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MYTHS AND FACTS ABOUT BRAIN-BASED MUSIC PEDAGOGY
Donald A. Hodges
Music Research Institute
University of North Carolina at Greensboro
Abstract
The Neurosciences of Music(2003) andThe Biological Foundations of Music(2001) are
just two recent publications by the New York Academy of Sciences that provide an
indication of the recent upsurge in neuromusical research. The good news is this upsurge
of interest in neuromusical research is providing ever more information that can inform
the music teaching-learning process. The bad news is that considerable misunderstanding
is causing practitioners to put stock in exaggerated claims that are unsupported by data.
The purpose of this multimedia presentation is to identify what practices, if any, may be
based on solid evidence and what practices are not supported by the data. Among recent
findings, for example, is mounting evidence to support the notion that extensive musicalexperiences, especially when initiated at an early age, have consequences for the
morphology of the brain. (In fairness, it should be noted that this likely true of nearly any
activity in which one engages over a long period of time.) Some have used research
findings such as this to make very strong claims for music pedagogy applications. An
analysis of the literature leads to three broad conclusions: (1) we simply dont know
enough yet to make very many particular music teaching applications, (2) a limited
number of practices may be supported by the evidence, and (3) a number of suggestions
have been made that do not hold up under careful scrutiny.
Background
The good news is that a recent upsurge of interest in neuromusical research is providing
ever more information that can inform the music teaching-learning process. The bad
news is that considerable misinformation is causing practitioners to put stock in
exaggerated claims that are unsupported by data.
Aims
The purpose of this multimedia presentation is to separate the wheat from the chaff
and to identify what practices, if any, may be based on solid evidence and what practices
are not supported by the data.
Main Contribution
The Neurosciences of Music(2003) andThe Biological Foundations of Music(2001) are
just two recent publications by the New York Academy of Sciences that provide an
indication of the recent upsurge in neuromusical research. Among the findings, for
example, is mounting evidence to support the notion that extensive musical experiences,
especially when initiated at an early age, have consequences for the morphology of the
ISBN 1-876346-50-7 2004 ICMPC 122
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brain. (In fairness, it should be noted that this likely true of nearly any activity in which
one engages over a long period of time.)
Some have used research findings to make very strong claims for music pedagogy
applications. The paired notions of the Mozart effect and music makes you smarter,
for example, have caught hold in the publics imagination and among many music
teachers. Strong counter reactions have come from music researchers, psychologists, andcognitive neuroscientists.
Implications
An analysis of the literature leads to three broad conclusions: (1) we simply dont know
enough yet to make very many particular music teaching applications, (2) a limited
number of practices may be supported by the evidence, and (3) a number of suggestions
have been made that do not hold up under careful scrutiny.
ICMPC8, Evanston, IL, USA August 3-7, 2004
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