As advocates for music and music education, we constantly seek research that supports engagement in music, often, because of its claims of the positive impact on our overall wellbeing. There is a plethora of such research. For example on the
It was shortly after the most recent of these events that, on a whim, I booked a ticket to the Prince concert held in February this year. A brief escape from grief.
Introduction The Review Reports of the ‘Subject Specialists’: Dr John Vallance The Second Subject Matter Specialist, Ms Michele Chigwidden Conclusion Recommendations Links Authors References Introduction This review of course covers the entirety of the curriculum and some of the circumstances
From President’s Committee on the Arts and the Humanities (2011): Source Summary Fiske, E. (Ed.). (1999) Deasy, R.J. (Ed.). (2002) McCarthy, K.F. et al. (2004) Stevenson, L.M. & Deasy, R.J. (2005) Ruppert, S. (2006) Burnaford, G. et al. (2007) Seidel,
Advocacy for Music Education Current and Past Research into What Music ‘Is’ and ‘Does’ Equilibrium, Identity, Well-Being Emotions Connection The Musical Brain Creativity Why Music in Education Extrinsic Motives for Music and the Arts in Education What Is a Quality
Aesthetic development Personal, Social, Cultural Expression and Identity Formation Brain Function Creativity Learning Outcomes across Disciplines Social Cohesion and Skills Authors References Aesthetic development Music provides the opportunity for aesthetic experiences. An aesthetic knowledge can be described as a deep