Singing in the brain: Evolution, Emotion and Learning
19-20 October 2109 | North London
We begin by considering the basic question of why we sing. This is investigated from an evolutionary and anthropological perspective, and gives us insights into the benefits of singing for health and wellbeing. Much of this is found ‘hard-wired’ into systems in the brain and leads us to the next questions of how we learn the skills that are involved in singing and voice use. There is a great deal of recent research into the acquisition of motor learning skills in sport; much of this is relevant for voice education, some needs to be adapted. We can also glean from the last 50 years of education research: what are the best models for teaching style and learning environments? Alongside this theoretical information, we will look into the neurological systems governing our responses at a much deeper level: the autonomic nervous system, vagal responses, emotions and primal sound.
As we investigate these ideas, we will listen to voices, look at films of singing teachers with newly analytical eyes, and explore the outcomes in small discussion groups.
On the first day, we will look at why would singing have evolved
Singing (in modern humans) increases wellbeing and cohesion
– Feeling connected
– Positive affect
– Mental health benefits
– Physical health benefits
Singing in groups increases levels of endorphins and oxytocin, and lowers levels of cortisol.
Singing together will enable synchronised activity.
The social brain hypothesis: Group size and group bonding is essential for survival of the species; group size depends on many factors and is reflected in brain size
Sexual dimorphism – the differences between male and female voices
Emotional voice – the difference between speech and song. Singing is closer to emotive sounds than speech, and uses different parts of the brain.
Learning and experiencing – mirror neurons. How empathy is hard-wired into the brain, exploiting these responses for learning.
The responses of the autonomic nervous system – the vagal response and performance anxiety.
On the second day we will look at how the brain learns and how teaching styles need to take this into account in order to enable the student to progress towards autonomy. This will include some small-group discussion work.
– Short-term and long-term memory
– Working memory
– Explicit and implicit memory
Hierarchy of competence
– Motor learning
– Perceptual learning
– Neurology of implicit memory
– Synaptic links
– Flexible and consistent circuit skills
Music and singing
– Mapping in the brain
– Brain and speech
The singer’s brain
– Kinaesthetic awareness
– Somatosensory motor control
Schema Theory – Richard Schmidt
– The template
– Focus and adaptation
– Existing and learned templates
– Task or action focus
– Variability, isolation and integration
Focus and attention
– Implicit or explicit focus
– Attention – suppression or stimulation
Embedding the moment
– Practice, how much and in what way?
Feedback – how much and when
Fixed and growth mindset: How the language we choose can influence learning
The clinician’s illusion and confirmation bias
What makes a master teacher?
£255.00 VAT inclusive. Tea, coffee and a light lunch are supplied on both days.
Highgate West Hill