Cognitive neuroscience and music education: Relationships and interactions

Abstract

This article examines the relationship between cognitive neuroscience and music education, evaluating the impact of cognitive neuroscience on musical learning, performance, and teaching strategies. The first section establishes the purpose and scope of the article, followed by an emphasis on the foundations of cognitive neuroscience in the second section. Cognitive neuroscience is explored in terms of music perception, mental processes, and fundamental concepts related to learning and memory. The third section, focusing on cognitive processes in music education, delves into the cognitive foundations of musical knowledge, addressing topics such as melody and rhythm perception and cognitive development in instrumental education. The fourth section discusses the neuroscientific analysis of musical performance, stage fright, brain activity, creativity, and mental processes. The fifth section discusses cognitive neuroscience-based teaching models, the neuroscientific foundations of student-centred approaches, and the role of technology in music education. The sixth section highlights future perspectives and research directions, recommendations for future studies, contributions of new cognitive neuroscience findings to music education, current developments in the intersection of music and cognitive neuroscience, and suggestions for future research. In the concluding section, the summarised article's significant findings and contributions are emphasised, drawing attention to potential areas for future examination and application. This article aims to serve as a comprehensive resource for readers interested in understanding the connections between cognitive neuroscience and music education, providing a foundation for further research in this field.