The Future of Education

Edition 14

Accepted Abstracts

Visual Concretization of Musical Concepts as Applied by Engineers: A Case Study

Johanna Maria Roels, University of Antwerp (Belgium)

Peter Van Petegem, University of Antwerp (Belgium)

Abstract

Brain research has shown that vision is our most dominant sense and that more information is absorbed visually than through any of the other senses. How visual techniques may contribute to developing musical skills is an area that remains largely unexplored. The current case reports on how two engineers – students from my piano class - integrated cognitive visual strategies to handle musical complexities. Their approach illustrates how engineering knowledge and skills can be applied to creating music and comprehending musical concepts. This study, therefore, indicates that our neural networks can be trained to become more sophisticated and foster the intellectual capacity to solve musical intricacies. In addition, the report also suggests that music teachers may benefit from the problem-solving attitude and visual thinking abilities of engineers as a valuable transdisciplinary input to find solutions to specific problems.

Keywords: brain research, engineers, keyboard, music, visual learning;

References:
[1] BAUKEL, C.E., & AUSBURN, L.J. (2016) Verbal-visual preferences of working engineers. European Journal of Engineering Education, 41 (6), 660-677.
[2] GALLAGHER, S., & ZAHAVI, D. (2013) The Phenomenological Mind. 2nd edition, London-New York: Routledge.
[3] MEDINA, J. (2014) Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle: Pear.
[4] ROELS, J.M., & VAN PETEGEM, P. (2014) The integration of visual expression in music education for children. British Journal of Music Education, 31 (3), 297-317. 
[5] ROELS, J.M., & VAN PETEGEM, P. (2015) Children composing and their visual-spatial approach to the keyboard. Music Education Research, 17 (4), 381-396.
[6] VAN MANEN, M. (1990) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Ontario: Althouse.
[7] WOLFE, P. (2010) Brain Matters: Translating Research into Classroom Practice. 2nd ed. Alexandria, VA: ASCD.

 

 

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