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Music Pedagogues Used Around the World

Transferable Music Skills

"Musical activity involves nearly every region of the brain that we know about, and nearly every neural subsystem"- Danel Levitin as cited in The Royal Conservatory, 2014

Music Education is a powerful tool for attaining children's full intellectual, social and creative potential.

  • It speeds the development of speech and reading skills
  • It trains children to focus their attention for sustained periods of time
  • It helps cildren gain a sense of empathy towards others

9 Parallels of Musicianship and Business

(The keys to success in business and life)

 Confidence and self-esteem (Stepping up to the mic)

 Collaboration and teamwork (I’m in the band)

 Leadership (Conducting your symphony of employees)

 Salesmanship and branding (Give the fans what they want)

 Creativity and innovation (Improvising from the charts)

 Risk acceptance (Let’s just “jam”)

 Discipline and fundamentals (Learning the “scales” of your profession)

 Individuality (Make you own kind of music)

 Passion (Play it with feeling)

What is the

Dalcroze Method?

Kodaly's Goals

and Philosophies

Musically-trained children develop to their full potential because participation in music is inherently rewarding, making children more likely to devote the time and practice neccessary to develop strong cognitive and social abilities

(The Royal Conservatory, 2014).

The Dalcroze Method, or Dalcroze Eurythmics, uses music games to teach music concepts by connecting music, movement, mind and body together as one. This method was developed by Emile Jaques-Dalcroze (1865-1950), a Swedish musician, pianist, composer and educator.

What is the

Kodaly Method?

The Dalcroze Philosophy

The philosphy of Eurythmics centers around the concept that the combination of the mind,body and resulting emotions are fundamental to all meaningful learning.Therefore, the whole child must be educated ,not just the fingers and the brain, in order to develop musical intelligence.

Figure 5. Adapted from The Benefits of Music Education-Quick Facts. Retrieved Nov 18, 2015. from https://www.rcmusic.ca/sites/default/files/files/RCM_MusicEducationBenefits.pdf

  • Everyone is capable and has the right to Musical Literacy
  • Singing is the best foundation to learn musicianship
  • To learn music the education must be started at early ages
  • Culture influences music on highest artistic value must be used in teaching an example of that is folk songs, keeping child’s own mother tongue should be the bases for all music learners
  • Music should be the heart of any curriculum teaching.
  • This method Incorporates games, movement, playing instrument, reading and writing music with singing
  • This method uses sequencial proceess that follows a child natural learning development:

Aural-Oral-Kinesthetic

Written-Pictorial-Abstract

Read-Recognized

The Koday Method is an approach to music education based on the goals and philosophies of Zoltan Kodaly. He was a Hungarian composer, author, educator and expert on Hungarian folk songs. The Kodaly Method was first introduced in Hungary in the mid-twentieth century. This method continues to be used in many countries all around the world.

"Sound before the symbol" - Emile Jaques-Dalcroze

Figure 2. Adapted from Boosey & Hawkes. Retrieved November 17, 2015, from http://www.boosey.com/shop/prod/Kod-ly-Zolt-n-The-Kod-ly-Concept-of-Music-Education-in-Practice-DVD/2198355

There are four basic premises that the philosophy of Eurhythmics encompasses:

  • Eurhythmics activates the physical, aural, and visual images of music within the mind.
  • Solfège (sight-singing and ear-training), improvisation, and purposeful movement work together to improve expressive musicality and enhance intellectual understanding.
  • Music may be experienced through speech, gesture, and movement. It can also be experienced in time, space, and energy.
  • Humans learn best when learning through multiple senses. Music should be taught through tactile, the kinesthetic, the aural, and the visual senses.

