Mountainview Music

Studio
 Objectives
• Benefits of Music • How Music
Education Connects with
• Music Education Core Subject
Advocacy Areas-Research
and Ideas that
• What Parents can are used in the
do to Encourage Music Lessons
their Children in
Music • Elementary
Music Education
IMPORTANCE OF MUSIC EDUCATION

Music Education Helps Develop:

•Hand-Eye Coordination
•Memory Skills
•Concentration
•Problem Solving Skills
•Teamwork
•Self-Confidence/Self Esteem
•Standards of Excellence
•Time Management Skills
 4 Categories of Benefits
for Music Education
1. Success in Society
2. Success in School
3. Success in Developing
Intelligence
4. Success in Life
 1. Success in Society
• Every human culture uses • The arts create jobs,
music to communicate increase local tax base,
ideas and ideals spur growth in businesses
• The arts are identified as (hotels, restaurants), and
one of the six basic improve the quality of life
academic subject areas for our cities and towns
students should study to
– American Arts Alliance
succeed in college
Fact Sheet, October 1996
– Academic Preparation for
College: What Students
Need to Know and Be Able
to Do, 1983 [still in use],
The College Board, New
York
 2. Success in School
• Students with music performance • Students
or appreciation experience scored participating in arts
higher on the SAT than those not programs in
involved. How much higher? selected elementary
• 53 points higher on verbal and and middle schools
39 points higher on math for in New York City
those involved in music
performance
showed significant
increases in self-
• 61 points higher on the verbal
and 42 points higher on the
esteem and thinking
math for those involved in skills
music appreciation – National Arts
Education
– 1999 College-Bound Seniors Research
National Report: Profile of Center, New
SAT Program Test Takers, York
The College Entrance University,
Examination Board, Princeton, 1990
New Jersey
 3. Success in Developing
Intelligence-Research Results
• Music training is • Two Rhode Island schools
gave an enriched,
superior to computer sequential, skill-building
instruction in music program which
enhancing children’s showed marked
improvements in reading
abstract reasoning and math skills. Students
skills, those necessary in this program who had
for learning math and started out behind the
control group caught up to
science statistical equality in
– Shaw, Rauscher, reading, and pulled ahead in
Levine, Wright, math
Dennis, and – Gardiner, Fox, Jeffrey,
Newcomb and Knowles
 Success in Developing
Intelligence-Research Results
• A study at the
Continued
• Children given piano
University of lessons significantly
California (Irvine) improved in their spatial-
showed that after temporal IQ scores
(important for some
eight months of
types of math reasoning)
keyboard lessons, compared to children
preschoolers showed who received computer
a 46% boost in their lessons, casual singing,
spatial reasoning IQ or no lessons
– Rauscher, F.H.,
– Rauscher, Shaw,
Shaw, G.L., Levine,
Levine, Ky, and L.J., Wright, E.L.,
Wright Dennis, W.R., and
Newcomb, R.
 Success in Developing
Intelligence-Research Results
Continued
• An Auburn University study
found significant increases in
overall self-concept of at-risk
children participating in an
arts program that included
music, movement, dramatics,
and art, as measured by the
Piers-Harris Children’s Self-
Concept Scale
– N.H. Barry,
Project ARISE:
Meeting the needs
of disadvantaged
students through
the arts
• A study at McGill
University found that
pattern recognition and
mental representation
scores improved
significantly for students
given piano instruction
over a three-year period.
They also found that self-
esteem and musical skills
measures improved for
those students
– Costa-Giomi, E.
 4. Success in Life
• By studying music in school,
• Opens doors that help students have the
children transition opportunity to build on
from school into the skills such as
world around them- communication, creativity,
world of work, culture, and cooperation. They
intellectual activity, enrich their lives by
and human involvement building on these skills and
– Gerald Ford, former
seeing the world from
President, United different perspectives
States of America – Michael E. DeBakey, M.D.,
Leading Heart Surgeon,
Baylor College of Music.
 What Can Parents Do?
 Listen to music with your child from little on up-nursery
rhymes, folk songs, children’s songs
 Sing and play music with your child
 Go to concerts or watch concerts on television
 Encourage your child to participate in musical activities
at school, church, and home
 Listen and show enthusiasm for your child’s musical
achievements
 Attend your child’s school/church music programs
 Be active in your child’s everyday life
 Engage in musical activities with your child on the
internet. There are many interactive sites
 How Music Connects to
the Core Subject Areas

