This thesis provides an overview of the development of neuroscience, educational neuroscience, and the current position of neuromusical research with implications for the future of music education through a review of the literature. The purpose of this study was to question whether neuroscience can (1) provide evidence-based support for music education as a core subject, (2) inform the practice of effective music education pedagogy, and (3) inform music education policy. The literature confirmed that all three research questions are supported and informative for music education, pedagogy, and policy. However, due to the infancy of neuromusical research, there is much regard for neuromyths and the applications of pedagogy. Implications for the future of music education may indicate that when combining the neuroscience findings of neural benefits of music with societal benefits of music, a compulsory curriculum for music education may be recommended. Additionally, the future of music education has a need for a designated field of neuromusical education, which translates neuroscientific findings into informative practical applications for effective learning and pedagogy.
|Commitee:||Benedict, Jeffrey, Kennedy, John M., Vallee, Sebastien|
|School:||California State University, Los Angeles|
|Department:||Music, Theatre and Dance|
|School Location:||United States -- California|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Neurosciences, Music, Music education, Science education|
|Keywords:||Music education, Neuroeducation, Neuromusic, Neuroscience, Pedagogy, Policy|
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