Alexander Khalil, Victor H. Minces, John Iversen, Gabriella Musacchia, T. Christina Zhao, and Andrea A. Chiba
While the prioritization of science, technology, engineering and mathematics (STEM) is a logical step in the effort to develop curricula that meet the increasing technical demands of society, methods of training broad cognitive and pro-social skills such as communication, cooperation, attention and creativity are elusive, yet critical, to the development of a dynamic workforce and healthy society. A growing body of evidence suggests that the practice and study of music may be one such method. The present chapter examines ways in which the practice of music may support education by driving aspects of cognitive development while also calling attention to the fact that music learning, cognitive development and education themselves are inextricably connected to their socio-cultural context. This fact holds important implications both for scientific research on music and for appropriate implementation of music in K-12 curricula.
Yoshinao Kajikawa, Arnaud Falchier, Gabriella Musacchia, Peter Lakatos, and Charles E. Schroeder
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