{"id":4855,"date":"2015-03-14T06:57:00","date_gmt":"2015-03-14T05:57:00","guid":{"rendered":""},"modified":"2020-09-07T13:02:50","modified_gmt":"2020-09-07T11:02:50","slug":"perque-el-cervell-huma-necessita-de-lart","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/perque-el-cervell-huma-necessita-de-lart\/","title":{"rendered":"BECAUSE THE HUMAN BRAIN NEEDS ART"},"content":{"rendered":"<p><span style=\"font-family: Arial,Helvetica,sans-serif;\">A very interesting article by Jes\u00fas C. Guillen<\/span><br \/>\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><br \/><\/span><\/p>\n<style>\n<!--\n \/* Font Definitions *\/\n@font-face\n {font-family:\"Courier New\";\n panose-1:2 7 3 9 2 2 5 2 4 4;\n mso-font-charset:0;\n mso-generic-font-family:auto;\n mso-font-pitch:variable;\n mso-font-signature:-536859905 -1073711037 9 0 511 0;}\n@font-face\n {font-family:Times;\n panose-1:2 0 5 0 0 0 0 0 0 0;\n mso-font-charset:0;\n mso-generic-font-family:auto;\n mso-font-pitch:variable;\n mso-font-signature:3 0 0 0 1 0;}\n@font-face\n {font-family:Wingdings;\n panose-1:5 0 0 0 0 0 0 0 0 0;\n mso-font-charset:2;\n mso-generic-font-family:auto;\n mso-font-pitch:variable;\n mso-font-signature:0 268435456 0 0 -2147483648 0;}\n@font-face\n {font-family:\"\uff2d\uff33 \u660e\u671d\";\n mso-font-charset:78;\n mso-generic-font-family:auto;\n mso-font-pitch:variable;\n mso-font-signature:-536870145 1791491579 18 0 131231 0;}\n@font-face\n {font-family:\"\uff2d\uff33 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mso-level-text:o;\n mso-level-tab-stop:72.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:\"Courier New\";\n mso-bidi-font-family:\"Times New Roman\";}\n@list l4:level3\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:108.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level4\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:144.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level5\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:180.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level6\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:216.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level7\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:252.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level8\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:288.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\n@list l4:level9\n {mso-level-number-format:bullet;\n mso-level-text:\uf0a7;\n mso-level-tab-stop:324.0pt;\n mso-level-number-position:left;\n text-indent:-18.0pt;\n mso-ansi-font-size:10.0pt;\n font-family:Wingdings;}\nol\n {margin-bottom:0cm;}\nul\n {margin-bottom:0cm;}\n-->\n<\/style>\n<p><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 18pt;\">Why the<br \/>\nDoes the human brain need art?<\/span><\/b><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Art in all its manifestations<br \/>\nconstitutes an essential characteristic that identifies the human being, ha<br \/>\nallowed to transmit the culture in all its extension and has been and is basic<br \/>\nfor their survival. Our plastic brain needs art. Already in the<br \/>\nearly years and naturally the child plays, sings, dances, draws and all<br \/>\nthese activities are essential for the correct sensory development,<br \/>\nmotor, cognitive, emotional and ultimately cerebral that they will allow<br \/>\nlearn to learn. And doing all these activities the child has fun,<br \/>\nHe proudly shows his results to others, tries to improve and this is one<br \/>\neffective way to train one of the great virtues of the human being: the <a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2014\/03\/03\/autocontrol-un-camino-directo-hacia-el-bienestar\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">self-control<\/span><\/a>. Art education is one<br \/>\nneed not because it makes us smarter but because it allows us to acquire<br \/>\na whole host of mental skills and routines that are in full swing<br \/>\nconsonance with the social nature of the human being and that they are essential<br \/>\nfor learning any curricular content. And this is useful for<br \/>\nall students, so it becomes a great way to meet the<br \/>\ndiversity in the classroom.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">THE ARTISTIC BRAIN<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Brain neuroimaging reveals<br \/>\nsome clues as to why artistic activities are so important.<br \/>\nThus, for example, it is known that certain structures of the visual cortex alone<br \/>\nrespond to musical tones, which an important part of the brain and the<br \/>\ncerebellum is involved in the coordination of all types of movements, as in the<br \/>\ndance, which in theatrical recreations regions of the brain specialized in<br \/>\nthe oral language they are connected to the limbic system provide us<br \/>\nthe emotional component or, referring to the visual arts, that our system<br \/>\nvisual processing generates real or fictitious images with it<br \/>\nease (Sousa, 2011).