Figure 5. Emile Jaques-Dalcroze. Adapted from Who Was Dalcroze. Rerieved November 16, 2015, from http://www.dalcrozecanada.com/index.php/dalcroze-eurhythmics

"Singing connected with movements and action is a much more ancient, and, at the same time, more complex phenomenon than is a simple song." - Zoltan Kodaly

Figure 1. Zoltan Kodaly. Adapted from Liszt Academy. Retrieved November 17, 2015, from http://lfze.hu/en/notable-alumni/-/asset_publisher/fLQ9RSuRgn0e/content/kodaly-zoltan/10192;jsessionid=309336073341E43B62F613DEBCDC9932

What are the

Key Concepts Learned

When Using the Kodaly Method?

What are Curwen Hand Signs?

What are the

Key Concepts Learned

When Using the Dalcroze Method?

The Kodaly Method follows a simple set sequence of:

Listen, Sing, Undrestand, Read & Write and Create.

Comparision

of the Key

Music Pedagogues

Components

of the

Dalcroze Method

Curwen hand signs are used to teach the different solmisation notes found wihtin the Solfege scale, the Moveable Do.

The Dalcroze Method consists of three related components:

Figure 7. Emile Jaques-Dalcroze. Adapted from University of St.Andrews. Retrieved November 16, 2015, from https://www.st-andrews.ac.uk/music/dalcroze/about/

Figure 4. Adapted from Kodaly Corner. Retrieved November 17, 2015, from http://kodalycorner.blogspot.ca/2014/10/sequence-within-sequence.html

Figure 3. Curwen Hand Signs. Adapted from Let's Play Music with Ms. Aimee. Retrieved November 17, 2015, from https://lpmaimeelatzke.wordpress.com/2013/11/27/why-solfeg/

The Dalcroze Method helps to foster imagination, creative expression, coordination, flexibility, concentration, inner hearing, music appreciation and understanding of musical concepts.

The materials used in teaching musical concepts will vary depending on the age of the sutdent. However, the voice is the main and most important musical instrument used within this method.

Rhythmic Sofege (fixed do approach)- helps to develop ear training and sight singing skills. This approach is unique as it always combines rhythm and movement, both locomotor and non-locomotor.

Improvisation- skills are developed sequentially and used in many settings in combination with instruments, movement and voice. Designed to communicate musical intent and to improve response time

Eurhythmics- Musical expression through movement; developing musical skills through kinetic exercises. Students learn rhythm and structure by listening to music and expressing what they hear through spontaneous bodily movement. For example, note values and rhythms are represented by stepping and clapping.

Figure 6. Emile Jaques-Dalcroze. Adapted from Who Was Dalcroze. Rerieved November 16, 2015, from http://www.dalcrozecanada.com/index.php/dalcroze-eurhythmics

Kodaly

Dalcroze

What is the

Suzuki Method?

The Suzuki Philosophy

Suzuki

Orff

Suzuki formulated his method from the simple observation that all healthy, hearing children learn to speak their native language at a very early age; and they learn with perfect accuracy the dialect, pronunciation and inflection used in their own environment. Suzuki's fundamental belief is that all children possess a natural ability to learn music which grows according to the degree to which it is nurtured within their environment.

What is the

Orff Method?

The Suzuki Method, also known as the "Mother-Tongue Approah", was created by Shin'ichi Suzuki (1898- 1998), an accomplished violinist and educator, in Japan. This method was originally developed for the violin but is now also used to teach other instruments such as the piano, flute and guitar. Parental influence and invovlement are crucial within this method as parents, teachers and children work together to achieve a common goal.

The Orff Method, also known as the Orff Schulwerk Method, combines music, movement, drama, using percussion instruments and speech into lessons that are similar to a child’s world of play. This method values the role of play and movement while learning different concepts. This method was first developed in the early 1920’s by Carl Orff,(1895-1982) a German composer, with the help of Gunild Keetman. Orff beleived that children have the ability to find their own rhythms and dances used in response to music.

