This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence.

In their attempts to understand the nature of musicianship, music psychologists have generally focused their attention on cognitive processes and abilities. Although a kind of folklore has long existed within musical circles relating to personality differences between players of different instruments, this is the first book to examine the impact of personality and temperament on musicianship. After an introductory chapter which summarizes the relevant personality theories, the book deals with each facet of musicians' personality in turn: introversion, independence, sensitivity, anxiety, and gender issues. Different forms of musicianship (such as orchestral playing, singing, and conducting) are considered next, to clarify the ways in which specific skills impact upon personality development or predispose a person towards different instruments and styles of performance.