<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">As we can see in Figure 1, each<br \/>\nactive artistic activity different brain regions. The music is processed<br \/>\nin the auditory cortex that is in the temporal lobe, the arts that<br \/>\nthey involve movement such as dancing or theater activating the motor cortex, the<br \/>\nVisual arts such as painting are mainly processed in the lobes<br \/>\noccipital and temporal, while poetry or prose involve the<br \/>\nBroca and Wernicke areas related to language processing<br \/>\n(Posner et al., 2008).<\/span><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><img decoding=\"async\" border=\"0\" src=\"https:\/\/www.teiamoner.net\/wp-content\/uploads\/2015\/03\/figura-11.png\" \/><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span lang=\"CA\"><a href=\"https:\/\/escuelaconcerebro.files.wordpress.com\/2015\/01\/figura-11.png\" target=\"_blank\" rel=\"noopener\"><span lang=\"ES\" style=\"color: blue; font-size: 10pt; text-decoration: none;\"><\/span><\/a><\/span><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">WHY TEACH THE ARTS?<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Studies that have analyzed the<br \/>\nimplementation of arts education in the classroom have revealed that the<br \/>\nMore powerful effects are found in those programs that are integrated<br \/>\nfully in the subjects of the curriculum and that when this happens it will<br \/>\nthey get multiple benefits related to student learning and<br \/>\ntheir behavior. Rabkin and Redmond (2004) have identified the most significant:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<ul type=\"disc\">\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">There is a<br \/>\n     greater emotional engagement of students in the classroom.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The bear<br \/>\n     students work more actively and learn from each other.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The groups<br \/>\n     of cooperative learning turn classes into communities of<br \/>\n     learning.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Yes<br \/>\n     facilitates learning in all subjects through the arts.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The bear<br \/>\n     Teachers collaborate more and have higher expectations about their students.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">He<br \/>\n     Curriculum becomes more real based on project-based learning.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The<br \/>\n     evaluation is more reflective and varied.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l2 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Las<br \/>\n     families get more involved.<\/span><\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">From a neuroeducational perspective,<br \/>\nwe are especially interested in three factors that are essential for learning<br \/>\nthat the arts can improve:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\"><a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2012\/07\/13\/la-memoria-un-recurso-fundamental-2\/\" target=\"_blank\" rel=\"noopener\"><b><i><span style=\"color: blue;\">The memory<\/span><\/i><\/b><\/a><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">In a study with fifth graders<br \/>\ngrade (10-11 years) didactic units related to subjects were designed<br \/>\nscientific (astronomy and ecology) following two different procedures: in<br \/>\none used the traditional approach and in the other the arts were integrated into<br \/>\nthe unit. Thus, for example, in the second case, the students performed<br \/>\nactivities with defined didactic objectives that included actions<br \/>\ntheatrical performances, poster drawings, recreation of movements or use of the<br \/>\nmusic. The analysis of the results revealed that the students who participated<br \/>\nin the didactic unit in which the artistic activities were integrated<br \/>\nimproved so-called long-term memory, especially students with<br \/>\nreading difficulties (Hardiman et al., 2014).