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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.
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)
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.
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
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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.
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:
Figure 5. Emile Jaques-Dalcroze. Adapted from Who Was Dalcroze. Rerieved November 16, 2015, from http://www.dalcrozecanada.com/index.php/dalcroze-eurhythmics
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
The Kodaly Method follows a simple set sequence of:
Listen, Sing, Undrestand, Read & Write and Create.
Curwen hand signs are used to teach the different solmisation notes found wihtin the Solfege scale, the Moveable Do.
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 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.
Figure 6. Emile Jaques-Dalcroze. Adapted from Who Was Dalcroze. Rerieved November 16, 2015, from http://www.dalcrozecanada.com/index.php/dalcroze-eurhythmics
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.
Figure 8. Shin'ichi Suzuki. Adapted from Grow with Music Philosophy. Retrieved November 17, 2015, from http://www.growwithmusic.com/grow-with-music-philosophy
Figure 9. Suzuki Method. Adapted from Dolce Music Studio. Retrieved November 17, 2015, from https://www.pinterest.com/pin/186336503309738101/
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
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.
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
Figure 11 & 12. Adapted from About the Suzuki Method. Retrieved November 16, 2015, from https://suzukiassociation.org/about/suzuki-method/
The Orff process of learning is:
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
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
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