Seminar – Motor learning, programming skills in the brain

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.

When we know how the brain learns, we can work out how teaching styles need to take this into account in order to enable the student to progress towards autonomy.

– Short-term and long-term memory
– Working memory
– Explicit and implicit memory
– Motor learning
– Perceptual learning
– Neurology of implicit memory
– Synaptic links
– Myelinisation
– Flexible and consistent circuit skills
Music and singing
– Mapping in the brain
– Brain and speech
The singer’s brain
– Kinaesthetic awareness
– Proprioception
– 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
– Challenge
– Practice, how much and in what way?

Feedback – how much and when

The clinician’s illusion and confirmation bias