title: Making music in a group: synchronization and shared experience.
abstract: To consider the full impact of musical learning on the brain, it is important to study the nature of everyday, non-expert forms of musical behavior alongside expert instrumental training. Such informal forms of music making tend to include social interaction, synchronization, body movements, and positive shared experiences. Here, I propose that when designing music intervention programs for scientific purposes, such features may have advantages over instrumental training, depending on the specific research aims, contexts, and measures. With reference to a selection of classroom approaches to music education and to the shared affective motion experience (SAME) model of emotional responses to music, I conclude that group learning may be particularly valuable in music pedagogy.
authors.affiliation: Institute for Music in Human and Social Development, Reid School of Music, University of Edinburgh, Edinburgh, United Kingdom. k.overy@ed.ac.uk
authors.forename: Katie
authors.initials: K
authors.lastname: Overy
mesh_terms: D001519:Behavior; D001921:Brain / Q000502:physiology; D004493:Education / Q000379:methods; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning / Q000502:physiology; D017145:Models, Educational; D009146:Music