Research & Ideas Used in

Music Lessons
 Music and Math
• Spatial/temporal relationships in
music exist as pitch and rhythm
patterns
• The cognitive skills used to process
music are used in math as well
• When singing on pitch: “Do” is less
than “re”, and “re” is less than
“mi”. As students develop these
skills, it can help students
understand math concepts such as
number lines
 Music and Math
• 2nd and 3rd graders were taught
fractions using concept of rhythmic
notation-relationships between
different note values
• Peers received traditional fraction instruction
• Students taught fractions using music concept
scored 100% higher on fractions tests than
those who learned using the traditional
method
» Rauscher, 1999
 Music and Math
• Students use • Musical notation-
addition and notes and
subtraction skills rhythms-are sets
when working of graphs
with measures
and beats-ex:
Creating and/or
completing
measures using
quarter, half,
eighth notes and
their respective
Music and Science
• Science and Sound
• Experiments on sound waves and
vibrations-using a rubber band
plucked between two fingers to
show vibration.
• See salt move on a surface when
sound is made: Put plastic tightly
over a coffee can and secure with a
rubber band. Place salt on the
plastic. Tap a smaller can with a
ruler to see the salt move. The salt
moves because the plastic is
Music and Science
• Instruments and Science
• Size and Pitch:
– Large instruments have low sounds
– Small instruments have high sounds
– Using Boomwhackers (plastic tubes that
are pitched to certain notes), you can build
a pyramid to visually show the students
that to support the pyramid, the large tube
must be on the bottom (and it makes the
lowest sound). The smallest tube must be
on the top of the pyramid (it makes the
highest sound)
 Music and Science
• Other interesting ideas:
• Glasses filled with different amounts of water-
have the students put them in order from the
lowest to the highest (the lowest will be the one
with the least amount of water; the highest will be
the one with the most water-the instrument is
actually the air column created by the space not
filled up with water: smaller air space = more
water = higher sound larger air space = less
water = lower sound
• There are numerous songs and movement
activities that have a science focus to them.
• The opportunities to connect music to science are
ENDLESS!!!
Music and…..
 Music and Social
Studies
• Happens often • While learning
when these songs, we
teaching/learnin also learn:
g songs about: • Games
• Countries • Dances
• Continents • Instruments-
• States both American
and foreign
• Game songs
• Rhythms
from other
cultures • Songs in native
• Folk dances from languages
around the world • History of
American music
Music and…..
Music and Reading
• Both music and • Phonemic stage
reading rely on of learning to
the read is
discrimination promoted by
of sounds from good pitch
each other discrimination
• When learning skills (learning
to read, we association
learn how to between visual
relate letters to parts of words
their spoken and their
 Music and Reading
Research
• Experimental group received
Kodaly training five days per week
for 40 minutes during a seven-
month period
• Control group received no special
music training
• Experimental group’s reading
scores were significantly higher
(88th percentile) than the control
group’s (72nd percentile)
• Hurwitz, Wolff, Bortnick, and Kokas
Endless Possibilities!!!
• Music is constantly connected
to the core subjects of
education

• By it’s nature, music education

naturally addresses all subject
areas!
 Your Child’s
Music Education in…
 Your child receives…
• Young • Intermediate~
Beginners – Music two
– Lessons once times per
per week for 20 week for 30
minutes
• Beginners of all minutes each
ages or one time a
– Music two week for 45
• Advanced~
times per week –minutes
Music one
for 20 minutes time per week
each or 30 for 45
minutes once a
 Your Child Has the
Opportunity to:
• Learn how to • Perform for others
sing • Create rhythms,
• Learn how to melodies, and
read music dances
• Learn how to • Listen to music
play from many
instruments cultures and time
periods
• Learn musical
• Make instruments
games
• Show musical
• Learn songs expression
• Learn important • And much, much
To Continue Improving the
Music Program, We Need..
• A continually growing music library,
a second piano teacher, and an
orchestra or wind instrument
teacher. We would also like to
build the choir program
• Parents, Parents, Parents!~You are
the foundation of our
program~Without your support, the
program could not succeed!
• Community Support~Our
community needs to be aware of
our program, it’s successes, and
 Music Is…………
• Science~it is exact, specific, and
demands acoustics. Music scores
are graphs which indicate
frequencies, volume changes,
melody, harmony, and intensities
all at once with exact control of
time
• Mathematical~it is rhythmically
based on subdivisions of time into
fractions
• Foreign Language~terms are often
in Italian, German, or French.
Notation is a set of symbols used to
represent ideas that everyone,
 Music Is……..
• History~ reflects the times,
country, and origin of it’s
creation
• Physical Education~
coordination of eyes, hands,
fingers, lips, voice, facial, and
diaphragm muscles in
response to the sounds heard
and interpreted
• Art~ Use all of the technical
aspects of music to create
 Resources
Arts Improve Reading and Math. (n.d.). Retrieved February 16, 2002 from
http://www.bcmusiccoalition.org/resources/artsimprovereadmath.html

Campbell, D. (1996). Introduction to the Musical Brain. Saint Louis: MMB Music,
Inc.

Campbell, D. (2001). The Mozart Effect. New York: HarperCollins Publishers

Campbell, D. (2000). The Mozart Effect for Children. New York: HarperCollins
Publishers

Henriksson, L. Why Arts Education Matters. Retrieved February 2, 2002, from

http://www.bcmusiccoalition.org/resources/whyartsedmatters.html
 Resources cont.
Hopkins, G. (1999, March 15). Making the Case for Music Education. Education
World. Retrieved December 1, 2001, from
http://www.education-world.com/a_curr/curr123.shtml

Music and Your Child. (n.d.). Retrieved February 17, 2002 from
http://www.coalitionformusiced.ca/yourchild.htm

Music and Literacy. (n.d.). Retrieved April 27, 2002 from

http://www.fresno.k12.ca.us/divdept/music/Literacy.htm

Music Education Facts and Figures. (n.d.). Retrieved February 16, 2002 from
http://www.menc.org/information/advocate/facts.html
 Resources cont.
Weinberger, N. (n.d.). Music and the Brain. Retrieved February 16, 2002 from
http://www.bcmusiccoalition.org/resources/musicbrain.html

Weinberger, N. (1994). Music and Cognitive Achievement in Children. MuSICA

Research Notes, V1, I2. Retrieved April 28, 2002 from MuSICA Research notes
database.

Why Music? (n.d.). Retrieved February 16, 2002 from

http://www.musiceducationonline.org/links/why.html

Why Music Matters (n.d.). Retrieved February 16, 2002 from

http://www.bcmusiccoalition.org/resources/why_mus_matters.html