Musical Instrument Training Research Articles

Effects of Music Training on the Child's Brain and Cognitive Development

Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.g., translating visually perceived musical symbols into motor commands while simultaneously monitoring instrumental output and receiving multisensory feedback). Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. However, the underlying neural bases of such enhancements and whether the intensity and duration of instrumental training or other factors, such as extracurricular activities, attention, motivation, or instructional methods can contribute to or predict these enhancements are yet unknown. Here we report the initial results from our studies examining the brain and cognitive effects of instrumental music training on young children in a longitudinal study and a cross-sectional comparison in older children. Further, we present a comparison of the results in these children's studies with observations from our cross-sectional studies with adults.

Creative Thinking Processes in Adolescent Computer-based Composition: an analysis of strategies adopted and the influence of instrumental music training

This study aims to investigate potential differences in composition strategies adopted by adolescents, with and without prior experience offormal instrumental music tuition (FIMT), when engaging with computer-based composition. Composition process data was analysed using an established method ofqualitative analysis oftext adapted for use in a musical context. Participants were 48 adolescents (aged 13–14 years) who had between 2 and 4 years of FIMT (n = 25) or no prior experience of FIMT (n = 23). Both groups were invited to compose a ‘piece’ that ‘sounded good to them’ using a specially modified computer-based composition program. Results indicated that participants adopted different composition strategies. Links were found between the composition strategies adopted and the participant’s prior experience of FIMT. The main difference between the groups was the relative length of time spent in ‘exploratory’ behaviour. Implications for music education are discussed.

Creative Thinking Processes in Adolescent Computer-based Composition: an analysis of strategies adopted and the influence of instrumental music training

Creative Thinking Processes in Adolescent Computer-based Composition: an analysis of strategies adopted and the influence of instrumental music training

Authentic-Context Learning Activities in Instrumental Music Teacher Education

The purpose of this study was to examine the relationship between the frequency of particular authentic-context learning (ACL) activities during undergraduate instrumental music teacher training and the initial teaching performance (ITP) of undergraduate instrumental music student teachers. Subjects (N = 30) were instrumental music student teachers at four major universities. Four ACL activities, identified from the literature and limited to instrumental music settings, included (a) early field experience teaching episodes, (b) peer-teaching episodes, (c) episodes of subjects watching videotapes of their teaching, and (d) episodes of subjects watching videotapes of their teaching with a coaching instructor. ITP was determined by evaluating teaching episodes, which occurred within the first 3 weeks of student teaching, using the Survey of Teaching Effectiveness (Hamann & Baker, 1996). Significant correlations were found between ITP and three of the four ACL activities. In addition, an overall ACL experience value was calculated and categorized into high, medium, and low levels. Those with a high level of ACL experiences were significantly better teachers than those with medium or low levels of ACL experiences.

Psychological Sex Type and Preferences for Musical Instruments in Fourth and Fifth Graders

Music education researchers have found biological sex to be in important determinant of whether elementary students persevere in musical instrument training. Psychological sex type may also play an important role. A sample of 108 students from two elementary schools completed the Children's Sex Role Inventory (Boldizar, 1991) and, following a presentation of nine typical band instruments, completed a survey assessing most- and least-preferred instruments. Results showed that masculine sex-typed students preferred, masculine-stereotyped instruments, feminine sex-typed students preferred feminine-stereotyped instruments, and androgynous students preferred neutral instruments. The converse pattern was obtained for least-preferred instruments, with the exception that androgynous children disliked both categories of sex-typed instruments. These results suggest that to enhance retention in musical instrument education, children's psychosocial identity ought to be considered.

Training singing children during the phases of voice mutation.

Development of singing ability in children is well documented and frequently fraught with admonitions to postpone formal training until the age of 17 or 18 years for boys and 16 years for girls, when voice change is usually complete and the risk for damaging developing structures is minimal. The author contends that the interval of voice mutation, a time of rapid physical change, is precisely the period when the young singer should pursue human musical instrument training under tutelage of singing teachers knowledgeable and experienced in the training techniques described herein and with the guidance of an otorhinolaryngologist to evaluate and monitor fitness. Voice mutation is viewed as a natural process of maturation, which can be enhanced by a formal training program.

Some Effects of Instrumental Music Training on Cerebral Palsied Children

Some Effects of Instrumental Music Training on Cerebral Palsied Children