The Orff

Philosophy

Transferable

Effects

of Music

"Tell Me, I Forget; Show Me, I Remember; Involve Me, I Understand." - Carl Orff

Figure 8. Shin'ichi Suzuki. Adapted from Grow with Music Philosophy. Retrieved November 17, 2015, from http://www.growwithmusic.com/grow-with-music-philosophy

The Orff Method believes that the way in which we introduce and teach children about music should be based on a level that children can easily comprehend. Musical concepts should be learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a child's natural sense of play are encouraged.

Figure 9. Suzuki Method. Adapted from Dolce Music Studio. Retrieved November 17, 2015, from https://www.pinterest.com/pin/186336503309738101/

Music and

First Nations

What are the

Key Concepts Learned

When Using the Suzuki Method?

Music and Premature Babies

Figure 13. Carl Orff. Adapted from The Orff Approch. Retrieved Nov 14, 2015, from http://www.jeffersonmusic2014.files.wordpress.com/2011/09/music-in-the-20th-century.pdf

Using this method students learn:

Discipline

Poise

Confidence

Proper posture

Technical mastery

Musicianship

Proper intonation and phrasing

Components

of the

Suzuki Method

What are the

Key Concepts Learned

When Using the Orff Method?

Many of the music pedagogy believe that music is a base for oral tradition in many cultures such as storytelling in indigenous communities. Although there is great diversity among First Nations people, music acts as a unifying force. Singing, dancing, and praying are common to all First Nations peoples. Let me tell you of this in a story about First Nations music.

Traditionally, First Nations people, being resourceful and creative, used the materials at hand to make their instruments. They made gourds and animal horns into rattles; many rattles were elaborately carved and beautifully painted. In woodland areas, they made horns of birchbark and drumsticks of carved antlers and wood. Drums were made of carved wood and animal hides. Drums and rattles are percussion instruments traditionally used by First Nations people. These musical instruments provided the background for songs, and songs are the background for dance. The human voice is the primary instrument of all First Nations. As it is in most ancient cultures, singing is the heart of First Nations music.

Today, a revival of pride in First Nations art and music is taking place. First Nations people are recovering the knowledge, history and beauty of traditional First Nations art, music and musical instruments.

A randomized clinical multisite trial of 272 premature infants, aged less than 32 weeks, with respiratory distress syndrome, clinical sepsis, and small for gestational age who received 3 music interventions program per week within a 2-week period showed a significant decrease in their undesirable symptoms.

The informed, intentional therapeutic use of live sound and parent-preferred lullabies applied by a certified music therapist can influence cardiac and respiratory functioning. Entrained with a premature infant’s observed vital signs, sound and lullaby may improve feeding behaviors and sucking patterns and may increase prolonged periods of quiet–alert states. Parent-preferred lullabies, sung live, can enhance bonding, thus decreasing the stress parents associate with premature infant care.

The components of the Suzuki method are:

"Musical ability is not an inborn talent but an ability which can be developed. Any child who is properly trained can develop musical ability just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited"- Shin'ichi Suzuki

Figure 14. The Orff Method. Adapted from The Orff Approch. Retrieved Nov 14, 2015, from http:/www.jeffersonmusic2014.files.wordpress.com/2011/09/music-in-the-20th-century.pdf

What Types of

Instruments and Music

are Used in a Orff Classroom?

Figure 11 & 12. Adapted from About the Suzuki Method. Retrieved November 16, 2015, from https://suzukiassociation.org/about/suzuki-method/

Listen and Observe

Imitate

Praise and Repetition

Mastery

Reading

The Orff process of learning is:

  • Exploration of Space: Body positions and movement are explored in the space
  • Exploration of Sounds: Environmental sounds and sounds without organization are explored
  • Exploration of Forms: Movements are organized into patterns and patterns into dance.
  • Imitation to Creation: Role modelling is used to teach the children
  • Individual to Ensemble: Each individual contributes to the group as a whole in order to create an ensemble
  • Musical Literacy: Children learn to read music only after they are able to sing, play and dance to music.

