MUSIC EDUCATION, simplified.       


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Evidence based music education
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When reviewing the literature on brain substrates of music processing, a puzzling variety of findings can be stated. The traditional view of a left-right dichotomy of brain organization—assuming that in contrast to language, music is primarily processed in the right hemisphere—was challenged 20 years ago, when the influence of music education on brain lateralization was demonstrated. Modern concepts emphasize the modular organization of music cognition. According to this viewpoint, different aspects of music are processed in different, although partly overlapping neuronal networks of both hemispheres. However, even when isolating a single “module,” such as, for example, the perception of contours, the...
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In order to accomplish our goal of simplified music education, I model learning through Bloom’s Taxonomy with one great exception. The entire process is inverted. First, the learner must create. It is in that creating that all understanding will originate from during the experiential process. This concept may have been created by Sam Wineberg and Jack Schneider in an Education Week article, “Inverted Bloom’s Taxonomy” (Wineburg & Schneider, 2009), where they called for all of the Bloom’s Taxonomy posters hanging in classrooms to be turned upside down. After I began disseminating this theory of simplified music education it began to spread. Sadly,...
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A significant number of recent studies have used functional neuroimaging methods to investigate the perception of musical stimuli by the human brain [1]–[10]. The broad appeal of these studies is likely to be related to the universal nature of music throughout history and across cultures, as well as the intrinsic relationship between music and language. Fewer studies, however, have examined the central mechanisms that give rise to music performance [11], [12] while, to our knowledge, only one other study [13] has examined the neural substrates that give rise to the spontaneous production of novel musical material, a process that extends well...
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As with anything that is considered change, progress or a new idea, music technology has had a difficult time being incorporated into music education. Just ask Leonardo Da Vinci who though up an epic leap forward for musical instruments in 1488! Yes, as technology applies to computers and circuitry, this movement started in the 1950's. But technology is not just electronics. It is ingenuity, creativity and engineering. In Leonardo Da Vinci's sketchbooks (Codex Atlanticus, pg 93r), there were designs for a revolutionary combination of three major instruments of his time: the organ, the harpsichord and the viola da gamba. The instrument...
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