Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia

Abstract

Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity.

Cross-cultural approaches in music education in colleges and universities / Enfoques interculturales en la educación musical de la Educación Secundaria y Universitaria

“…El cambio constante es común en la educación musical. Por ejemplo, algunos investigadores (Jauset-Berrocal et al, 2017;Khusainova et al, 2021) realizaron una serie de encuestas sociológicas entre estudiantes de música. Los resultados les permitieron identificar cuatro áreas de interés en la enseñanza y el aprendizaje musical:…”

“…Rapid changes are common to music education. For example, some researchers (Jauset-Berrocal et al, 2017;Khusainova et al, 2021) conducted a number of sociological surveys among music students. As a result, they identified four key areas of promising teaching and learning elements in music education:…”

Musical Activities in Early Childhood Education Textbooks / Glazbene aktivnosti u udžbenicima za obrazovanje u ranom djetinjstvu

“…In the view of Ehrlin and Gustavsson (2015), music can be conceived as a resource to stimulate other areas or to enjoy musical experiences themselves. Music as a means develops and reinforces other learning, and as an end is an excellent communication tool which increases sensibility and, among other things, favours cognitive functions (Jauset-Berrocal et al, 2017). In ECE, music can be integrated into the syllabus by working on both musical aspects and content related to language, mathematics or other areas (Lau & Grieshaber, 2018).…”

Beneficios de la estimulación musical en el desarrollo cognitivo de estudiantes de grado medio

“…Las últimas investigaciones sobre el desarrollo cognitivo propiciado por el aprendizaje musical están proporcionando datos relevantes sobre cómo la práctica musical motiva el desarrollo cognitivo (Herrera et al, 2014;García, del Olmo y Gutiérrez, 2014;Jauset, Martínez y Añaños, 2017;Benítez, Díaz, Sarli, Bossio y Justel, 2018) y también sobre cómo dicho aprendizaje es capaz de moldear el cerebro (Herholz y Zatorre, 2012). Las evidencias científicas recogidas principalmente en estudios dirigidos a la población infantil muestran que la experimentación con el fenómeno musical modifica la estructura cerebral y que las áreas activas en el cerebro varían con las experiencias y entrenamiento musical de cada individuo.…”