<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\"><a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2013\/03\/01\/educacion-emocional-y-social\/\" target=\"_blank\" rel=\"noopener\"><b><i><span style=\"color: blue;\">The emotions<\/span><\/i><\/b><\/a><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">In a longitudinal study that lasted<br \/>\nfor three years we wanted to analyze how it affected the integration of different programs<br \/>\nartistic to the personal development of students aged between 9 and 15 years that<br \/>\nthey belonged to disadvantaged socio-economic backgrounds. In the first part of the<br \/>\nprogram was allowed to choose students from the experimental group between<br \/>\ndifferent artistic forms such as music, painting, recording<br \/>\nvideos, scriptwriting or mask design; in the second se<br \/>\ndelved deeper into the means chosen through cooperative work; and in<br \/>\nthe final stage in which all the students took part staged a play<br \/>\ntheater and a video was recorded about the school community itself. The three years<br \/>\nprogram implementation revealed that students improved their<br \/>\nartistic and social skills, reduced their emotional problems and, in<br \/>\nIn general, they developed more than the control group a whole series of<br \/>\ninterpersonal skills such as communication, cooperation or<br \/>\nconflict resolution (Wright et al., 2006).<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\"><a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2013\/07\/01\/creatividad-y-neuroeducacion\/\" target=\"_blank\" rel=\"noopener\"><b><i><span style=\"color: blue;\">Creativity<\/span><\/i><\/b><\/a><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The arts teach children that&nbsp;<br \/>\nreal problems often have more than one possible solution, which is necessary<br \/>\nanalyze tasks from different perspectives, that the imagination is one<br \/>\n&nbsp;powerful guide in resolution processes or that do not always exist<br \/>\nrules defined when they have to make decisions (Eisner, 2004).<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">When the disciplines are integrated<br \/>\nartistic in pedagogical practices promotes creative thinking and<br \/>\ndivergent in students and not only that, but they also develop a<br \/>\ndeeper thought. An example of the latter could be found<br \/>\nin the program <a href=\"http:\/\/www.pzartfulthinking.org\/index.php\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">Artful Thinking <\/span><\/a>&nbsp;developed by the&nbsp;<br \/>\nHarvard Zero Project that used the power of visual images (see<br \/>\nfigure 2), like those of works of art, to stimulate in the students<br \/>\nprocesses such as curiosity, observation, comparison or relationship between&nbsp;<br \/>\nessential ideas for the development of creative thinking and<br \/>\nlearning (Hardiman, 2012).<\/span><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<img fetchpriority=\"high\" decoding=\"async\" border=\"0\" src=\"https:\/\/www.teiamoner.net\/wp-content\/uploads\/2015\/03\/figura-21.png\" height=\"232\" width=\"320\" \/><\/div>\n<p><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span lang=\"CA\"><a href=\"https:\/\/escuelaconcerebro.files.wordpress.com\/2015\/01\/figura-21.png\" target=\"_blank\" rel=\"noopener\"><span lang=\"ES\" style=\"color: blue; font-size: 10pt; text-decoration: none;\"><\/span><\/a><\/span><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">We comment below&nbsp;<br \/>\nRelevant aspects of some of the artistic disciplines:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">MUSIC<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Music brings us well-being because<br \/>\nIt stimulates our brain reward system which releases dopamine and that we<br \/>\nit makes you feel good. It is beneficial from an emotional perspective to listen<br \/>\nmusic, but from a cognitive perspective it is better to practice it. So by<br \/>\nexample, the simultaneous activation of sensory and motor areas when touching a<br \/>\nmusical instrument entails the improvement of general abilities such as the <a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2013\/03\/25\/la-memoria-de-trabajo-un-recurso-limitado-pero-fundamental-en-la-resolucion-de-problemas\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">working memory<\/span><\/a> o la <a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2014\/08\/04\/la-atencion-en-el-aula-de-la-curiosidad-al-conocimiento\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">attention<\/span><\/a> (Mora, 2013). However, they do exist<br \/>\nmany misunderstandings about it.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Does music make us more<br \/>\nsmart?<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">There are several studies that suggest that<br \/>\nchildren who receive music education get better academic results.<br \/>\nHowever, the existence of a correlation does not mean that there is one<br \/>\ncausality. The child may get these better results due to others<br \/>\nfactors related, for example, to their own abilities or to the<br \/>\nfamily environment in which they develop.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">When designs are used<br \/>\nrigorous experiments in which there is a group of children assigned in a way<br \/>\nrandom that receives musical instruction and another control group that does not<br \/>\nreceive, the results are different. And while it may sound surprising, it has<br \/>\nthere have been very few experiments of this kind and with little enlightening results<br \/>\non the cognitive benefits of musical activity.