Herberich

1
Herberich Primary School
Copley-Fairlawn City Schools
2
Objectives

• How Music Connects with Core Subject
  Areas-Research and Ideas that are used in the
  Music Classroom
• Elementary Music Education at Herberich Primary
  School

• Benefits of Music Education
• Music Education Advocacy
• What Parents can do to Encourage their Children
  in Music

3
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
• Language development

4
4 Categories of Benefits for Music Education

• Success in Society
• Success in School
• Success in Developing Intelligence
• Success in Life

5
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

6
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
  self-esteem and thinking skills
• National Arts Education Research Center, New York
  University, 1990

7
3. Success in Developing Intelligence-Research
Results

• 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

• Music training is superior to computer
  instruction in enhancing childrens abstract
  reasoning skills, those necessary for learning
  math and science
• Shaw, Rauscher, Levine, Wright, Dennis, and
  Newcomb

8
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.

9
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 Childrens
  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.

10
4. Success in Life

• 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.

• Opens doors that help children transition from
  school into the world around them-world of work,
  culture, intellectual activity, and human
  involvement
• Gerald Ford, former President, United States of
  America

11
What Can Parents Do?

• Listen to music with your child from little on
  up-nursery rhymes, folk songs, childrens 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 childs
  musical achievements
• Attend your childs school/church music programs
• Be active in your childs everyday life
• Engage in musical activities with your child on
  the internet. There are many interactive sites

12
How Music Connects to the Core Subject Areas
AND...
Research Ideas Used in the Music Classroom
13
MUSIC AND.....
MATH
14
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

15
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

16
Music and Math

• Students use addition and subtraction skills when
  working with measures and beats-ex Creating
  and/or completing measures using quarter, half,
  eighth notes and their respective number of
  counts.

• Musical notation-notes and rhythms-are sets of
  graphs

17
MUSIC AND SCIENCE
18
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!

19
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)

20
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!!!

21
Music and..
Social Studies
22
Music and Social Studies

• 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

• Happens often when teaching/learning songs about
• Countries
• Continents
• States
• Game songs from other cultures
• Folk dances from around the world

23
Music and..
Reading!
24
Music and Reading

• Phonemic stage of learning to read is promoted by
  good pitch discrimination skills (learning
  association between visual parts of words and
  their spoken sounds)

• 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

25
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 groups reading scores were
  significantly higher (88th percentile) than the
  control groups (72nd percentile)
• Hurwitz, Wolff, Bortnick, and Kokas

26
Endless Possibilities!!!

• Music is constantly connected to the core
  subjects of education
• By its nature, music education naturally
  addresses all subject areas!

27
Your Childs Elementary Music Education at
Herberich Primary School
Pre-K - 4
28
Your child receives

• Pre-k
• Music once a week for 20 minutes

• Grades 1-4
• Music two times per week for 35 minutes each

• Kindergarten
• Music once a week for 35 minutes

29
Your Child Has the Opportunity to

• 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!

• Learn how to sing
• Learn how to read music
• Learn how to play instruments
• Learn musical games
• Learn dances
• Learn important musical terms

30
Music Is

• Scienceit 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
• Mathematicalit is rhythmically based on
  subdivisions of time into fractions
• Foreign Languageterms are often in Italian,
  German, or French. Notation is a set of symbols
  used to represent ideas that everyone, regardless
  of language can understand

31
Music Is..

• History reflects the times, country, and origin
  of its 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

32
Resources

• Arts Improve Reading and Math. (n.d.). Retrieved
  February 16, 2002 from
• http//www.bcmusiccoalition.org/resources/artsimpr
  overeadmath.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/whyarts
  edmatters.html

33
Resources continued

• 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.sht
  ml
• 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/Literac
  y.htm
• Music Education Facts and Figures. (n.d.).
  Retrieved February 16, 2002 from
• http//www.menc.org/information/advocate/facts.ht
  ml

34
Resources continued

• Weinberger, N. (n.d.). Music and the Brain.
  Retrieved February 16, 2002 from
• http//www.bcmusiccoalition.org/resources/musicbr
  ain.html
•  
• Weinberger, N. (1994). Music and Cognitive
  Achievement in Children. MuSIC 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.htm
  l
•  
• Why Music Matters (n.d.). Retrieved February 16,
  2002 from
• http//www.bcmusiccoalition.org/resources/why_mus
  _matters.html
•  

35
Thank you for visiting our Music Department
presentation