Category Archives: education

How to use music to fine tune your child for school

Chelsea Harry, University of the Sunshine Coast
This article was first published in The Conversation 
http://theconversation.com

Can music actually make us smarter? Research suggests that from as early as 16 weeks of pregnancy, when auditory function is forming, babies begin their musical development. Their early adaptive exposure to sounds, including those familiar sounds of parents’ voices, enhance extraordinary processing skills.

Neuroscience teaches us that a child’s brain is plastic. By this, we mean it is malleable and has the ability to change. The first year of life, more than any other year, will see the most rapid change in brain size and function as all the sensory receptors activate. Intriguingly, neuro-imaging shows that music alone turns on large sectors of a child’s brain, opening crucial neural pathways that will become the highways and byways for every piece of information the process.

We’d all love to think our children will grow up intelligent, blissfully free from academic struggle. Truth is, the learning journey is speckled with challenges, and each child will have a unique intelligence and learner disposition. One thing we know is that parental involvement in cognitive stimulation from the earliest years will help form solid foundations that underpin a more successful schooling journey.

So, what can parents do to prepare young learners for school?

Sing like no one’s listening

Singing nursery rhymes to your child, however old fashioned you may think it is, will get them off to a flying start. Children become particularly responsive because reciprocal communication occurs as they begin to mimic you – pre-empting certain sounds, tones or words that they recognise. Using pitch and rhythm in the rhymes and lullabies we introduce to our children will begin to create neural stimulation that develops the brain’s auditory cortex, transforming their ability to communicate.

Bang on those pots and pans

While it may fray the nerves, banging on the pots and pans is a fantastic way to improve spatial reasoning. With background music blaring, children first develop the coordination required to hit the metallic targets, and as their sensory cortex develops, they begin to keep in time. Research shows that spatial reasoning, along with a sense of beat and rhythm (which invariably includes an aural and tactile sense of measure and counting) will enhance mathematical abilities.

Join a children’s music group

Early childhood music-based playgroups offer a unique learning context for children. The songs and activities employ beat patterns, movement, repeated chorus lines and echo singing to engage with young participants. The cerebellum at the base of our brains is responsible for movement and balance, and interestingly, is where emotional reactions to music form. Universally, early childhood educators use rhyme and song to teach children how language is constructed, and with good reason. Movement, foot tapping and dancing to a beat are also good ways of developing the brain’s motor cortex.

The ‘Mozart Effect’

There is a popular hypothesis that listening to Mozart makes you smarter. The “Mozart Effect” refers primarily to a landmark study in 1993, where participants listening to Mozart’s music (rather than to relaxation music or silence) achieved higher spatial-temporal results. Importantly, spatial-temporal reasoning is crucially active when children are performing science and maths tasks. Listening to music in any capacity induces endorphin production in the brain, causing improvement in mood and creative problem solving.

Learn an instrument

Many parents wonder when a child should start learning their first musical instrument. Importantly, instrumental tuition is not about producing the next Mozart or Delta Goodrem. Music lessons, for even the briefest of periods, are enjoyable and establish a life-long skill. It has also been noted that musicians’ brains develop a thickened pre-frontal cortex – their brains are actually bigger. And this is the area of the brain most crucially involved in memory. One thing researchers and music educators endorse is the amazing impact it has on the development of executive functions such as working memory, attention span and cognition.

Many schools are putting research into practice, and Queensland is leading the way with music taught in 87% of schools. Immersion music programs, where all students learn an instrument for a one-year minimum, have become commonplace. The results speak for themselves.

Psychologists from a Californian University conducted research on pre-school aged children, and proved that those who had weekly keyboard lessons improved their spatial-temporal skills 34% more than those who didn’t. The benefits did not stop there. Children developed fine motor skills, reading, auditory recognition, resilience, and increased their memory capacity. All of these benefits of instrumental tuition bode well for the classroom journey ahead.The Conversation

Chelsea Harry

Chelsea Harry is an Academic Researcher and Music Educator, University of the Sunshine Coast. Currently completing a Masters in Research with USC, Chelsea is a professional Musician and Classroom Educator of 20 years experience. 
Her research follows the journey of 6-8 year olds and the impact of instrumental music tuition on the brain and executive functions.

Chelsea also works as a conductor, cellist, pianist, music educator, musical director, primary classroom teacher and mum!

Read the original article here.

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Diversity & inclusion & why we shouldn’t be indifferent to difference

Life would be boring if we were all the same. Living in the most culturally diverse state in Australia, as Victorians we are encouraged to be inclusive and tolerant of everyone, and to show respect for aspects or characteristics in a person perceived to be different to our own.

Diversity and inclusion are important components of a healthy, happy and effective society where everyone feels recognised, valued for who they are and able to contribute, irrespective of their background, religion, ethnicity, language etc.

Over the coming weeks, this blog will take a closer look at the ongoing work done by Community Music Victoria to promote diversity and inclusion in our music making communities, with focus on two particular projects:

1: The SINC program (Singing for Inclusion) A series of workshops run by Community Music Victoria in partnership with Creativity Australia to train singing leaders in running inclusive singing groups.

2: Voices of Peace: a project to empower recently arrived and settled refugees from Assyrian Chaldean background to establish a Women’s Choir though which to build and strengthen connections and to reduce the pain of dislocation and loss sustained through the persecution they have endured.

As a prelude to these posts, we felt it worthwhile to re-visit what is meant when we talk about diversity, and inclusion.

Diversity:

According to good old google, diversity is ‘The state of being diverse or ‘a range of different things.’

Through its very essence, diversity is not restricted and defies definition.

