Musical Learning and the Development of Psychological Processes in Perception and Cognition.

Abstract

All teachers, at one time or another, have to address the question of what to teach. Much of the growing science of music cognition and the constantly enlarging body of research and knowledge about developmental processes involved in learning music has major implications for classroom practice. Understanding and applying the knowledge and insight gleaned from the study of developmental music psychology help teachers to be more effective. The accumulated body of research knowledge helps teachers answer the questions of when and how to teach. It seems natural that such a marriage between research and teaching can make a difference and that the inquiry into investigations of learning music can result in more than cosmetic tinkering with curriculum.

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