it provides the key. We concern ourselves with the teaching of note-reading and the score, the teaching of technique, the teaching of theory, the organization of general music, the selection of educative experiences and activities in music, the planning of a vital curricular sequence, the co-operation of staff action. To all such issues and many others I believe that the conception of musical growth provides the true and constructive answer. Moreover, I have found that it yields a set of new operating conceptions--musical awareness, musical initiative, musical discrimination, musical insight, musical skill--by which to take hold upon the practical problems of music education. The power of this conception as a resolver of difficulties has startled me again and again. I believe that every inspired teacher of music has always done by instinct the very kind of things that, by dint of a laborious intellectual process, have come to seem to me to be right. For every such teacher knows within himself that he is not a drill-master or a setter and hearer of lessons, but an exponent and revealer of musical beauty. And this is just what I find myself trying to say"--Preface
Human values in music education by James L Mursell( Book )

9 editions published between 1934 and 1967 in English and Japanese and held by 424 WorldCat member libraries worldwide

Developmental teaching by James L Mursell( Book )

11 editions published between 1949 and 1970 in English and held by 369 WorldCat member libraries worldwide

Music education, principles and programs by James L Mursell( Book )

5 editions published in 1956 in English and held by 365 WorldCat member libraries worldwide

Psychology for modern education by James L Mursell( Book )

9 editions published between 1952 and 1968 in English and held by 291 WorldCat member libraries worldwide

Using your mind effectively by James L Mursell( Book )

7 editions published in 1951 in English and held by 274 WorldCat member libraries worldwide

Education for American democracy by James L Mursell( Book )

10 editions published in 1943 in English and held by 247 WorldCat member libraries worldwide

The psychology of secondary school teaching by James L Mursell( Book )

8 editions published between 1932 and 1939 in English and held by 245 WorldCat member libraries worldwide

Principles of democratic education by James L Mursell( Book )

6 editions published in 1955 in English and held by 240 WorldCat member libraries worldwide

In this book I have tried to present the doctrine of democratic education as we have come to understand it in the form of a set of ten principles. This book amounts to an attempt to look at democratic education as straight as possible, without any doctrinal presuppositions. It does not represent any formal system of philosophy or any preconceived educational theory. - Preface
Principles of musical education by James L Mursell( Book )

8 editions published between 1927 and 1992 in English and Japanese and held by 211 WorldCat member libraries worldwide

Educational psychology by James L Mursell( Book )

6 editions published in 1939 in English and held by 170 WorldCat member libraries worldwide

Music for living by James L Mursell( )

5 editions published between 1956 and 1962 in English and held by 160 WorldCat member libraries worldwide

Streamline your mind by James L Mursell( Book )

21 editions published between 1936 and 1971 in English and held by 159 WorldCat member libraries worldwide

Principles of education by James L Mursell( Book )

4 editions published between 1934 and 1943 in English and held by 150 WorldCat member libraries worldwide

 
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The psychology of music
Alternative Names
James Mursell American educationist

Lockhart Mursell, James 1893-1963

Mursell, James L

Mursell, James L. 1893-1963

Mursell, James Lockhart.

Mursell, James Lockhart 1893-

Mursell, James Lockhart 1893-1963

머셀, 제임스 1893-1963

머셀, 제임스 L. 1893-1963

머셀, 제임스 록하트 1893-1963

マアセル, J.L.

マーセル, ジェームス

Languages
English (246)

Japanese (5)

Covers