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Elisabeth&#039;s research group<br \/>\nSpelke has analyzed these issues in a very recent study (Mehr et<br \/>\nal., 2013). In one of the experiments, 29 children were randomly assigned<br \/>\nfour-year-old to 45-minute music or visual arts classes<br \/>\nfor six weeks. After that period of time a series was performed<br \/>\nof tests and no differences were found in which they measured competition<br \/>\nlinguistics and mathematics of children in both groups and a very difference<br \/>\nsmall in space tests. As a reply to the previous experiment, the<br \/>\nresearchers designed another similar one in which 45 children now participated<br \/>\nwere assigned to the experimental group receiving the music lessons or to a<br \/>\ncontrol group that did not receive any instruction. And in this case not<br \/>\nthere were practically differences between the two groups (see figure 3):<\/span><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><img decoding=\"async\" border=\"0\" src=\"https:\/\/www.teiamoner.net\/wp-content\/uploads\/2015\/03\/figura-3.png\" height=\"256\" width=\"320\" \/><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span lang=\"CA\"><a href=\"https:\/\/escuelaconcerebro.files.wordpress.com\/2015\/01\/figura-3.png\" target=\"_blank\" rel=\"noopener\"><span lang=\"ES\" style=\"color: blue; font-size: 10pt; text-decoration: none;\"><\/span><\/a><\/span><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Does this mean that instruction<br \/>\nmusical does not produce cognitive benefits? Obviously not. On the one hand they do<br \/>\nmore studies are needed to complement this research and on the other this study<br \/>\nit did not measure the general intelligence of children as others did, but it did<br \/>\nmore aimed at analyzing specific areas such as mathematics. The truth<br \/>\nis that, as its own manifests <a href=\"http:\/\/www.pzartfulthinking.org\/index.php\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">Elizabeth<br \/>\nSpelke<\/span><\/a>, the debate on the importance of music education in<br \/>\nparticular, or artistic in general, should not focus on benefits<br \/>\nexternal (such as the mathematical improvement that is questioned in the study<br \/>\ncommented) but in the inherent benefits to the art as they are the related ones<br \/>\nwith emotional or social issues. And those do not require any demonstration<br \/>\nempirical.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">In 1993 he appeared in the journal Nature<br \/>\nan article in which a temporary improvement in reasoning was reported<br \/>\nspatial in adults when listening for 10-15 minutes to Mozart (Rauscher et<br \/>\nal., 1993). This finding was completely distorted by the media<br \/>\ncommunication leading to the belief that children &#039;s early exposure to<br \/>\nclassical music would improve their IQ. The truth is that I do not know<br \/>\nhas never verified this and the so-called &quot;Mozart effect&quot; must be considered a<br \/>\nneuromito plus.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">VISUAL ARTS<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">The human brain has developed a<br \/>\nextraordinary ability to create internal mental images and even, has<br \/>\ndemonstrated in studies with neuroimaging that activates the same regions<br \/>\ncerebral when seeing a real scene than when imagining it (Thompson et al., 2009).<br \/>\nThis is very interesting, because visualization is a powerful tool in<br \/>\nmemorization processes.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">What can a class bring<br \/>\ndrawing?<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">If we asked students what<br \/>\nlearned in the visual arts classes surely most would respond<br \/>\nwho learned to draw, paint or represent a graphic. It is logical<br \/>\nthat in the art classes the corresponding artistic techniques are learned,<br \/>\nhowever, many more things can be learned. Winner and his collaborators<br \/>\n(2006) have identified eight dispositions (mental routines) that students<br \/>\nthey can develop in visual arts classes and they can be transferred to<br \/>\nother domains of learning:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<ul type=\"disc\">\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Use<br \/>\n     of tools and materials: students learn the techniques of<br \/>\n     discipline using, for example, brushes and pencils or paint and<br \/>\n     clay.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Participation<br \/>\n     and perseverance: students learn to engage with the subject a<br \/>\n     through the projects carried out.