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It connects language learning, identity construction, and executive brain functions to formal and informal musical engagement, contributing to debates on music education benefits and preparation of future educators for multicultural Australia.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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culturally rich and linguistically diverse musical life for music teaching and learning  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nAnnabella Fung  \nMonash University  \nAbstract  \nI am a Chinese-Australian musician-educator of over three decades. In this autoethnography, I act as an agent of change by presenting my life as a social project. This assists understanding of a larger relational, communal and political world that moves us to critical engagement, social action and change. Evolutionary psychology asserts that language has evolved from the use of music. Empirical research maintains that children who start learning music early become better learners of languages. Music psychologists argue that music education is crucial in identity construction. Being a multi-lingual, multi-instrumental, and multi-occupational individual, I consider myself primarily a musician. My various identities in music as pianist-accompanist, singer, choral conductor, composer, and dance instructor informed and shaped my other identities as psychotherapist, interpreter-translator, author, teacher and academic researcher. The findings ofthis study suggest that formal/informal musical engagement fosters executive brain functions that determine my learning outcomes. My research contributes to the national debate about the benefits of music in education. It addresses a research gap identified about the effect of musical engagement on identity formation, and learning in other curriculum areas. The findings can assist music advocacy and provide insight to the preparation of future educators for multicultural Australia.  \nKey words: autoethnography, social change, Confucianism, identity formation, music and music education, formal and informal learning.  \nAustralian Journal of Music Education 2016: 50(2), 3-14  \nIntroduction  \nAn analysis of 558 research studies in the Bibliography of Australian Music Education Research (BAMER) database for the period from 1936 to 2012 found several research gaps concerning music education advocacy in Australia (Stevens & Stefanakis, 2014). This paper aims to address “the effect of music engagement on identity formation and the influence of music on learning in other curriculum areas” identified by Stevens and Stefanakis (p. 6). The transferable skills acquired through music education  \nsuch as rational thinking, creativity, language  \ncompetency and social skills are the focus of this paper. This autoethnographic study is framed within my personal script as a culturally rich and linguistically diverse musician-educator.  \nIn a continual effort to advocate for the benefits of music education, The Music Trust (TMT) (2014) summarised music education research outcomes. One body of research focuses on the effect of music education on brain development. Neuroscientists claim that playing music is the brain’s equivalent of a fullbody workout, musicians use more parts of their brain simultaneously to complete tasks, and the  \nmusician’s brain is used as a model for the study of neuroplasticity that is the adaptive capability of the central nervous system. Empirical research findings confirmed that music making integrates multiple brain systems; it primes the brain for learning and causes development that benefits the whole person (Wilson, Abbott, Lusher, Gentle & Jackson, 2011; Merritt & Wilson, 2011; Wilson, 2013) . Other studies investigated the extrinsic (musical) and instrumental (other than musical) benefits of music education, and found that music fosters language learning, reading and improves memory (Dunbar, 2003 & 2010; Henriksson-Macaulay, 2014) . Successful studies of contemporary musicians report that certain types of brain development need to be stimulated by music by age seven in order for such effects to be retained for life.  \nTMT also used the 2012 Program for International Student Assessment (PISA) rankings of literac","cbCaijXoXFK01ntx","https://ap.wps.com/l/cbCaijXoXFK01ntx","pdf",223739,12,"English","# Abstract\n# Introduction\n## Research gaps in Australian music education advocacy\n## Evidence on brain development and language learning\n## Policy-level international comparisons (PISA and music training)\n## Cultural influences and underlying philosophies of delivery","[{\"question\":\"What is the paper’s main research aim?\",\"answer\":\"To address how music engagement affects identity formation and influences learning in other curriculum areas, building on research gaps identified in Australian music education advocacy.\"},{\"question\":\"How does the study connect music education to language and learning?\",\"answer\":\"It highlights claims from empirical research that early music learning supports language competency and broader learning outcomes through integrated brain development and readiness for learning.\"},{\"question\":\"What international evidence does the paper use to discuss music education benefits?\",\"answer\":\"It references TMT’s use of PISA rankings and related investigations into how music is taught in top-performing countries/cities, arguing for a potential link between music education and school success at a policy level.\"}]","Implications of a Culturally Rich and Linguistically Diverse Musical Life for Music Teaching and Learning | PDF",1792077852]