New developments in neuroscience can benefit the learning and performance of music.

As advancements in neuroscience increasingly illuminate the traditional understanding of the human mind, many of the new insights are also of relevance to musicians as well as to music pedagogy. Especially the greater understanding of how intersubjective processes are integral to the development of the right brain has shown how, according to the neuropsychoanalyst Allan Schore, right-brain models can bridge the fields of psychiatry, music and trauma. Following a short introduction, the article discusses the development of ego boundaries and their relevance to young aspiring musicians as well as the close relation to self-esteem. This is followed by a short explanation of the psychodynamic processes underlying interpersonal interaction and relation. Right-brain function in development and trauma is discussed and its links to music are highlighted; the issue of fear and learned helplessness in musicians is also considered briefly. A discussion on the impact of fear on musicians’ memory follows. The paper concludes by showing that, while brain pathology can be associated with creativity, creative processes in and of themselves are not pathological. Throughout, special reference is made to aspects that have particular relevance to previously disadvantaged music learners. [ABSTRACT FROM PUBLISHER]