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Imagination:<br \/>\n     students learn to visualize and imagine situations that move away from<br \/>\n     the mere observation.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Expression:<br \/>\n     students learn to convey a personal vision in their work.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Observation:<br \/>\n     students learn to use their own gaze and perceive details<br \/>\n     less obvious.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Reflection:<br \/>\n     students learn to explain, justify and evaluate what they do with<br \/>\n     a critical spirit.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Exploration:<br \/>\n     students learn to go beyond their creations, to take new ones<br \/>\n     risks and learn from their mistakes.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Understanding<br \/>\n     of the art world: students learn to relate to art already<br \/>\n     understand everything associated with it such as galleries, museums, etc.<\/span><\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">No one can doubt the usefulness of<br \/>\nall these provisions in any of the curricular subjects (see<br \/>\nfigure 4).<\/span><\/span><\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"separator\" style=\"clear: both; text-align: center;\">\n<img decoding=\"async\" border=\"0\" src=\"https:\/\/www.teiamoner.net\/wp-content\/uploads\/2015\/03\/figura-41.png\" \/><\/div>\n<p><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span lang=\"CA\"><a href=\"https:\/\/escuelaconcerebro.files.wordpress.com\/2015\/01\/figura-41.png\" target=\"_blank\" rel=\"noopener\"><span lang=\"ES\" style=\"color: blue; font-size: 10pt; text-decoration: none;\"><\/span><\/a><\/span><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">PERFORMING ARTS<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Paradoxically, the activities<br \/>\nschools that involve movement, be artistic as any style of<br \/>\ndance or theater or sports as in the case of Physical Education, are<br \/>\nbeing reduced. However, research in neuroscience is<br \/>\ndemonstrating its importance at all levels, including the cognitive. By<br \/>\nFor example, dance is a great way to develop three aspects of dance<br \/>\ncreative thinking: fluency, originality and the capacity for abstraction<br \/>\n(Bradley, 2002). Moreover, today we know the same neural circuits<br \/>\nwhich are activated by performing one action also do so by observing another<br \/>\nperson doing it. These mirror neurons enable imitation, one<br \/>\npowerful form of learning.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Is it worth pointing at my son<br \/>\nthe theater?<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">In an investigation in which<br \/>\nCatterall (2002) analyzed studies on the effects of theater<br \/>\nin school settings he identified many benefits, some of them<br \/>\ndirectly related to curricular and other subjects, which are the<br \/>\nmore important, with the integral development of the own person. The most<br \/>\nrepresentative are the following:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<ul type=\"disc\">\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Convert<br \/>\n     abstract concepts into concrete concepts.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Address the<br \/>\n     curricular contents from a more attractive perspective.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Improve your<br \/>\n     vocabulary.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">About the<br \/>\n     real world learning.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Allow<br \/>\n     reflect on what they do and compare their opinions with<br \/>\n     those of others.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Encourage the<br \/>\n     tolerance and respect for others.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Improve your<br \/>\n     self-control and self-esteem.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l1 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Supply<br \/>\n     a feeling of freedom accompanied by responsibility.<\/span><\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">In my particular case, I can assure you<br \/>\nthan some of the greatest satisfactions in my teaching experience<br \/>\nthey come from having proven as students with learning difficulties<br \/>\nor to relate to peers they acquired a whole range of skills<br \/>\ninterpersonal through theater that made them better students and<br \/>\nespecially happier people.