자료유형  

 학위논문

Control Number  

0017164720

International Standard Book Number  

9798346739234

Dewey Decimal Classification Number  

780.7

Main Entry-Personal Name  

Braase, Riley.

Publication, Distribution, etc. (Imprint  

[S.l.] : Arizona State University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

172 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-05, Section: B.

General Note  

Advisor: Spring, Robert;Gardner, Joshua.

Dissertation Note  

Thesis (D.M.A.)--Arizona State University, 2024.

Summary, Etc.  

요약Neuroplasticity, the ability of the brain and nervous system to change, has captured scientific and public attention in recent decades. Practice engages short and long-term neuroplasticity and is the primary determinant of expertise in any field. Accordingly, many musicians spend tens of thousands of hours practicing throughout their lives. Musicians of any level can learn, teach, and perform better using evidence-based practice strategies from fields including neuroscience, motor learning, music education, educational psychology, and performance psychology. Fortunately, many resources have been published in the last five years that directly apply cognitive science to musical training.This paper discusses strategies for three critical elements of learning and neuroplasticity: focus, repetition, and rest. Effective focus includes attention and mindfulness, physical alertness and arousal, and executive functions such as self-control, planning, and emotional regulation. Feedback, motivation, situational context, and goals direct focus and improve learning. While excessive mindless repetition leads to diminishing returns, dulled perception, and even performance injury, effective repetition remains a requirement for motor learning. Effective repetition is mindful, varied, deliberate, spaced out over time, and even playful, creative, and interesting. Instead of aiming for exact replication, each iteration leads to improvement or discovery. Furthermore, new research suggests that most learning happens during rest, not when actively performing the skill. Rest improves cognitive performance, stabilizes and strengthens memories, and facilitates physical and mental wellness. Learners can leverage the benefits of rest through sleep, distributing practice schedules, deep rest in the hours after learning, and microbreaks between repetitions.Your Brain on Practice integrates my experience as a performer and researcher by applying strategies that leverage focus, repetition, and rest to Carl Nielsen's Concerto for Clarinet, op. 57 (1928). I performed Nielsen's Concerto for my final doctoral recital and used my preparation of the piece to deliberately apply and reflect on evidence-based practice strategies to facilitate artistic expression and technical fluency. While specific examples are drawn from Nielsen and discussed through my lens as a clarinetist, I aim for this research to benefit anyone who wants to continue learning throughout life, young learners who are making the most of their neuroplasticity, and musicians looking for specific strategies to master their craft.

Subject Added Entry-Topical Term  

Music education.

Subject Added Entry-Topical Term  

Neurosciences.

Subject Added Entry-Topical Term  

Music.

Index Term-Uncontrolled  

Music performance psychology

Index Term-Uncontrolled  

Neuroscience of learning

Index Term-Uncontrolled  

Repetition

Index Term-Uncontrolled  

Musicians

Added Entry-Corporate Name  

Arizona State University Music

Host Item Entry  

Dissertations Abstracts International. 86-05B.

Electronic Location and Access  

로그인을 한후 보실 수 있는 자료입니다.

Control Number  

joongbu:654536