Musical education in the scenario of executive functions in boys, girls and young people

Abstract

Neuroscience is increasingly approaching the educational phenomenon and this symbiosis is expected to achieve a broader understanding of the relationship between the brains and learning, in such a way that it allows an educator to know what the brain is like, how it learns, how it processes, registers, preserves and evokes information, among other aspects. Serving therefore as a platform on which teaching proposals and learning experiences can be improved, expressing them in a dynamic and motivating way in the planning of activities that have greater meaning and meaning for students. The study of neuro music and neuro education has been gaining great importance in the field of Neuroscience. so that the musical perception that children and young people have, whether a passive or active agent, is related to cognitive abilities and the evidence reveals that the way in which the brain processes activities related to the practice of music is carried out differently a modular form, and allowing specific neural networks to differentiate. Executive functions are complex mental activities that are required to carry out actions that lead to the individual's adaptation to the environment and achieve the objectives that have been set. The theoretical elements reveal that musical practice substantially favors cognitive development. In this order of ideas, this document aims to analyze the impact of music education on the development of the executive functions of girls, boys and young people. The evidence reveals that the practice of music improves performance in the execution of executive functions, working memory and adaptation processes, coinciding with the literature consulted regarding the impact of music on the development of executive functions.

Keywords:

Executive functions, Musical education, Musical practice, Neuroscience, Neuro music