A study led by researchers from Griffith University has found that symptoms of Parkinson’s disease can be improved with regular singing.
Over 70 patients participated in the study run through Queensland Conservatorium of Music, which incorporated singing, warm ups, vocal cord and breathing exercises, to learn more about ‘how song could help battle the disease’, improving mobility and the overall quality of life.
It didn’t matter how well participants in the study could carry a tune, they simply had to commit to singing one hour each week for six months.
All of the patients involved in the trial reported an increase in self confidence and well being from taking part. Tremors associated with the disease were also reduced in some singers.
The outcomes and findings reaffirm, once again, the broad range of benefits to the individual in belonging to a community singing group or choir.
Read the original article in full, here.
Sarah Mandie is a Melbourne based singer songwriter and the mother of two young girls. These two highly personal and defining elements of her life are brought into sharp focus though her new project, That Girl, and it is from her unequivocal belief in the potential of each and her passion for both, that this project has come about at all.
That Girl is a song and a music video dance project that invites participation from girls and women of all ages from Wodonga, Yarra Ranges and Boroondara. The song and the project arising from it was conceived by Sarah as a creative way to empower women and girls in communities everywhere. It’s strong, it’s beautiful and it carries a positive message about the need for society to respect ‘that girl’: That girl who is our daughter, our mother, our wife.
Sarah wrote the song three years ago following a series of distressing news reports and around the time of the brutal killing of two young girls in India. The alleged perpetrators of the crime bribed police and were released without charge. It was a story that horrified people around the world and resonated particularly deeply with Sarah who has a connection with Rajasthan through her Indian husband and her daughters, too.
“When this happened to these girls in India it made me think about my girls, their futures and their safety which then extends out to all girls, from all countries. I was so angry and upset, I wanted to do something that would make a difference in the world.
Because I love the medium of music and song, I thought it would be really good to write a song that talked about those issues, a song that contributes to the prevention of violence.”
Channelling these negative feelings of anger and helplessness into a positive act of creativity was tough but worthwhile. It took Sarah a long time to get the song right, for the lyrics to say what she wanted them to without the song being something people wouldn’t want to listen to. Sarah wanted to write a strong song, and knew that finding the right ‘catch’ was crucial for the message to be carried.
“I think the challenge in writing a song about a difficult issue is that you want to acknowledge the issue but at the same time have a positive frame around it so that people will want to sing it and listen to it and be inspired by it… a song to promote change needs to be attractive for people to listen to and want to sing.”
During the early stages, Sarah was struck by frustration as she realised what a craft it is to write this type of song:
“Sometimes we write a song that comes from within and we trust the processes of creativity but with this song it went through a few changes because I really wanted the end product to be something positive and something people would respond well to.”
Jamie Saxe stepped in to help Sarah nail the end: “Jamie took the song and created real magic with it through his arrangement and production of the instrumentation.”
Saxe’s enthusiasm to be involved reiterated to Sarah the power of her song and its potential to deliver broadly within the context of a wide scale project: What had inspired her was now beginning to inspire the other people coming into contact with the song and feeling similarly moved by the importance of the cause. The shape of the project became clear on completion of the song: Involve girls from the community in learning the song and making of a video to accompany it, then take the completed package out to the world as an empowering catalyst for awareness and change.
“I want That Girl to change the future for my daughters and for all daughters, it’s a hugely personal thing.”
Sarah’s personal and familial connections with India inspired her to translate the chorus into Hindi, bringing the feminine energy of the divinity Shakti into the song: “That girl is the one that gives life, she has the power, that girl is Shakti. Whilst India has high levels of gender based violence, as Sarah is quick to point out, the need for greater levels of respect and the creation of safe environments for girls and women is necessary everywhere.
The first phase of That Girl begins on December 2nd, with an information session inviting women and girls of all ages from within the Indian and Bhutanese communities in Wodonga to join a dance workshop to be held in February next year to embody the Hindi element of the song. The dance routine they will learn in that workshop has already been choreographed and recorded and now needs bringing to life:
“I want all genders to feature in the final video, however the workshops are an opportunity for women and girls to come together to find strength and focus through working together. Once the song goes out there, boys and men will be involved with the project too as part of the awareness.”
