ERIC Number: EJ879203
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 37
Can Neuroscience Help Us Do a Better Job of Teaching Music?
Hodges, Donald A.
General Music Today, v23 n2 p3-12 2010
We are just at the beginning stages of applying neuroscientific findings to music teaching. A simple model of the learning cycle based on neuroscience is Sense [right arrow] Integrate [right arrow] Act (sometimes modified as Act [right arrow] Sense [right arrow] Integrate). Additional components can be added to the model, including such concepts as active rather than passive learning, learning activates reward centers, all learning is emotionally colored, plasticity, neural pruning, nature and nurture, critical and optimal periods, the pattern-detecting brain, imitation and the social learning brain, group learning, empathy and social emotions, learning is multisensory, and learning requires memory. When this model and the components are applied to music teaching, they confirm best practices. Innovation pedagogical strategies will be forthcoming when there is a better understanding of the brain and music learning. (Contains 4 figures and 1 table.)
Descriptors: Music Education, Neurological Organization, Brain, Learning Processes, Theory Practice Relationship, Instructional Improvement, Music, Repetition, Relevance (Education), Time on Task, Pattern Recognition, Emotional Response
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A