About this paper

Appears in:
Pages: 5559-5568
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain


M. Hernández López, J. Mendoza Jimenez

Universidad de La Laguna (SPAIN)
On the words of Ken Robinson, The Element (2009), “it is not rare that we need that other persons help us to recognize our true talents. Often, we help to the others to discover theirs”. And it is maybe the profession of educator, in whatever level of the educational system, where those words take a biggest meaning. The learning revolution set by Robinson, is nothing but a stimulus of seeking new ways of knowledge transmission for those docents worried, not only in that their students understand, assimilate and apply concepts, but also on that the learning process easies the ability of the student to think from him/herself, which necessarily induces to the creativity, and taking it as the engine, allows opening new doors through a better understanding and former discovering.
On this philosophy of extending teaching, are projected all the studies done about the existing relation among music and the brain, being the result for teaching very encouraging. Leviting (2006) argued that from a neuropsychological perspective can be explain how music affects our brain, our mind, thoughts and spirit. His findings have shown that music is distributed for the whole brain, and that could explain the statement that listening to music exercises other part of our mind or that, for example, listen Mozart twenty minutes per day can raise your IQ.
This article aims to be a small contribution on this search of processes of the transmission of concepts more stimulating and less anesthetic, generating more free and critic brains. That contribution is based in the audition of music during the learning of a subject, independently of the subject and educational level that this belongs to. So, the aim of the study is to assess if through the music audition the attention of the students can be improved. Following the principle of cognitive ease, enounced among other by the Noble Prize Kahneman (2011) that emphasizes in that “hearing a speaker when you are in a good mood […] also induces cognitive ease”, the following experiment will be realized.
In the European Studies Master Program of the University of Latvia during the academic year 2012/2013, is held the subject External Relations of EU. On this subject, 18 students; 8 men and 10 women, from different nationalities (Laos, Cambodia, France, Germany, Kosovo, Spain and Latvia) had to provide the teacher with some songs that, for the majority, have been emotive in some moment of their lives. The teacher, then, will choose which lectures will have the music selected by the students at the beginning and which won´t. Intuition indicates that the bigger emotion generated by the listening of the songs will generate a bigger concentration and more stimulating environment through the concept that is aimed to teach/learn. With the realization of an open survey at the end of the lectures, and the revision of the comments of the students about their emotions, it will be checked if our intuition is whether right or wrong.
author = {Hern{\'{a}}ndez L{\'{o}}pez, M. and Mendoza Jimenez, J.},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {5559-5568}}
AU - M. Hernández López AU - J. Mendoza Jimenez
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 5559
EP - 5568
ER -
M. Hernández López, J. Mendoza Jimenez (2013) MUSIC AND EDUCATION: AN ENCUORAGING DUET EASY TO COMBINE, EDULEARN13 Proceedings, pp. 5559-5568.