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  • What kind of benefit do we really get from learning music when we are children? This study found that people who learned for more than 10 years didn’t have any differences compared with the control group of non, or low activity, musicians in the areas of attention/processing speed, or episodic memory. Our Professional Development courses […]

  • Wouldn’t you love to tell your inner critic to quit it sometimes? It turns out that when musicians improvise, that pesky inner voice that tells us “don’t say that” and warns “what will happen if you’re wrong?” goes quiet. It makes sense, Thelonious Monk said “wrong is right” in jazz and if this is so, […]

  • “Adults who engage in synchronous movement to music later report liking each other better, remembering more about each other, trusting each other more, and are more likely to cooperate with each other compared to adults who engage in asynchronous movements.” This could be why music festivals seem to be going from strength to strength, we […]

  • This is a fascinating idea – how do we fall in love with music? And as we age, why do we like music less? This article explains the biological concept very well. “We know that musical tastes begin to crystallize as early as age 13 or 14. By the time we’re in our early 20s, […]

  • Here is one of those research sentences that are so useful when we are explaining how music learning impacts on every child’s development. “The results suggest that systematic extracurricular programs, particularly music-based training, may accelerate the development of inhibitory control and related brain networks earlier in childhood.” This research paper is reporting on the progress […]

  • Well of course it does! This is a great study, not just because it is about jazz learning and improvisation, but also because it is asking the very important question – is all music learning beneficial for brain development or only some types of music learning. Get your students talking about the affects of their […]

  • Music processing uses something called top-down and bottom-up processing. Think about when we listen to music, we can appreciate the whole sound at the same time as identifying individual parts of the sound. With ADHD this processing, which requires synchronised timing inside our brains, is disrupted and leads to problems with attention and inhibition. The […]

  • Our traditional ideas about musical talent are being challenged by neuromusical research. Through studying musicians Neuroscientists and psychologists are working with a theory that we are born with predispositions for many things. Some people are born with a predisposition for learning and understanding music. This is often evident in their very high levels of auditory […]

  • Dementia prevention 🧠 take one course of “learning a musical instrument” 🎶 “If you don’t play a musical instrument, now [in our 40s and 50s] is the time to pick up the guitar or start playing the piano” says this researcher. While learning a musical instrument when we are young wires our brain well for […]

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