The list of project partners is long and impressive and a testimony to the belief and passion shared by everyone who hears the song. In Wodonga, Sarah will be working with Gateway Health, Albury Wodonga Ethnic Communities Council and Albury Wodonga Indian Australian Association. In Healesville, Healesville High School and the Healesville Indigenous Community Service Association will create a film each. This will then be edited and blended with the videos that emerge from the Wodonga and Boroondara communities.
For the time being, Sarah is reluctant to share That Girl song beyond the context of the project but given the significance and the urgency of the issue it addresses and the brilliant catchiness of the composition it’s unlikely to stay under wraps very long. And as That Girl emerges and gains exposure and momentum, the world will be a better place for having heard it and the power of the message it conveys.
Written by Deb Carveth, online editor for Community Music Victoria in collaboration with Sarah Mandie.
That Girl Song Facebook page: https://www.facebook.com/That-Girl-song-140108396617517/
That Girl Song: Lyrics and music Sarah Mandie
Arrangement, instrumentation and production, Jamie Saxe
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.
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.
Dinosaurs couldn’t sing. Perhaps their demise had nothing to do with earth impacting asteroids or the frustration of tiny arms after all and was instead triggered by their physical inability to sing. Now, I’m no scientist but…
Findings from a report published last year suggest the Jurassic age was filled with awkward silences punctuated only by squawks, leaf munching and worse. Without the option to experience the joy of shared breathing patterns, matched heartbeats or the release of life affirming endorphins catalysed by singing together, life in the days of the dinosaurs must have been bleak. Imagine having no way to celebrate the break of a new day or the setting of an evening sun. Imagine a world without song.
The oldest, complete example of a found fossilised syrinx belonged to a species of ancient bird related to the ducks and geese of today called Vegavis iaai, which lived during the Cretaceous period of the Mesozoic Era between 66-69 million years ago.
The specimen was dug up on Vega Island in Antartica by a team from the Argentine Antarctic Institute, led by Julia Clarke, a paleontologist at The University of Texas. Twenty five years later, upon subsequent re-examination in 2013, Clarke and her team discovered the fossilised bird was found to contain a complete syrinx, the avian equivalent of a human larynx or ‘voice box’.
The team spent the next two years searching records of previous Jurassic finds to establish whether earlier examples of a syrinx existed. Their research came to nothing, with all other examples of fossilised syrinxes occurring in species of birds that evolved long after the extinction of land-based dinosaurs.
This discovery was important as it offered insight into the Jurassic soundscape: Without a syrinx, those poor old land lubbin’ dinosaurs would have been incapable of song:
“To speculate wildly, we might have closed-mouth booms more similar to crocodilians in large-bodied dinosaurs like T. rex…..said Clarke.”
If you’re thinking okay, enough about dinosaurs already, what does all this have to do with community music? Well, for the sake of this blog, what’s relevant was a subsequent observation of Clarke and her team:
“…the evolution of vocal behaviour can provide insights into other anatomical features… such as the development of bigger brains.”
Aha, now this is more like it! Jumping from the Jurassic age into the 21st century, a study led by Dr Vanessa Sluming from the University of Liverpool and published in 2002 of a British Symphony Orchestra found that musicians exhibited larger volumes of grey matter in Broca’s area, the part of our brains responsible for language and verbal working memory, and this volume varied depending on how many years they’d been playing their instrument.
“Although this area declines with age, orchestral players kept more of their brain cells than non-players, as they aged.” Dr Vanessa Sluming
Furthermore, it’s well documented that singing and learning songs builds neurological pathways, and also boosts levels of acetylcholine in the brain, an organic chemical which functions as a neurotransmitter sending messages through the brain and playing a highly important role in memory retention.
In committing new material to memory and then drawing on that in the context of our singing and music making, we improve our capacity to recall and remember.
