The voice: promoting music learning with real-time feedback

o play a musical instrument enhances the learning outcomes of children at several levels, more than any other extracurricular activities. The greater neuroplasticity associated with playing an instrument is reflected in a superior ability of cerebral cortex reorganization, a feature of great importance for all types of learning. These benefits are also extended to the learning of singing. Moreover, singing has benefits in individual physical and mental health, with impacts in the society and public health. Despite these proven benefits, learning to play an instrument and to sing are considered extracurricular activities, particularly in south European educational systems. Thus, not all students can benefit from them, as their availability in a school depends on financial and physical resources. Based on a literature review, this work proposes a teaching-learning model of music based on learning how to sing, in individual and group lessons. In fact, the voice is an accessible musical instrument to all, independently of age and socio-economic status. The inclusion of knowledge results as a form of feedback using technology in the singing lesson is projected. On the one hand, knowledge results is a more effective feedback when learning activities that require the development of neuro-motor abilities. On the other hand, because a model centred in the teacher-student relationship is based in congruence, in positive feedback and in empathy and consequently, to higher levels of metacognition and self-appraisal. The inclusion of singing lessons in schools can also contribute to an integrated learning system, promoting the coordination of interdisciplinary knowledge, and with an impact in social cohesion and integration of all who intervene in education.