@proceedings {2022,
	title = {Engaging deeply with cognitive science in a conservatory of music: Using student-centered learning to enhance learning outcomes in music students},
	year = {2022},
	month = {07/2022},
	pages = {1-15},
	abstract = {Concepts from cognitive science (CS), including music psychology and performance science, are rarely taught to conservatory students, even though these topics are likely useful for their practice and performance of music. This study examines the effectiveness of student-centered learning (SCL) and project-based learning (PBL) methods for teaching CS to undergraduate conservatory students in a module on The Psychology of Music Performance. The results gleaned from student assignments and feedback show that the module activities, especially the SCL and PBL components, were largely successful in deeply engaging the students, resulting in knowledge acquisition as well as critical thinking. The findings suggest that a well-balanced teaching approach incorporating elements of SCL and PBL is capable of instilling both breadth and depth of learning of relevant CS findings in the music conservatory context.},
	keywords = {cognitive science, ISME conference, music education},
	author = {Kat R Agres and Natasha Ureyang}
}
@proceedings {2022,
	title = {Improving Students{\textquoteright} Practice and Performance of Music by Incorporating Cognitive Science into Conservatory Curricula},
	year = {2022},
	month = {07/2022},
	pages = {1-13},
	abstract = {Relatively few music educators integrate relevant research findings from the field of cognitive science into their classroom teaching, despite the many benefits that engaging with this area can have for the practice and performance of music. In this paper, we examine a new module that aimed to teach cognitive and performance science to conservatory students. The findings from our study suggest that the module helped students practice more efficiently, tackle challenges during practice sessions, approach practice more analytically, discover mind-body connections, and perform more confidently. Further, the module fostered a sense of community among the students. The successes of this module provide a strong case for the benefits of incorporating cognitive science into the curriculum of higher music education.},
	keywords = {cognitive science, ISME conference, music education},
	author = {Kat R Agres and Natasha Ureyang}
}
