Music and Neuroscience

Flohr, John W.; Hodges, Donald A.

doi:10.1093/acprof:oso/9780195304565.003.0002

Cited by 8 publications

(9 citation statements)

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“…For a music task such as playing a C-major scale on the piano, the musical brain would integrate several submodules in a coordinated activity. There may be modules or supermodules or mechanisms that coordinate among different modules (Flohr & Hodges, 2006).…”

Section: Structural Changes Localization and Plasticitymentioning

confidence: 99%

“…An optimal period and possible critical period were seen in a study of violin training in which in a sample of 60 musicians and nonmusicians those who started training before the age of 7 years exhibited increased corpus callosum size (Schlaug et al, 1995). For more detail see Flohr and Hodges (2006).…”

Section: Figure1 This Image Of An Eeg Brain Scan Is Courtesy Of Danimentioning

confidence: 99%

“…Music experiences for young children provide an optimal period for growth. The human brain has a remarkable capacity for change, but timing is often important and at some points crucial (Flohr & Hodges 2006). Evidence is accumulating that what most readily transfers between humans and their brains are the dynamics of intentions and emotions implicit in other people's forms of movement (Flohr & Trevarthen 2008;Gallese 2003;Schilbach et al, 2006).…”

Section: Musical Development and Movementmentioning

confidence: 99%

“…Much brain development occurs in early childhood, but the brain continues to change throughout life. The brain makes connections during the prenatal period and throughout life and while some connections are found to be predetermined genetically, other connections develop from environmental influences (Flohr & Hodges, 2006). …”

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confidence: 99%

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Best Practices for Young Children’s Music Education: Guidance From Brain Research

Flohr

2009

General Music Today

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This article reviews best practices for young children's music experiences in light of developments in brain research. The first section reviews research music and brain topics including neuromyths, effect of music on structural brain changes and general intelligence, plasticity, critical and optimal periods, and at-risk student populations. The second section applies brain research to development and instructional strategies in the elementary music classroom.During the past two decades educators have seen implementation of standards, focus on academic fundamentals, and increased interest in brain research. It is unfortunate that in many districts across the country, the ways in which music enhances learning for students are often ignored to the extent that viable programs are cut from budgets. The purpose of this article is to review best practices for young children's music experiences in light of developments in brain research. The first section reviews research music and brain topics, including neuromyths, effect of music on structural brain changes and general intelligence, plasticity, critical and optimal periods, and at-risk student populations. The second section applies brain research to development and instructional strategies in the elementary music classroom. Music and the BrainThe brain is part of a much larger system that includes the central nervous system (brain and spinal cord) and peripheral nerves (afferent nerve fibers and their receptors, which send messages to the brain, and efferent nerve fibers and their muscles and glands, which take messages from the brain). In addition, the brain regulates release of hormones into the bloodstream, so that in effect, the brain extends throughout the body. The brain appears to be more malleable during the first decade of life than in adulthood. However, as indicated in a later section on plasticity, the brain is adaptable throughout life. Also, positive or negative early experiences can alter both structure and function of the brain. It is important to remember that a child's brain is not the same as an adult brain. Our human brain develops significantly during the first years of life and also during adolescence. Much brain development occurs in early childhood, but the brain continues to change throughout life. The brain makes connections during the prenatal period and throughout life and while some connections are found to be predetermined genetically, other connections develop from environmental influences (Flohr & Hodges, 2006). NeuromythsIt is important to keep results of recent brain research in perspective, because neuroscience findings can be overstated. However, it is also easy to discount neuroscience findings because of problems with our use of new technology, difficulties interpreting data, and unproven brain theory. Brain research has made large advances during the past 20 years in improving understanding the workings of the human brain, and these advances are promising to music education. However, research gives us more questions than answer...

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Section: Structural Changes Localization and Plasticitymentioning

confidence: 99%

Section: Figure1 This Image Of An Eeg Brain Scan Is Courtesy Of Danimentioning

confidence: 99%

Section: Musical Development and Movementmentioning

confidence: 99%

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confidence: 99%

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Best Practices for Young Children’s Music Education: Guidance From Brain Research

Flohr

2009

General Music Today

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“…Music instruction for children at an early age activate abundant and efficient connections, even resulting in the increased size of the activated brain areas (Flohr & Hodges, 2002). Altenmuller and Gruhn's (1997) results suggest that musical expertise influences auditory brain activation patterns.…”

Section: Cognitive Perspective Of Music Reading Acquisitionmentioning

confidence: 99%

Testing the music reading skills of 10- to 14-year-old students

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Music teaching and the process of enculturation: A cultural dilemma

Otchere¹

2015

Brit. J. Music. Ed.

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The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the colonialists. Several advances (particularly after independence in Ghana) have been made to incorporate aspects of the Ghanaian culture into the educational curriculum. Over 50 years down the line, what is the extent to which Ghanaian (African) music is studied in Ghanaian schools? In this paper, the extent to which African music is taught in African (Ghanaian) universities is analysed by looking at the undergraduate music course content of two Ghanaian public universities. Although African music is taught, it only forms an infinitesimal proportion of the total music courses that are offered to music students in these two universities. Considering that the process of music education is also a process of enculturation, the concluding recommendation is that although a multicultural music programme is necessary, the teaching of African (Ghanaian) music in Ghanaian universities should be the dominant feature.

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Music and Neuroscience

Cited by 8 publications

References 0 publications

Best Practices for Young Children’s Music Education: Guidance From Brain Research

Best Practices for Young Children’s Music Education: Guidance From Brain Research

Testing the music reading skills of 10- to 14-year-old students

Music teaching and the process of enculturation: A cultural dilemma

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