Annotated Bibliography - Brain Based Education

The following research paper presents a review of the literature guided by the research question: Does viewing art enhance brain power in young children/adolescents? Relevant topics presented include: introduction with theoretical orientation, brain-based research, application of brain-based research to the classroom, linking brain research to art, and conclusions.

Introduction with Theoretical Orientation

Results of biologically and psychologically based research in the functioning of the brain indicate that the processes of learning vary from many traditional understandings of the learning process (Caine & Caine, 1997). For example, Rettig and Rettig (1999) reported on findings linking brain research to art and stated that one theory used to explain this link is that the emotions, which may be triggered by art viewing, emerge from the brainstem and the thinking brain grows from the emotional brain. Sylwester (1994) further explains that there are more neural fibers that reach from the brain's emotional center into the rational centers than there are in reverse. The emotions therefore affect our thinking, learning, and behaviors. It is theorized that the emotional reaction of art viewing may explain this increased learning.

Aspects of the brain's anatomy and physiology have been investigated with regard to their relevance to learning. The arborization of cortical n

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research. Cognitive neuroscience along with cognitive psychology, and findings regarding artificial intelligence, have pointed to the fact that the brain constructs knowledge which is based on perceived relationships and prior knowledge. Knowledge construction requires data which is acquired through sensory perceptions. Nonlanguage perceptions are categorized in different places than language perceptions. Therefore it is concluded that to enhance learning, multisensory-oriented teaching, to include art viewing, would be beneficial. Green (1999) added support to statements by D'Arcangelo and Lowery regarding needs for emotion-based and multisensory-oriented teaching. Green stated that studies by Sylwester in 1994 demonstrated that emotion drives attention which drives learning and memory. Neural fibers which project from the brain's emotional center affect behavior more than the rational process. Music has been shown to have a positive effect on cognitive development and, therefore, this type of nourishment will enrich learning. Learning is enhanced by a combination of a rich environment with complex and meaningful challenges. Enriched learning experiences are found in small groups assigned problems which are open-ended
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Approximate Word count = 3648
Approximate Pages = 15 (250 words per page)

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