While the most obvious and noticeable points of diversity in people such as age, race, gender, and other physical attributes are external, you can never assume anything about a person simply by looking at them. Avoid stereotyping at all cost.

Non-visual or invisible diversity covers a plethora of factors, issues and circumstances that are not seen readily and can only be ascertained if that person choses to share them with you. Again, never judge a book by its cover, and be prepared to ask people about themselves in an open, direct and empathic way.

Put simply, diversity means there is a point of difference.

Global Diversity Practice UK states: “Diversity is about empowering people. Fundamentally, diversity means respect for and appreciation of differences in age, gender, ethnicity, religion, disability, sexual orientation, education, and national origin that are implemented by laws and policies…

…the power of diversity can only be unleashed and its benefits reaped when we recognise these differences and learn to respect and value each individual irrelevant of their background.”

Which brings us on to the other side of the coin: inclusion.

Inclusion:

We each carry a diverse and unique set of cultural beliefs, experiences and attitudes which define us. Inclusion is the practise of allowing our individual differences to be recognised and socially accepted. It is about being welcomed into a situation and feeling fairly and equally treated for the person you are and not judged on your religion, origin, age, gender, marital status, etc.

Inclusion is vital in creating a rich and stable environment where shared learning leads to strength and cohesion and one in which people can thrive. It is about creating what Community Music Victoria refers to as ‘a free and fearless space’ in which everyone has the capacity reach their full potential because they feel genuinely included, supported and valued. It requires a commitment to the process of continued learning, and in this respect is a journey for us all with a number of positive outcomes.

“Inclusion is a sense of belonging: feeling respected, valued for who you are as an individual or group; feeling a level of supportive energy and commitment from others so that you can do your best… Inclusion is a shift in an organisation’s mindset and culture. The process of inclusion engages each individual and makes people feel valued which is essential to the success of the organisation. Individuals function at full capacity and feel more valued and included in the organisation’s mission. This culture shift creates higher performing organisations where motivation and morale soar.”  Global Diversity Practice UK 

In its 2016-2020 Diversity and Inclusion Strategy, the Victorian Government writes “Inclusion makes us stronger, exclusion makes us weaker…

diversity and inclusion enables us to grow our understanding and find new ways of doing things.”

In a fully inclusive society, diversity is embraced and celebrated as opposed to shunned, feared or stereotyped and the potential and opportunity for connection is greater. Through seeking to understand and educate ourselves about difference, we can move forward more cohesively and, in doing so, create a rich and varied society where commonality and difference co-exist happily, where people feel safe to share their backgrounds and culture whilst retaining the practice, beliefs, characteristics and traits which make each of us so delightfully unique.

Three ways to immediately be more inclusive:

  • Don’t make assumptions about an individual
  • Think before you speak: Understand how what you say and do impacts on others
  • Recognise and celebrate diversity

Article by Deb Carveth, Online Editor, Community Music Victoria

References and further reading:

Global Diversity Practice UK

Victoria State Government Diversity and Inclusion Strategy 2016-2020. Download a copy here.

 

 

 

 

 

 

 

The Countdown to Count Us In, is on!

Do you know any school aged children? Do you teach school aged children? If you love a chance to sing with your fledgling and older song birds whilst advocating for the value of music and music education in all schools, this year’s Music: Count Us In program might be just the ticket. On Thursday November 2nd at 12.30pm AEDT, more than half a million children across the country will put down their pens to sing up in ‘a celebration of music and music education.’

MA illustrations final selection-educationMusic: Count Us In (MCUI) is a free program conceived and run by Music Australia to celebrate and advocate for music in Australian schools. Now in its eleventh year, it’s a way for students and teachers to develop their skills as they learn and rehearse a specially written song over several months to be sung at the same time on the same day. Music Australia describe it as ‘the song that stops a nation’ and last year it engaged over 600,000 children from more than 2,500 schools.

While it is recognised that exposure to music in schools enhances student engagement and wellbeing, improves learning and promotes personal and social development, less than a quarter of government schools across Australia are currently able to provide a comprehensive music education.

The MCUI program is one way for children of all ages, abilities and backgrounds to access free music education and delivers professional music development and learning resources directly to classroom teachers. This year the professional development sessions will be streamed live for greater outreach to teachers in remote, rural and regional areas.

And there’s more good news. Research based on the participation of schools in previous years indicates that involvement in the program leads to greater recognition of the benefit of music education, within those schools.

 “Generalist teachers develop increased confidence and skills, and specialist teachers use the program as an opportunity to bring the whole school together to celebrate music. Participating in Music: Count Us In is also a great way for schools to engage with their local community, seek local media coverage, advocate directly to their Government representatives and create opportunities to showcase talented and dedicated students and teachers. More students might put their hands up to join existing choirs and music ensembles, Principals might decide to allocate more time and resources to music, teachers might offer more regular music classes per week ….There are so many ways to bring more music into students lives. Music: Count Us In is just the beginning!” Music Australia

A new song is written each year by a selection of school children in collaboration with a ‘music mentor’. This year, the music mentor is singer songwriter  Taylor Henderson who will be working with five students from Queensland, New South Wales and Victoria together with the MCUI program ambassador John Foreman OAM. The song and the teaching resources pack will be good to go in July.

MCUI is open to all schools from early childhood through to high school, in both the government and private sectors. If you are interested in registering or if you’d like to encourage somebody else to, more information can be found here.

The more kids who take part, the more powerful the message to the powers that be about the value and importance of a decent music education for all school aged children.

Deb Carveth: online editor for Community Music Victoria