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">IN PRACTICE<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">We have already talked about the relevance of<br \/>\nthe arts as such, but the most important thing is to integrate the activities<br \/>\nartistic in each one of the different curricular subjects assuming one<br \/>\ntransdisciplinary perspective. It will be a creative act (we can&#039;t ask for<br \/>\nour students who are creative if we are not) that will awaken the<br \/>\nstudent curiosity. And as we have said so many times, this burden<br \/>\nemotional will facilitate attention and thus learning. When we are<br \/>\nmotivated, everything is easier.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Let&#039;s look at some concrete examples (more<br \/>\ninformation in Sousa, 2011):<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<ul type=\"disc\">\n<li class=\"MsoNormal\" style=\"mso-list: l4 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Arts<br \/>\n     visuals<\/span><\/b><span style=\"font-size: 10pt;\">. He<br \/>\n     Chemistry teacher asks his students to draw a graphic organizer<br \/>\n     in which the most important phases of an experiment are shown.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l4 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Music<\/span><\/b><span style=\"font-size: 10pt;\">. The History teacher asks his students that<br \/>\n     reflect in the lyrics of a popular melody the most significant facts<br \/>\n     of the French Revolution.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l4 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Poetry<\/span><\/b><span style=\"font-size: 10pt;\">. The math teacher asks his students to<br \/>\n     write a stanza from a poem about the steps to follow<br \/>\n     solve a mathematical equation.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l4 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">Theater<\/span><\/b><span style=\"font-size: 10pt;\">. The English teacher asks his students to<br \/>\n     write an alternate ending to the play Romeo and Juliet and make one<br \/>\n     theatrical recreation of it.<\/span><\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">And we can follow everything that is ours<br \/>\nimagination allows us. We can find examples in any subject and<br \/>\nat any educational stage.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Moreover, in the case of<br \/>\nspecific artistic curricula, we have already commented that learning based<br \/>\nin projects it is a very good option because it encourages more cooperative work,<br \/>\nreflection or self-assessment that traditional approaches, generating<br \/>\nin addition a greater intrinsic motivation in the student.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><b><span style=\"font-size: 10pt;\">FINAL CONCLUSIONS<\/span><\/b><span style=\"font-size: 10pt;\"><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">There is no denying that activities<br \/>\nartistic are rooted in the very development of the human being from his<br \/>\nbirth and that constitute a natural brain reward necessary for the<br \/>\nlearning. Because the practice of any of the artistic manifestations<br \/>\nit is associated with an emotional component that motivates us and allows us<br \/>\nto contemplate the world around us from a different perspective, more<br \/>\naesthetics, deeper. Art Education is essential because<br \/>\nallows students to acquire a range of socio-emotional skills<br \/>\nbasic for their personal development and that also make them happier.<br \/>\nAnd that is the true learning, the one that prepares them for life. The brain<br \/>\nhuman being, which is a complex organ in continuous restructuring, thanks the<br \/>\nchallenges and needs art.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\"><a href=\"http:\/\/jesuscguillen.jimdo.com\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">Jesus C.<br \/>\nGuill\u00e9n<\/span><\/a><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">.<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\" style=\"mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Bibliographic references:<\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<ol start=\"1\" type=\"1\">\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Bradley K.<br \/>\n     (2002): \u201cInforming and reforming dance education research\u201d. In Deasy R.<br \/>\n     (Ed.), <i>Critical links: learning in the arts and student academic and<br \/>\n     social development. <\/i>Arts Education Partnership.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Catterall<br \/>\n     J. (2002): \u201cResearch on drama and theater in education\u201d. In Deasy R.<br \/>\n     (Ed.), <i>Critical links: learning in the arts and student academic and<br \/>\n     social development. <\/i>Arts Education Partnership.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Eisner,<br \/>\n     Eliot W. (2004). <i>The art and creation of the mind: The role of<br \/>\n     visual arts in the transformation of consciousness<\/i>. Paid\u00f3s.