La defensa de la educación musical desde las neurociencias

Alicia Peñalba Acitores

Resumen


La educación musical actual está atravesando un momento de crisis a nivel global (Aróstegui, 2016). Los modelos curriculares priorizan algunas materias en detrimento de otras consideradas menos importantes o secundarias, como ocurre en el caso de la música. La preocupación desde esta área ha impulsado la publicación de numerosos artículos científicos que abordan la defensa de la educación musical en las escuelas. En este artículo se analizan las aportaciones de las neurociencias presentes en la literatura sobre "defensa de la educación musical" y se discute su solidez como argumento.

Citas


Albusac-Jorge, M., & Giménez-Rodríguez, F. J. (2015). Citation index and scientific production on the neuroscience of music: A bibliometric study. Psychomusicology: Music, Mind, and Brain, 25(4), 416–422. http://doi.org/10.1037/pmu0000128

Aróstegui, J. L. (2012). El desarrollo creativo en Educación Musical: del genio artístico al trabajo colaborativo. Educação, 37(1), 31–44. http://doi.org/10.5902/198464443792

Aróstegui, J. L. (2013). El desarrollo de la identidad profesional del profesorado: el caso del especialista de música. Revista Interuniversitaria de Formación Del Profesorado, 78, 145–159.

Aróstegui, J. L. (2016). Exploring the global decline of music education. Arts Education Policy Review, 117(2), 96–103. http://doi.org/10.1080/10632913.2015.1007406

Avanzini, G., Faienza, C., Minciacchi, D., Lopez, L., & Majno, M. (2003). The neurosciences and music (Vol. 1). book, New York: New York Academy of Sciences.

Avanzini, G., Lopez, L., Koelsch, S., & Majno, M. (2005). The Neurosciences and Music II. From Perception to Performance. Annals of the New York Academy of Sciences (Vol. 1060). http://doi.org/Book Review

Bernstorf, E. D. (2001). Paraprofessionals in Music Settings. Music Educators Journal, 87(4), 36–40.

Brandt, A., Gebrian, M., & Slevc, L. R. (2012). Music and early language acquisition. Frontiers in Psychology, 3(Sep), 327. http://doi.org/10.3389/fpsyg.2012.00327

Bresler, L. (1994). Music in a double bind: Instruction by non-specialists in elementary schools. Bulletin of the Council for Research in Music Education, 95(3), 1–13.

Cathro, M., & Devine, A. (2012). Music therapy and social inclusion. Mental Health Practice, 16(1), 33–36. http://doi.org/10.7748/mhp2012.09.16.1.33.c9282

Collins, A. (2013). Neuroscience meets music education: Exploring the implications of neural processing models on music education practice. International Journal of Music Education, 31(2), 217–231. http://doi.org/10.1177/0255761413483081

Curtis, L., & Fallin, J. (2014). Neuroeducation and music: Collaboration for student success. Music Educators Journal, 101(2), 52–56. http://doi.org/10.1177/0027432114553637

Damasio, A. R., Harrington, A. E., Kagan, J. E., McEwen, B. S., Moss, H. E., & Shaikh, R. E. (2000). Unity of knowledge: The convergence of natural and human science. Annals of the New York Academy of Sciences, V. 935. New York.

Darrow, A. (1999). Music Educators’ Perceptions Regarding the Inclusion of Students with Severe Disabilities in Music Classrooms. Journal of Music Therpy, 36(4), 254–273. http://doi.org/10.1093/jmt/36.4.254

Davies, S. (1994). Musical meaning and expression. Ithaca and London: Cornell University Press.

Davies, S. (2010). Emotions expressed and aroused by music: Philosophical perspectives. In P. N. Juslin & J. A. Sloboda (Eds.), Handbook of Music and Emotion: theory, research, applications (pp. 15–44). Oxford: Oxford University Press.

Deliège, I., & Sloboda, J. A. (1997). Perception and cognition of music. East Sussex: Physchology Press. http://doi.org/Book Review

Deutsch, D. (2007). Music perception. Frontiers in Bioscience : A Journal and Virtual Library, 12, 4473–4482. http://doi.org/10.1121/1.2017516

Esteve, J. M., Molina, M. A., & López de Rego, C. (2007). El futuro de los estudios de maestro especialista en música. Música Y Educación. Revista Trimestral de Pedagogía Musical, 20(72), 21–34.

