Neuroscience Working for Music
Saturday, February 27th, 2010For 50 years Jean-Paul Despins has taught music and the means to transmit it to generations of students at Montreal’s Le Plateau school, Université Laval in Quebec City, and now at UQAM (Université du Québec à Montréal). He is the embodiment of the ever-young professor: sparkling eyes, often teasing, communicative, and given to hearty laughter. One senses the fever to teach that continues to possess him, whether he’s convincing one person or a whole class of aspiring teachers–his mission being the need to rethink the basic premises of teaching music in elementary school. He’s extremely vocal about the problems he perceives in the educational system. For the last 20 years he has campaigned militantly to have neuroscience integrated into the teaching of music.
Emotion governs reason
Despins stresses the need to put emotion back into the vocabulary of musical education. “Teaching places too much emphasis on cognitive learning, without calling on emotion, despite the fact that we know emotion governs reason. People can’t learn on the basis of negative behaviour, and therefore of negative emotions. If I ask you to play a piano sonata movement that you’ve learned, you’ll play the one you like best. You’ll have forgotten the one you didn’t like. We have to throw off this constraint, this habit of intellectualizing everything without supplying any emotional input.”
In Despins’ view, the teacher’s primary mission is to transmit these emotions. “Children are a little like animals. They understand the teacher through their eyes. If the teacher doesn’t transmit any emotion, the child will always have problems.” However, learning situations aren’t designed to suit all children. Teachers can help them learn, but mustn’t force them. This is where the ability to read behaviour comes in–to be able to anticipate a student’s reactions, rather than simply react to them. (more…)

