The DMN is composed of the posterior cingulate cortex (PCC), the precuneus, the medial prefrontal cortex (mPFC), and both the inferior parietal lobes on either side ( Gusnard and Raichle, 2001). Several studies of spontaneous cognition have revealed large-scale functional networks in creativity, notably in areas of the default mode network (DMN) ( Fink et al., 2009a, Fink et al., 2012 Ellamil et al., 2012 Beaty et al., 2014 Benedek et al., 2014). However, there is relatively little evidence that musicians in the non-improvising domain may be perceived to encounter a spontaneous processing mode during the course of performance. The establishment of dual-processing modes in improvising musicians is used to examine the nature of creative cognition, specifically how the experience of improvisers change the balance between spontaneous (Type-1) and regulated (Type-2) processes. These interactions may open new possibilities for expanding the repertoire of executive functions, creativity, and the coordinated activity of cortical-subcortical regions that regulate the free flow of artistic ideas and expressive spontaneity in future neuromusical research. Elucidating the cortical-subcortical activity in the dual-process model may extend to non-improvising musicians explored in the paradigm of neural correlates. This article discusses the implementation on the concurrence of spontaneous (Type-1) and controlled (Type-2) processing modes that may be apparent in the perception of non-improvising artists on how melodic lines are perceived in music performance. With advances in neurocognitive measures, the state of one’s artistic intuition and execution has been a growing interest in understanding the creative thought process of human behavior, particularly in improvising artists. The musical and artistic execution of a player, as well as the product of this phenomena can become determinant causes in a creative mental state. Group lessons foster a sense of community and explore musicality and various musical techniques.The confluence of creativity in music performance finds itself in performance practices and cultural motifs, the communication of the human body along with the instrument it interacts with, and individual performers’ perceptual, motor, and cognitive abilities that contribute to varied musical interpretations of the same piece or melodic line. Students learn and goal-set at their own pace. Individual lessons are tailored to suit diverse age groups, abilities and levels of experience. Our music tuition programs nurture a love and enjoyment of music, connection and a sense of community for all ages. The Mae Collard School of Music offers flexible lesson times, day and night- to facilitate accessibility to a wide range of learners. We love supporting all learners in their music education and are a supportive and nurturing school providing tailored 1:1 lessons and group sessions that offer variety, enjoyment, musicality and individualisation. Our students range from 6 years of age to Adults. These sessions last for 1 hour duration.Īs well as our group sessions we provide 1:1 tuition, teaching instrumental music: Piano, Guitar, Drums, Ukulele and Singing. We specifically offer group classes for HEN members during the day to explore band rehearsing and musicality in our ‘Rock Band’ groups and singing in harmony and vocal technique in our choral sessions in our ‘Glee Club’ groups. The Mae Collard School of Music provides music programs to support all learners from all walks of life students attending school, those registered for home education, unschoolers, students with disability, and everyone in between. Disability, Health and Diverse Learning needsĬhildren’s Choral Group ‘Glee Club’ Date/Time.Covering the Key Learning Areas – Activity Based. Covering the Key Learning Areas – Subject Based.Home Education Registration around Australia.
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