The purpose of this study was to examine a breadth of research literature on neuroscience to provide ways that these findings influence our understanding of music teaching and learning (i.e., pedagogy). Although our knowledge of the way the brain works is still in its infancy, neuroscientists have made tremendous strides in music brain research over the past few decades. This explosion of information has created unprecedented opportunities in many fields, not the least in education, generally, and in music education, specifically (Hodges & Gruhn, 2012, p. 206). While psychologists and other researchers have completed examinations into what people do to become expert performers, neuroscientists have been studying the brain to understand what happens when people learn (Walter & Walter, 2015).

Swart’s (2016, p. 114) literature review indicates that music-making is an extremely complex action that involves many different brain structures (Altenmüller and Schlaug 2015, pp. 237–238). Music processing functions are distributed throughout the brain, and gives a summary of the structures involved and their respective functions. The prefrontal cortex is where the creation of expectation, as well as the violation and satisfaction of expectations, is processed (Levitin 2006, p. 270-271). The conscious perception of auditory, visual and somatosensory inputs relies on primary and secondary regions in the cerebral cortex (Altenmüller and Schlaug 2015, p. 237), while most other parts of the brain are intricately involved in the automatic or unconscious facets of music-making. Motor maps increase during training, but eventually neurons get more efficient and fewer neurons are required to perform the task (Doidge, 2007). One needs the motor control and coordination to enable dexterity at playing an instrument; the emotional centers of the brain and the neo-cortex have to communicate well with each other to enable emotional exchange through music; one needs the capacity to be creative; and special structures for remembering music are required (Levitin 2006, p. 220).

This presentation will share specific ways neuroscience influences principles of learning that enable music teachers to effectively teach the diversity of learners in the music classroom. Neuroscience guides how pedagogy can be more effective and responsive to the diverse needs of learners in music instruction. Findings from neuro-imaging research are organized under the topics such as techniques for studying the music in the brain, imaging music perception and cognition, imaging affective responses to music, imaging musical performance, and imaging the effects of music learning (Hodges, & Gruhn, 2012). Brain-based learning, a comprehensive approach to instruction using research from neuroscience (Author, 2023), will be introduced to illustrate the rules of the brain for meaningful learning. This examination of findings related to neuroscience and music learning will conclude with implications of brain-based learning in music teaching and learning pedagogy.

As a profession, we are at the threshold of utilizing developing technology for studying how the brain functions and analyzing which music teaching strategies are most effective to maximize our efforts. Research can guide us to find new teaching strategies that engage students more effectively and lead to greater retention, understanding, and deeper musicality.

Keywords: Neuroresearch, Teaching and Learning Pedagogy, Teaching Music, Brain-based Learning.