Harry Broudy on the Cognitive Merits of Music Education: Implications for Research and Practice of Arts Curriculum

Bresler, Liora

doi:10.1080/10632910209600290

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…It seems reasonable to affirm that a way to distinguish intrinsic and extrinsic aims consists . 2 2 5 6 -1 5 3 2 2 5 6 -1 5 3 The answer which education has strengthened in multiple researches is that the aim of arts education as a field of general education is the cultivation of the aesthetic and artistic sense, and the arts content and its most successful forms of expression are used to achieve it (Eisner, 2002;Levine, 2007;Bresler, 2001;Kant, 1964;Schiller, 1981;Read, 1969;Bayer, 1986;Dearden, Hirst, y Peters, 1982;Touriñán, 2012b;Musaio, 2013;Nussbaum, 2014: 472-480 and 285-332).…”

Section: Common Education "Through" the Arts Is A General Field Of Ed...mentioning

confidence: 99%

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

López

2023

bol.redipe

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The objective of this work is to contribute to form criteria about arts-education relationship, from the point of view of Pedagogy, in the generic sense of understanding the arts as a field of education. This is an objective that is only resolved from Pedagogy, because, in Pedagogy, the relationship between ‘arts’ and ‘education’ means that the primary is education and therefore the relationship is substantively education. And that means that in the arts-education relationship, whose objective is to educate, it is necessary to integrate the traits of character and meaning which belong to the meaning of education. For this, the area of cultural experience “the arts” must be constructed as a field of education, whether it is a general field of education, a field of general education or a field of vocational and professional education. If we interpret and understand the arts from the perspective of education, the knowledge of education provided by Pedagogy is meso-axiologic, because what Pedagogy does is value the cultural area “arts” as education and build it as “field of education”. Pedagogy is necessarily specified as mesoaxiological pedagogy (medium-valueunderstanding) because the knowledge of education enables us to understand, in the intervention, each medium for its educational value. The objective of pedagogy is to transform information into knowledge and knowledge into education, building fields of education by means of the various cultural areas; and the arts constitute a cultural experience area which is knowable, teachable, researchable, and attainable that can become an instrument, object, and goal of education. The arts-education relationship can be analyzed with pedagogical criteria, and this means that the relationship is substantively education; it is first “education” and it is therefore an educational relationship. Thus, if we want to educate with the arts, by means of the area of cultural experience “Arts” we must achieve in the educatees (people who are being educated and are educated) values linked to the proper meaning of education just like any other school subject with which we are going to educate (it is what corresponds to common education through the arts). In addition, the arts-education relationship is adjectively “arts”, and this means that it provides education with the specific contents of the area of cultural experience “arts”. On the one hand, it provides specific educational values linked to the conceptual sense of the area of cultural experience ‘arts’: what does artistic experience means? how do I become sensitive to arts? How do arts improve me as a person, et cetera (this is what corresponds to specific education through the arts). On the other hand, it provides specialized educational values linked to the theoretical, technological, and practical knowledge of the arts as an area of professional and vocational development (it is what corresponds to specialized education in an art; it is specialized education for an art). The objective of this work is to contribute to understanding the arts as a common, specific, and specialized field of education. In pedagogical perspective, it is possible to distinguish, according to the arts-education relationship, the difference in meaning of the expressions “know arts”, “teach arts”, “educate with the arts”, “educate through the arts” and “educate for an art”. This distinction is relevant to make the educational design of the field of education ‘arts’.

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Section: Common Education "Through" the Arts Is A General Field Of Ed...mentioning

confidence: 99%

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

López

2023

bol.redipe

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“…Music arts education encompasses a diverse range of experiences, including instrumental instruction, vocal training, music theory, and ensemble participation, all of which engage cognitive processes such as memory, attention, and executive function. [1] However, the specific mechanisms through which music education facilitates cognitive development in college students, particularly in diverse cultural contexts like Inner Mongolia, remain relatively unexplored. HD College in Inner Mongolia, China, provides an ideal setting for this study due to its commitment to offering comprehensive arts education programs, including music arts education, to its student body.…”

Section: Introduction 11 Background and Rationalementioning

confidence: 99%

Exploring the Impact of Music Arts Education on Cognitive Development in College Students: A Qualitative Study at HD College in Inner Mongolia, China

Xu,

Liu

2024

PIJ

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This qualitative study explores the impact of music arts education on cognitive development among college students at HD College in Inner Mongolia, China. Drawing upon phenomenological inquiry, the research aims to investigate students' perceptions of the effects of music arts education on cognitive processes and to understand their experiences and perspectives within this context. The study involves 60 participants from the art department, who engage in semi-structured interviews to provide rich insights into their lived experiences with music education. The findings reveal that music arts education enhances cognitive abilities such as memory retention, critical thinking, and emotional regulation. Additionally, students report experiencing personal growth, social connection, and emotional well-being through their engagement with music education. While the study contributes to our understanding of the multifaceted benefits of music arts education, it also highlights the need for further research to explore the long-term effects, comparative analyses across different contexts, and interventions aimed at optimizing music education for cognitive development.

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“…Integration successfully penetrated the arts curriculum after the place of the arts in Education had been justified through the works of Harry Broudy and Elliott Eisner (Bresler, 1995;Bresler, 2002;Huang, 2012;Mosley, 2014;Thompson, 2015). In the 1990s, when the value of the arts began to be challenged, the Music Educators' National Conference or MENC (now known as NAfME) issued a bulletin called, 'A Vision for Arts Education in the 21 st Century'.…”

mentioning

confidence: 99%

“…This reiterated how the arts can be "taught in an interdisciplinary manner as part of the broader curriculum and can make immense contributions to the teaching of other disciplines" (Bresler, 1995, p. 3). In support of this, a growing body of research exists that shows the effectiveness of integration in improving students' performance in school even as educators observe it as beneficial for students academically, behaviourally and emotionally (Bresler, 2002;Campbell & Scott-Kassner, 2010;Hartle, Pinciotti & Gorton, 2015;Huang, 2012;Irwin & Reynolds, 1995;Marshall, 2010;Mosley, 2014;Thompson, 2015). At the same time, however, some studies suggest that there is no strong evidence of the direct causal relationship between integration of the arts and academic achievement (Huang, 2012).…”

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confidence: 99%

Assessing Poiesis as an Effective Approach to Integrating Music and Visual Art

Bauza-Wahiman

2018

MJM

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This study aims to assess the effectiveness of Poiesis as an approach to integrating music and visual art. It uses the descriptive inquiry approach making use of qualitative research instruments and qualitative data analysis techniques. Data was collected through interviews, observation, examination of audiovisual materials and student reflections. Data was analysed using the coding process, yielding the following themes: 1) opportunities for socialisation in the project; 2) developing appreciation for the two disciplines and for the creative process; 3) personal growth through the project; and 4) growth as an artist through the project. Data from the interviews, observations and reflections tallied with some of the themes that emerged from the audio-visual materials. This means that the collaboration project is effective in exhibiting the connection between the two disciplines and in providing holistic learning for its participants.

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Harry Broudy on the Cognitive Merits of Music Education: Implications for Research and Practice of Arts Curriculum

Cited by 5 publications

References 13 publications

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

Exploring the Impact of Music Arts Education on Cognitive Development in College Students: A Qualitative Study at HD College in Inner Mongolia, China

Assessing Poiesis as an Effective Approach to Integrating Music and Visual Art

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