Gabrielsson, A., & Juslin, P. N. (2003). Emotional expression in music. In R. J. Davidson, K. R. Scherer, & .H. Goldsmith (Eds.), Handbook of affective sciences (pp. 503–534). New York: Oxford University Press.

Gadberry, D. (2009). Research Connections: Is Inclusion Working in the Music Classroom? Kodaly Envoy, 35(4), 13.

Gallese, V., & Goldman, A. (1998a). Mirror neurons and the mind-reading. Trens in Cognitive Sciences, 2(12), 493–501. http://doi.org/10.1016/S1364-6613(98)01262-5

Gallese, V., & Goldman, A. (1998b). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences. http://doi.org/10.1016/S1364-6613(98)01262-5

García-Albea, E. (2000). Fundamentos neurológicos. La neurología de la música. In C. Betés de Toro, Mariano (Ed.), Fundamentos de musicoterapia (pp. 90–96).

Gustems, J. (2013). Creatividad y educación musical: actualizaciones y contextos. (J. Gustems, Ed.). Barcelona: Publicacions Musicals.

Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. http://doi.org/10.1177/0255761410370658

Hargreaves, D. J., Miell, D., & McDonald, R. A. R. (2002). What are musical identities, and why are they important. Musical identities. Oxford, New York: Oxford University Press Oxford.

Haueisen, J., & Knösche, T. R. (2001). Involuntary motor activity in pianists evoked by music perception. Journal of Cognitive Neuroscience, 13(6), 786–92. http://doi.org/10.1162/08989290152541449

Hodges, D. (2010). Psychophysiological measures. In P. N. Juslin & J. A. Sloboda (Eds.), Handbook of music and emotion: Theory, research, applications (pp. 279–311). Oxford, New York: Oxford University Press.

Hodges, D. A. (2005). Why study music? International Journal of Music Education, 23(2), 111–115. http://doi.org/10.1177/0255761405052403

Hormigos, J. (2010). La creación de identidades culturales a través del sonido. Comunicar, 17(34), 91–98. http://doi.org/10.3916/C34-2010-02-09

Huss, M., Verney, J. P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47(6), 674–689. http://doi.org/10.1016/j.cortex.2010.07.010

Iacoboni, M. (2009). Imitation, empathy, and mirror neurons. Annual Review of Psychology, 60, 653–670. http://doi.org/10.1146/annurev.psych.60.110707.163604

Jolij, J., & Meurs, M. (2011). Music Alters visual perception. PLoS ONE, 6(4). http://doi.org/10.1371/journal.pone.0018861

Jones, P. M. (2008). Preparing music teachers for change: Broadening instrument class offerings to foster lifewide and lifelong musicing. Visions of Research in Music Education, 12(1).

Juslin, P. N., & Sloboda, J. (2010). Handbook of music and emotion: Theory, research, applications. Oxford, New York: Oxford University Press.

Kivy, P. (1989). Sound sentiment: An essay on the musical emotions, including the complete text of the corded shell. Philadelphia: Temple University Press.

Knösche, T. R., Neuhaus, C., Haueisen, J., Alter, K., Maess, B., Witte, O. W., & Friederici, A. D. (2005). Perception of phrase structure in music. Human Brain Mapping, 24(4), 259–273. http://doi.org/10.1002/hbm.20088

Koelsch, S. (2011a). Toward a neural basis of music perception - a review and updated model. Frontiers in Psychology, 2, 169–188. http://doi.org/10.3389/fpsyg.2011.00110

Koelsch, S. (2011b). Towards a neural basis of processing musical semantics. Physics of Life Reviews, 8(2), 89–105.

Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nature Reviews. Neuroscience, 15(3), 170–180. http://doi.org/10.1038/nrn3666

Koelsch, S., Fritz, T., Cramon, D. Y. V, Müller, K., & Friederici, A. D. (2006). Investigating emotion with music: An fMRI study. Human Brain Mapping, 27(3), 239–250. http://doi.org/10.1002/hbm.20180

Kohler, E., Keysers, C., Umiltà, M. A., Fogassi, L., Gallese, V., & Rizzolatti, G. (2002). Hearing sounds, understanding actions: action representation in mirror neurons. Science, 297, 846–848. http://doi.org/10.1126/science.1070311

Krumhansl, C. L. (1991). Music psychology: Tonal structures in perception and memory. Annual Review of Psychology, 42(1), 277–303. http://doi.org/10.1146/annurev.psych.42.1.277

