Dissertation/Thesis Abstract

Neuroscience and music education: An overview of current research, and implications for pedagogy and policy
by Gilstrap, Erica Lynn Shelton, M.M., California State University, Los Angeles, 2015, 66; 1597215
Abstract (Summary)

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.

Indexing (document details)
Advisor: Moss, Emily
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
Publication Number: 1597215
ISBN: 978-1-321-99946-4
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