Music Pedagogy

Bruer, John T. “Education and the Brain: A Bridge Too Far” Educational Researcher Vol. 26, No. 8 (Nov. 1997): 4-16. Web. 21 Nov. 2015

            A good starting point for beginning a journey of learning about the connection between neurological research and teaching procedures (pedagogy). Healthy skepticism about applications, with a hopeful road map of process for implementing developing understandings of neurological research into educational practice in the future, via cognitive psychology, etc., particularly when technology is able to better bridge the study of neurology and its educational applications. 

Gadsden, Vivian L. “The Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning” Review of Research in Education, Vol. 32, What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum (2008): 29-61. Web. 21 Nov. 2015

            A broad-based analysis of recent studies on arts and education, a great starting text for the burgeoning researcher in music pedagogy. Gadsden and her peers endeavor to find the gaps in the current body of knowledge, identifying future areas of needed research. She also raises questions about the challenges of assessing student growth in a scientific manner. She further notes the lack of empirical research on the viability and influence of arts education on childhood development, with a specific focus on issues around multiculturalism, diverse socio-economic communities, and the validity of arts education for at-risk populations.  See Mozart Effect for more information on this article.

Root-Bernstein, Robert S. “Music, Creativity and Scientific Thinking” Leonardo Vol. 34, No. 1 (2001): 63-68. Web. 21 Nov. 2015

            Root-Bernstein argues for cross-disciplinary education to enhance application of creative thinking to scientific development, with concrete historical figures as examples of the validity of broad-based, arts-heavy liberal arts education.  A must-read – and trust the puns, a purpose is served even in his writing style.

Smithrim, Katharine, and Rena Upitis. “Learning through the Arts: Lessons of Engagement” Canadian Journal of Education / Revue canadienne de l’éducation Vol. 28, No. ½ (2005): 109-127. Web. 21 Nov. 2015

            Concrete review of a Canadian educational study utilizing teaching artists as partners to classroom teachers for more than 6,000 students over a three-year protocol, across a wide swath of Canadian socio-economic society.  The study is very carefully conducted and reported, with strict methodology. Results for music education are striking in comparison to other artistic fields.

Weber-Russell, Sylvia, and Mark D. LeBlanc. “Learning by Seeing by Doing: Arithmetic Word Problems” The Journal of the Learning Sciences Vol. 13, No. 2 (2004): 197-220. Web. 21 Nov. 2015

            Less concerned with the bridge between arts education and other fields, but provided two additional sources for consideration (Rauscher, Graziano et. al.).