Lamont, A. (2002). Musical identities and the school environment. In R. A. R. McDonald, D. J. Hargreaves, & D. Miell (Eds.), Musical identities (pp. 41–59). Oxford: Oxford University Press. http://doi.org/10.1017/S0261143005240655

Lamont, A., & Eerola, T. (2011). Music and emotion: Themes and development. Musicae Scientiae, 15(2), 139–145. http://doi.org/10.1177/1029864911403366

Lubet, A. (2009). The inclusion of music/the music of inclusion. International Journal of Inclusive Education, 13(7), 727–739. http://doi.org/10.1080/13603110903046010

Maes, P.-J., Leman, M., Palmer, C., & Wanderley, M. M. (2014). Action-based effects on music perception. Frontiers in Psychology, 4(Jan), 1–14. http://doi.org/10.3389/fpsyg.2013.01008

Majno, M. (2012). From the model of El Sistema in Venezuela to current applications: learning and integration through collective music education. Annals of the New York Academy of Sciences, 1252(1), 56–64.

Mark, M. L. (2005). Why does our profession need advocacy ? International Journal of Music Education, 23(2), 95–98.

Mazur, K. (2004). An Introduction to Inclusion in the Music Classroom. General Music Today, 18(1), 6–11.

Morrison, S. J., & Demorest, S. M. (2009). Cultural constraints on music perception and cognition. Cultural Neuroscience: Cultural Influences on Brain Function, 178, 67–77. http://doi.org/10.1016/S0079-6123(09)17805-6

Nordlund, M. (2006). Finding a Systemized Approach to Music Inclusion. General Music Today, 19(3), 13–16. http://doi.org/10.1177/10483713060190030104

Oztop, E., Kawato, M., & Arbib, M. A. (2013). Mirror neurons: Functions, mechanisms and models. Neuroscience Letters, 540, 43–55. http://doi.org/10.1016/j.neulet.2012.10.005

Peñalba, A. (2011). Towards a theory of proprioception as a bodily basis for consciousness in music. In D. Clarke & E. Clarke (Eds.), Music and consciousness: Philosophical, psychological, and cultural perspectives. (pp. 215–231). Oxford: Oxford University Press.

Peretz, I. (2005). The Nature of Music. International Journal of Music Education, 23(2), 103–105.

Peretz, I. (2006). The nature of music from a biological perspective. Cognition, 100, 1–32. http://doi.org/doi:10.1016/j.cognition.2005.11.004 - peretz.pdf

Peretz, I. (2009). Towards a Neurobiology of Musical Emotions. In P. N. Juslin & J. A. Sloboda (Eds.), Handbook of music and emotion: Theory, research, applications (pp. 77–98). Oxford: Oxford University Press.

Peretz, I., & Zatorre, R. (2003). The cognitive neuroscience of music. Oxford: Oxford University Press. http://doi.org/10.1097/00146965-200309000-00007

Peretz, I., & Zatorre, R. J. (2005). Brain organization for music processing. Annual Review of Psychology, 56, 89–114. http://doi.org/10.1146/annurev.psych.56.091103.070225

Pérez-Matos, N. E., & Setién-Quesada, E. (2008). La interdisciplinariedad y la transdisciplinariedad en las ciencias: una mirada a la teoría bibliológico-informativa. Acimed, 18(4).

Peterson, A. D. (2011). The Impact of Neuroscience on Music Education Advocacy and Philosophy. Arts Education Policy Review, 112(4), 206–213.

Pike, P. D. (2011). Neurosciences in Music Pedagogy. Music Education Research, 13(4), 484–487. http://doi.org/10.1080/14613808.2011.633436

Plummeridge, C. (2001). The justification for music education. In Issues in Music Teaching (pp. 21–31). London: Routledge.

Purwins, H., Grachten, M., Herrera, P., Hazan, A., Marxer, R., & Serra, X. (2008). Computational models of music perception and cognition II: Domain-specific music processing. Physics of Life Reviews, 5(3), 169–182. http://doi.org/10.1016/j.plrev.2008.03.005

Reimer, B. (1989). Music education as aesthetic education: Toward the future. Music Educators Journal, 75(7), 26–32.