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Hardiman,<br \/>\n     Mariale (2012). <i>The brain-targeted teaching model for 21 st-century<br \/>\n     schools<\/i>. Corwin.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Hardiman<br \/>\n     M. et al. (2014): \u201cThe effects of arts integration on long-term retention<br \/>\n     of academic content \u201d. Mind, Brain and Education, 8 (3).<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Mehr SA.<br \/>\n     Et al. (2013): \u201cTwo randomized trials provide no consistent evidence for<br \/>\n     nonmusical cognitive benefits of brief preschool music enrichment \u201d. PLoS<br \/>\n     ONE 8 (12).<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Mora,<br \/>\n     Francisco (2013). <i>Neuroeducation: you can only learn what you know<br \/>\n     by hand. <\/i>Publishing Alliance.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Posner, M.<br \/>\n     et al. (2008): \u201cHow arts training influences cognition\u201d, en <i>Learning,<br \/>\n     arts and the brain: the Dana Consortium on arts and cognition<\/i>, Danna<br \/>\n     Press.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Rabkin N.<br \/>\n     and Redmond R. (2004). <i>Putting the arts in the picture: reforming<br \/>\n     education in the 21st century.<\/i> Columbia College.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Rauscher<br \/>\n     et al. (1993): \u201cMusic and spatial task performance\u201d. Nature, Oct. 14.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Sousa,<br \/>\n     David A. (2011). <i>How the brain learns.<\/i> Corwin.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Thomson W.<br \/>\n     et al. (2009): \u201cTwo forms of spatial imagery: neuroimaging evidence\u201d.<br \/>\n     Psychological Science, 20.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Winner E. et<br \/>\n     in the. (2006): \u201cStudio thinking: how visual arts teaching can promote<br \/>\n     disciplined habits of mind \u201d. In Locher P. et al. (Eds), <i>New directions<br \/>\n     in Aesthetics, Creativity, and the Arts<\/i>. Baywood.<\/span><\/span><\/li>\n<li class=\"MsoNormal\" style=\"mso-list: l3 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; text-align: justify; text-justify: inter-ideograph;\"><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\">Wright R.<br \/>\n     (2006): \u201cEffect of a structured performing arts program on the<br \/>\n     psychosocial functioning of low-income youth: findings from a Canadian<br \/>\n     longitudinal study. \u201d. Journal of Early Adolescence, 26.<\/span><\/span><\/li>\n<\/ol>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\">\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"font-size: 10pt;\"><a href=\"http:\/\/wordpress.com\/about-these-ads\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: blue;\">About<br \/>\nthese ads<\/span><\/a><\/span><\/span><\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><\/p>\n<div class=\"MsoNormal\">\n<\/div>\n<p><span style=\"font-family: Arial,Helvetica,sans-serif;\"><\/p>\n<p><\/span><span style=\"font-family: Arial,Helvetica,sans-serif;\"><span style=\"color: red;\">YOU CAN FIND THIS INFORMATION AT THIS LINK:<\/span><\/span><br \/>\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><br \/><\/span><br \/>\n<span style=\"font-family: Arial,Helvetica,sans-serif;\"><a href=\"https:\/\/escuelaconcerebro.wordpress.com\/2015\/01\/31\/por-que-el-cerebro-humano-necesita-el-arte\/\" target=\"_blank\" rel=\"noopener\">https:\/\/escuelaconcerebro.wordpress.com\/2015\/01\/31\/por-que-el-cerebro-humano-necesita-el-arte\/<\/a><\/span><\/p>","protected":false},"excerpt":{"rendered":"<p>A very interesting article by Jes\u00fas C.Guillen Why the\u2026 <\/p>\n<p class=\"read-more-container\"><a title=\"BECAUSE THE HUMAN BRAIN NEEDS ART\" class=\"read-more button\" href=\"https:\/\/www.teiamoner.net\/en\/perque-el-cervell-huma-necessita-de-lart\/#more-4855\">Keep reading<span class=\"screen-reader-text\">BECAUSE THE HUMAN BRAIN NEEDS ART<\/span><\/a><\/p>","protected":false},"author":3,"featured_media":4856,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[144,154,155,123,134],"_links":{"self":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/4855"}],"collection":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/comments?post=4855"}],"version-history":[{"count":2,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/4855\/revisions"}],"predecessor-version":[{"id":5642,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/posts\/4855\/revisions\/5642"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media\/4856"}],"wp:attachment":[{"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/media?parent=4855"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/categories?post=4855"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.teiamoner.net\/en\/wp-json\/wp\/v2\/tags?post=4855"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}