Figure 17. Adapted from The Effects of Music Therapy on Vital Signs, Feeding, and Sleep in Premature Infants. Retrieved Nov 15, 2015. From http://pediatrics.aappublications.org/content/131/5/902

Xylophones, metallophones, glockenspiels, castanets, bells, maracas, triangles, cymbals , tambourines, steel drums and conga drums are some of the percussion instruments that are used within the Orff classroom. Music that has been composed by the children themselves is performed in the Orff classroom.

Figure 16. Adapted from First Nations Music in Canada Retrieved Nov 15, 2015 , from https://www.aadnc-aandc.gc.ca/eng/1303136115424/1303136296812

Figure 10. Suzuki Method Triangle. Adapted from Greenwich House. Retrieved November 17, 2015, from http://www.greenwichhouse.org/music_school/suzuki-method-for-violin

Music and Surgery

Figure 15. Orff Instruments. Adapted from Orff Instruments. Retrieved Nov 14, 2015, from http://herdingcatsgeorge.blogspot.ca/2012/12/how-to-repair-orff-instruments.html

According to Corderoy and Vincent (2015), listening to music is likely to help you recover faster from surgery. Based on a review conducted with more than 7000 patients they found that listening to music before, during and after surgery reduces pain, anxiety and even the need for pain medication. Even patients who had music played to them while they were under general anaesthetic benefited. This resulted in researchers to begin prompting for all hospitals to offer personalised music selections to people having surgery.

Corderoy and Vincent (2015) discussed that the experience of listening to music could actually lower the activity of our nervous system, resulting in a reduction in our pulse rate, breathing and blood pressure. In the case of people under general anaesthetic, music affects the part of the brain involved in hearing as it is not actually switched off - leaving it open to the benefits, despite the person appearing unconscious. As Corderoy and Vincent (2015) stated, music is just one of many often-ignored non-drug treatments that can make a huge difference to a wide range of conditions.

Figure 18. Adapted from Music Therapy. Retrieved November 19, 2015, from https://bhsworldlitopedia.wikispaces.com/Music+Therapy

References :

American Academy of Pediatrics . (2013). The Effects of Music Therapy on Vital Signs, Feeding, and Sleep in Premature Infants. Retrieved Nov 15, 2015. From http://pediatrics.aappublications.org/content/131/5/902

Corderoy, A., & Vincent, P. (2015, August 13). Music improves recovery and lowers pain after surgery, says study published in the Lancet. Retrieved November 19, 2015 from http://www.smh.com.au/national/health/music-improves-recovery-and-lowers-pain-after-surgery-says-study-published-in-the-lancet-20150812-gixprn.html#ixzz3rydqdUDy

Dalcroze Canada. (n.a). Who Was Dalcroze. Rerieved Nov 16, 2015, from http://www.dalcrozecanada.com/index.php/dalcroze-eurhythmics

Government of Canada, Indigenous and Northern Affairs Canada. (2012,October 16). First Nations Music in Canada Retrieved Nov 15, 2015 , from https://www.aadnc-aandc.gc.ca/eng/1303136115424/1303136296812

Suzuki Association of America. (2015). About the Suzuki Method. Retrieved Nov 16, 2015 , from https://suzukiassociation.org/about/suzuki-method/

Schott Music Corp. (1997). The Kodaly Method. Retrieved Nov 14, 2015, from http://www.jeffersonmusic2014.files.wordpress.com/2011/09/music-in-the-20th-century.pdf

Schott Music Corp. (1997). The Orff Approch. Retrieved Nov 14, 2015, from http://www.jeffersonmusic2014.files.wordpress.com/2011/09/music-in-the-20th-century.pdf

The Royal Conservatory. (April , 2014). The Benefits of Music Education . Retrieved Nov 18, 2015. from https://www.rcmusic.ca/sites/default/files/files/RCM_MusicEducationBenefits.pdf

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