Midwest Chapter MLA October 15-17, 2015 Louisville, Kentucky Navigating “Multiple Choice” to “Research as a Process” the Neuroscience of Teaching the First-year Music Student by Kathleen Abromeit Oberlin Conservatory Library Image from:

“The Citation Project”

“Library Project Part I”

Instructional videos on YouTube

“The Bibliographic Project” Grading rubric

“The Composer Project” Students were asked to pick any composer for their project, but were instructed to avoid any composition on the syllabus as a focus work. The composition may be from any style or genre of music, but it must be one that can be researched. Sources four refereed sources they found for the Bibliographic Project to support the writing of this project. sources should be considered to be major works in the field and most of them should be of relatively recent vintage (published in the last 25 years – though this might not be possible for all compositions). The paper should include date of composition date and location of premiere specific personages and/or organizations involved with the premiere general critical reaction to the premiere, including a quotation from a contemporary, if one is available.

“Library Project Part II - Process Paper” Describe the path you took in researching your paper -- including successes and failures. Please list the names of the print and electronic research tools (e.g. OBIS, Music Index and other subject specific databases, Journal Finder, primary documents, etc.) that you used and describe /how/ you used them as you formed your topic, sought, selected and connected useful information, and produced your project. You will be graded on:

Creativity Thinking "outside the box" as evidenced by: resourcefulness in following research leads firm command of standard sources varying search strategies Thoroughness Has an awareness of the information universe Consults multiple sources to verify information when necessary Accounts for contradictions/gaps/holes in information and/or sources Accuracy Complete/proper bibliographic citations, following a consistent style Cites sources appropriately in terms of supporting an argument/building a logical case Demonstrates clear understanding of the sources cited and of their reliability and pertinence/relevance Broad range of sources As appropriate to the discipline/research question : a mix of primary/secondary; mix of historical/contemporary mix of books, articles, images, data, sound, etc., Creativity at Correcting Research Process Problems Varying search strategies Able to self correct when a research strategy doesn’t work Able to talk about ways to improve your research process and strategy

( “Neurons that fire together wire together.” -Donald Hebb

BFF Neurons creating a network!

Attentional Control Network (in green) and the Imagination Network (in red)

Neuroscience Metacognition Mentalizing

Bibliography (created using RefME) Amthor, Frank. Neuroscience For Dummies. 1st ed. Toronto: J. Wiley & Sons Canada, Carter, Rita, Susan Aldridge, Martyn Page, Steve Parker, Chris Frith, Uta Frith, and Melanie Shulman. The Human Brain Book. United States: DK Publishing (Dorling Kindersley), Cooper, Belle Beth. “How Our Brains Work When We Are Creative”. Accessed 10 October Fonagy, P., Gergely, G., Jurist, E., Target, M. Affect Regulation, Mentalization, and the Development of the Self. New York: Other Press, Ford, Donald J. “How the Brain Learns | Content Development”. How the Brain Learns, July 20, Kotler, Steven. The Rise of Superman: Decoding the Science of Ultimate Human Performance. United States: Houghton Mifflin Harcourt, Livingston, Jennifer A. “Metacognition: An Overview ”. Accessed 10 October Siegel, Daniel J. Pocket Guide to Interpersonal Neurobiology: An Integrative Handbook of the Mind. 1st ed. New York: Norton, W. W. & Company, Wallins, David. Attachment in Psychotherapy. New York: Guilford Press, Young, Rex. “Creativity and The Everyday Brain” On Being. Accessed 10 October v Many thanks to John Sabin for his help in researching and preparing this presentation..