How Does the Brain Learn Through Music? Kansas State University Music Symposium 2008 Laurie J. Curtis

Music can move us to the heights or depths of emotion. It can persuade us to buy something, or remind us of our first date. It can lift us out of depression when nothing else can. It can get us dancing to its beat. But the power of music goes much, much further. Indeed, music occupies more areas of our brain than language does---humans are a musical species. Oliver Sacks

Purpose for today’s presentation- Identify factors that link music to cognitive learning Explore some of the ways music can enhance the brain’s response to content Describe ways the music educator can facilitate learning through increased engagement in learning opportunities

What do you know about cognitive science? Spaced rehearsal are more conducive to learning. You learn something new by connecting to something you already know. Movement, emotion, memory activate different parts of the brain. Brain plasticity means the brain is dynamic- changing based on experience.

Cognitive science? The brain needs hydration and sleep to function adequately. Emotional response will increase memory of an event. Stress which continues over time can change the brain’s ability to function efficiently. Musical training affects the organization and anatomical structure of the brain.

Memory Repeated Rehearsal Embedded Academic Content Visual Input Embedded Academic Content Motoric/ Kinesthetic Input Embedded Academic Content Auditory Input/ Linguistic Input Multiple cognitive pathways leading to learning

Memory Repeated Rehearsal Embedded Academic Content Visual Input Embedded Academic Content Motoric/ Kinesthetic Input Embedded Academic Content Auditory Input/ Linguistic Input Multiple cognitive pathways leading to learning Emotional Response

Memory- how are memories stored and accessed? Putting information to music is valuable for those of all ages (automatic memory). Using dramatic music as background while reading or discussing material can make information more meaningful (emotional memory). Associating music with a special event will make the event memorable (episodic memory).

Do you think “being musical” is a gift? Why or why not? (Research by Stefan Koelch)

Musicophilia: Tales of Music and the Brain, by Oliver Sacks Tales and case- studies involving the power of music in the lives of humans. Musicophilia is a “given” in human nature and is developed or shaped by our culture and the situations of our lives.

Amusia Sensory deficits/ Gifts Williams syndrome- extraordinarily responsive to music/ extreme low IQ AlzeimersDementia Parkinsons Disease Musical Hallucinations

The use of musical imagery- When listening to familiar music with “gaps” fMRI scans indicate that the auditory cortex is activated---whether or not the songs had lyrics or not. “Deliberate, conscious, voluntary mental imagery involved not only the auditory and motor cortex, but regions of the frontal cortex involved in choosing and planning.”

But…did you know that Imagining music can activate the auditory cortex and motor cortex almost as strongly as listening to it…and conversely imagining the action of playing music stimulates the auditory cortex. (musicians stating that they feel they can “hear” their instruments during mental practice.)

Brain Waves (M. Sprenger) Music affects the brain by releasing endorphins and affecting the electricity in the brain- measured in waves (measured by an EEG). The speed, regularity, and patterns can determine what type of learning is taking place. These waves are the speed at which the neurons are firing. –Delta –Theta –Alpha –Beta

Delta Waves Sleep- 1-3 cycles per second –No conscious learning taking place –Brain disposes of useless information –New memories are rehearsed (practice during sleep???)

Theta Waves Occurs usually twice during each night cycles per second –Very relaxed- not on a conscious level- except through meditation or relaxation therapy –Very receptive to memory making at this state

Alpha Waves Relaxed alertness cycles per second –Facilitates learning and heightens memory –(Baroque Music with 40 – 60 beats per minute- Adagio) This music tends to slow down respiration, heart rate, and reduces stress.

Beta Waves “run, see, go, do” waves 12 – 40 cycles per second –Needed for new learning and new memory –Used when talking and problem solving –Full attentiveness –Time in this state is very limited- we must use it wisely!

To remember… Your brain utilzes several types of waves- but one will be dominant at a specific time. There must be a delicate balanced for clear thinking and learning to occur. Music can affect a student’s level of arousal and teachers can use types of music to elicit a desired state of enhanced learning.

“Music has an uncanny manner of activating neurons for purposes of relaxing muscle tension, changing pulse, and producing long-range memories which are directly related to the number of neurons activated in the experiences” (Weinberger, 1998)

“Music offers educators a means of energizing or relaxing students, conveying content information, priming certain types of cognitive performance, and enhancing phonological awareness.” (Smith, 2005)