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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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