Abstract

Although the advancement of music education has followed an evolutionary line at school, music continues with an unstable schedule that does not occur in other European countries. The relevance that the musical experience has in the development of education and that the scientific literature does not cease to expose, demonstrates the influence that emerges in the neurophysiological changes of the human being. This process of stimulation or training requires an adequate schedule where the specialist teacher allows him to innovate and integrate to design cooperative groups.

In this sense, Music in Secondary acquires a greater relevance for adolescence. Thanks to neuropsychology together with musical strategies, the change in the musical teaching-learning process can be globalized with other areas of knowledge, allowing the inclusion of the classroom to be improved and, as a consequence, to replace social exclusion.

Keywords: Neuropsychology; Stimulation; Musical strategies and training