Transcript Why Music? - MusicMakers! Summer Camp

Plantation Park Elementary’s
Music Department
Objectives
• Benefits of Music
Education
• Music Education
Advocacy
• What Parents can do
to Encourage their
Children in Music
• How Music
Connects with Core
Subject AreasResearch and Ideas
that are used in
the Music
Classroom
• Elementary Music
Education in
Broward County
Schools
IMPORTANCE OF MUSIC EDUCATION
Music Education Helps Develop:
•Hand-Eye Coordination
•Memory Skills
•Concentration
•Problem Solving Skills
•Teamwork
•Self-Confidence/Self Esteem
•Self-discipline/Perseverance
•Standards of Excellence
•Time Management Skills
4 Categories of Benefits for Music Education
1.
2.
3.
4.
Success in Society
Success in School
Success in Developing Intelligence
Success in Life
1. Success in Society
• Every human culture uses
music to communicate
ideas and ideals
• The arts are identified as
one of the six basic
academic subject areas
students should study to
succeed in college
– Academic Preparation for
College: What Students
Need to Know and Be Able
to Do, 1983 [still in use],
The College Board, New
York
• The arts create jobs,
increase local tax base,
spur growth in businesses
(hotels, restaurants), and
improve the quality of life
for our cities and towns
– American Arts Alliance
Fact Sheet, October 1996
2. Success in School
•
Students with music performance
or appreciation experience scored
higher on the SAT than those not
involved. How much higher?
• 53 points higher on verbal and
39 points higher on math for
those involved in music
performance
• 61 points higher on the verbal
and 42 points higher on the
math for those involved in
music appreciation
– 1999 College-Bound Seniors
National Report: Profile of
SAT Program Test Takers,
The College Entrance
Examination Board, Princeton,
New Jersey
• Students
participating in arts
programs in
selected elementary
and middle schools
in New York City
showed significant
increases in selfesteem and thinking
skills
– National Arts
Education
Research
Center, New
York
University,
1990
3. Success in Developing IntelligenceResearch Results
• Music training is
superior to computer
instruction in
enhancing children’s
abstract reasoning
skills, those necessary
for learning math and
science
– Shaw, Rauscher,
Levine, Wright,
Dennis, and
Newcomb
• Two Rhode Island schools
gave an enriched,
sequential, skill-building
music program which
showed marked
improvements in reading
and math skills. Students
in this program who had
started out behind the
control group caught up to
statistical equality in
reading, and pulled ahead in
math
– Gardiner, Fox, Jeffrey,
and Knowles
Success in Developing Intelligence- Research
Results, Continued
• A study at the
University of
California (Irvine)
showed that after
eight months of
keyboard lessons,
preschoolers showed a
46% boost in their
spatial reasoning IQ
– Rauscher, Shaw,
Levine, Ky, and
Wright
• Children given piano lessons
significantly improved in
their spatial-temporal IQ
scores (important for some
types of math reasoning)
compared to children who
received computer lessons,
casual singing, or no lessons
– Rauscher, F.H.,
Shaw, G.L., Levine,
L.J., Wright, E.L.,
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 SelfConcept 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 threeyear period. They also
found that self-esteem and
musical skills measures
improved for those
students
– Costa-Giomi, E.
4. Success in Life
• Opens doors that help
children transition
from school into the
world around themworld of work, culture,
intellectual activity,
and human involvement
– Gerald Ford, former
President, United
States of America
• By studying music in school,
students have the
opportunity to build on
skills such as
communication, creativity,
and cooperation. They
enrich their lives by
building on these skills and
seeing the world from
different perspectives
– 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 the
Music
Classroom
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
» Gardiner, 1996
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 addition • Musical notationand subtraction skills
notes and rhythmswhen working with
are sets of graphs
measures and beatsex: Creating and/or
completing measures
using quarter, half,
eighth notes and their
respective number of
counts.
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 vibrating due
to the sound waves hitting it!
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 waterhave 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 when
teaching/learning
songs about:
•
•
•
•
Countries
Continents
States
Game songs from
other cultures
• Folk dances from
around the world
• While learning these
songs, we also learn:
• Games
• Dances
• Instruments-both
American and foreign
• Rhythms
• Songs in native
languages
• History of American
music and world music
Music and…..
Music and Reading
• Both music and
reading rely on the
discrimination of
sounds from each
other
• When learning to
read, we learn how to
relate letters to their
spoken sounds
• Phonemic stage of
learning to read is
promoted by good
pitch discrimination
skills (learning
association between
visual parts of words
and their spoken
sounds)
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 Elementary
Music Education in the
Your child receives…
• Plantation Park Elementary
School Grades K-4~
– Music every four school days
for 30 minutes
• Plantation Park Elementary
School Grade 5~
– Music every 4 school days for
40 minutes
• The amount of instructional
time for music varies from
school to school in Broward
County. This is due to budget,
enrollment, number of special
subject areas, and scheduling
challenges at each location.
• Your school’s principal makes
decisions regarding how much
music education the students
at your school receive.
Your Child Has the Opportunity
to:
• Learn how to sing
• Learn how to read
music
• Learn how to play
instruments
• Learn musical games
• Learn dances
• Learn important
musical terms
• Perform for others
• Create rhythms,
melodies, and dances
• Listen to music from
many cultures and time
periods
• Make instruments
• Show musical expression
• And much, much more!
To Continue Improving the
Music Program, We Need..
• Better Music Facilities~Currently many music
teachers do not have a room!
• Parents, Parents, Parents!~You are the
foundation of our program~Without your
support, our program could not succeed!
• Community Support~Our community needs to
be aware of our program, it’s successes, and it’s
needs.
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,
regardless of language can understand
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 emotion and beauty
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