Neuroscience meets music education: Exploring the implications of neural processing models on music education practice

Anita COLLINS

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    Over the past two decades, neuroscientists have been fascinated by the way the brain processes music. Using new technologies, neuroscientists offer us a better understanding of the human brain’s structures and functions. They have further proposed explanatory models for how the brain processes music. While these models shed light on how the brain functions, they have yet to make an impact on the field of music education where skills in music processing are a central concern. This article examines the implication of one music-processing model on music education practice. This conceptual study consisted of: 1) transforming the model to make it accessible to music educators, and 2) comparing the model with the experience of learning and teaching music. The study found that there were identifiable connections between Koelsch’s model of music processing and the lived experience of music learning. These connections could inform future curriculum design and practice in music education
    Original languageEnglish
    Pages (from-to)217-231
    Number of pages15
    JournalInternational Journal of Music Education
    Volume31
    Issue number2
    DOIs
    Publication statusPublished - 2013

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    neurosciences
    music
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    Music Education
    Music
    Processing Model
    Neuroscience
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    experience
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    Music Learning

    Cite this

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    abstract = "Over the past two decades, neuroscientists have been fascinated by the way the brain processes music. Using new technologies, neuroscientists offer us a better understanding of the human brain’s structures and functions. They have further proposed explanatory models for how the brain processes music. While these models shed light on how the brain functions, they have yet to make an impact on the field of music education where skills in music processing are a central concern. This article examines the implication of one music-processing model on music education practice. This conceptual study consisted of: 1) transforming the model to make it accessible to music educators, and 2) comparing the model with the experience of learning and teaching music. The study found that there were identifiable connections between Koelsch’s model of music processing and the lived experience of music learning. These connections could inform future curriculum design and practice in music education",
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    Neuroscience meets music education: Exploring the implications of neural processing models on music education practice. / COLLINS, Anita.

    In: International Journal of Music Education, Vol. 31, No. 2, 2013, p. 217-231.

    Research output: Contribution to journalArticle

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