Transcript Music Advocacy Slideshow valueofmusic

Mrs. Burns’
Music Class
WHY MUSIC?
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
Tacoma Public
Schools
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.
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
Intelligence-Research 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
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
• 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 Medicine.
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. (I
have listed some on my classroom website.)
How Music Connects to the
Core Subject Areas
Research &Ideas Used in the
Music
Classroom
MUSIC IS
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 and
subtraction skills when
working with measures.
• Students are able to
divide and subdivide
beats (fractional parts).
• Musical notation-notes
and rhythms-are sets of
graphs which can be
mapped (grids)
• Notes written are
arranged in orderly sets
(grouping)
• Studying intervals gives
voice to specific integer
patterns
Music and Science
• Science and Sound (3rd Grade study this)
• 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)
– Orff instruments—length of bars determine pitch
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.
• Frequency=pitch (relationship between pitches,
Pythagorean theorum, etc.), intensity=dynamics,
amplitude=wave length, ETC.
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
and correlating the two
during same time periods
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
THE ARTS & LEARNING
• Music and the arts are constantly
connected to the core subjects of
education
• By nature, we naturally INTEGRATE the
arts as we LEARN.
• The ARTS add connection to learning.
Your child receives…
–Music two times per week
for 30 minutes each
Students:
• 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 Sum Up, 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
To Continue Improving the
Music Program, We Could Use..
• Keyboard Donations—we have a few, but not
enough to have students share during a class
period, and MORE SPACE!
• 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.
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