Rizzolatti, G., Fabbri-destro, M., & Cattaneo, L. (2009). Mirror neurons and their clinical relevance. Neurology, 5(1), 24–34. http://doi.org/10.1038/ncpneuro

Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729.

Scherer, K. R., & Coutinho, E. (2013). How music creates emotion: a multifactorial process approach. In T. Cochrane, B. Fantini, & K. R. Scherer (Eds.), The emotional power of music (pp. 121–145). Oxford: Oxford University Press.

Schlaug, G., Forgeard, M., Zhu, L., Norton, A., Norton, A., & Winner, E. (2009). Training-induced neuroplasticity in young children. Annals of the New York Academy of Sciences, 1169(1), 205–208.

Schlaug, G., Jäncke, L., Huang, Y., Staiger, J. F., & Steinmetz, H. (1995). Increased corpus callosum size in musicians. Neuropsychologia, 33(8), 1047–1055.

Schmithorst, V. J. (2005). Separate cortical networks involved in music perception: Preliminary functional MRI evidence for modularity of music processing. NeuroImage, 25(2), 444–451. http://doi.org/10.1016/j.neuroimage.2004.12.006

Shorner-Johnson, K. (2013). Building Evidence for Music Education Advocacy. Music Educators Journal, 99(4), 51–55. http://doi.org/10.1177/0027432113483838

Soria-Urios, G., Duque, P., & García-Moreno, J. M. (2011). Música y cerebro (II): Evidencias cerebrales del entrenamiento musical. Revista de Neurologia, 53(12), 739–746.

Stewart, L., & Williamon, A. (2008). What are the implications of neuroscience for musical education? Educational Research, 50(2), 177–186. http://doi.org/10.1080/00131880802082666

Tenney, J., & Polansky, L. (1980). Temporal Gestalt Perception in Music. Journal of Music Theory, 24(2), 205–241. http://doi.org/10.2307/843503

Thaut, M. H. (2005). Rhythm, music, and the brain: Scientific foundations and clinical applications. New York and London: Routledge.

Thompson, K. P. (1999). Challenges of Inclusion for the General Music Teacher. General Music Today, 12(3), 7–9.

Thorne, K. (2008). Motivación y creatividad en clase. Barcelona: Grao.

Trainor, L. (2008). Science & music: the neural roots of music. Nature, 453(7195), 598–599. http://doi.org/10.1038/453598a

VanWeelden, K., & Whipple, J. (2014). Music Educators’ Perceived Effectiveness of Inclusion. Journal of Research in Music Education, 62(2), 148–160. http://doi.org/10.1177/0022429414530563

VanWeelden, K., & Whipple, J. (2014). Music Educators’ Perceptions of Preparation and Supports Available for Inclusion. Journal of Music Teacher Education, 23(2), 33–51. http://doi.org/10.1177/1057083713484585

Welch, G. F. (2005). We are musical. International Journal of Music Education, 23(2), 117–120. http://doi.org/10.1177/0255761405052404

Welch, G. F. (2007). Addressing the multifaceted nature of music education: An activity theory research perspective. Research Studies in Music Education, 28(1), 23–37.

Woodford, P. (2005). Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice. Bloomington and Indianapolis: Indiana University Press.

Wu, J., Zhang, J., Liu, C., Liu, D., Ding, X., & Zhou, C. (2012). Graph theoretical analysis of EEG functional connectivity during music perception. Brain Research, 1483, 71–81. http://doi.org/10.1016/j.brainres.2012.09.014

Zatorre, R. J., & Peretz, I. (2001). The biological foundations of music. Annals of the New York Accademy of Sciences, vol. 930. New York: New York Academy of Sciences.

Zatorre, R. J., & Salimpoor, V. N. (2013). From perception to pleasure: music and its neural substrates. Proceedings of the National Academy of Sciences of the United States of America, 110, 10430–10437. http://doi.org/10.1073/pnas.1301228110

Zentner, M., Grandjean, D., & Scherer, K. R. (2008). Emotions evoked by the sound of music: characterization, classification, and measurement. Emotion, 8(4), 494–521. http://doi.org/10.1037/1528-3542.8.4.494


Texto completo: PDF

Refbacks

  • No hay Refbacks actualmente.

Comentarios sobre este artículo

Ver todos los comentarios





Revista Electrónica Complutense de Investigación en Educación Musical
ISSN-e 1698-7454

© . Universidad Complutense de Madrid
Biblioteca Complutense | Ediciones Complutense