Valuable for all this and more, community music making provides the opportunity to simply celebrate being alive. We should all keep learning and singing new songs and playing new tunes, recalling favourites from the archives along the way and our long term mental health and well-being will reap the rewards. And we should all be grateful not to have been born a dinosaur.
Article by Deb Carveth, online editor for Community Music Victoria
Music improves brain power – in some performers
Do musicians have bigger brains?
Boost your memory and your brain by singing
And further reading on dinosaurs…
Fossil evidence of the avian vocal organ from the Mesozoic https://www.nature.com/articles/nature19852.epdf?referrer_access_token=N4n-vV1ZFQa_2ZrBCVDDqNRgN0jAjWel9jnR3ZoTv0POdDZwZ05Pa-IKumwU5iqFPqb9J0RCiSbNodY9t6fsIlllkLV3NV3ydjAEF95r56mcI_GYrpf2Qnn5rc1s0gl6sKaUASwdqhDR20W53nuCUV_E8jqkJBnLnuEms1KFl1PFBulm
“Diversity and inclusion must be about understanding your identity and the identities of all people. Only then can we be courageous enough to steer away from like-mindedness through assimilating people’s differences (melting pot) and towards like-mindedness through honoring those differences (mosaic). To do this, initiatives designed for “cultural competency” aren’t enough. Diversity and inclusion requires diverse and non-diverse leaders to work together to create a culture that embraces diversity of thought and deploys the required best practices, development tools, and resources to maximize talent engagement, advancement, workplace performance, and overall satisfaction.” Glenn Llopis; Forbes.com
An exciting new training program focussed on Diversity and Inclusion in Singing Leadership was rolled out in Melbourne this year to kick against the concept of the cultural melting pot, replacing that sticky, outdated cauldron with shared knowledge, experience and insights that recognise and celebrate the difference we each bring to a situation as individuals in our own right, and to develop community singing leadership so that more programs supporting disadvantage and community building can be established across Victoria and beyond.
Singing for Inclusion (SINC) is the outcome of an inaugural collaboration between Community Music Victoria and Creativity Australia. The two organisations joined forces to train and refresh new and existing community Singing Leaders in how to create genuinely nurturing, safe environments for singing group participants that are inclusive and open to everyone, irrespective of their physical and mental needs or cultural background.
SINC is anti-assimilation and pro positive acknowledgement of visible and invisible difference. The program was conceived to encourage leaders to reflect and consider their perceptions and understandings of the depth and breadth of the meaning of diversity and how to be properly inclusive, a word Sarah Mandie, Diversity Coordinator for CMVic and the SINC Program Manager, believes ‘people use very freely and don’t always consider the full implications of what they are offering.’
Community Music Victoria has successfully trained and mentored hundreds of Singing Group Leaders across the state through its Victoria Sings program for over a decade. Its focus has consistently been creating a ‘free and fearless space’ in which participants feel safe to be open with themselves and each other. Through its partnership with CA, CMVic was able to share this experience and knowledge and combine it with observations and learning derived from CA’s With One Voice program.
Sarah Mandie together with Jane Coker from CMVic and Ross Maher from Creativity Australia ran a community consultation process to devise the framework and content of the SINC training program which was then run as a series of free one day workshops. Sarah Mandie explains:
“We put out a survey to people working in key areas of diversity and followed this with a consulting workshop to review the results and finalise and identify what people would want and need out of a course like this. Key people in given areas such as disability and mental health all gave similar feedback and the main thing to emerge was this: If you are going to run a course about people with different abilities, then these people need to be involved in the program somehow, which was always our intention.”
The course content was a mixture of singing leadership skills, diversity awareness, discussion with people with lived experience of mental and physical disability and sessions on how to run your group. SINC also addressed awareness of best practice in how to include all these components with the central and focal point remaining what is needed to be inclusive. As Sarah says, “are we as singing leaders really doing that or are we just talking about it…?”
Experienced singing leaders and key people involved in community arts practice around Melbourne were invited to come and present or facilitate a session, and this element of peer exchange as a substantial component of the course proved highly effective in giving people an opportunity to speak with passion, and to continue their own personal learning through listening to each other’s different viewpoints and things to be mindful of:
“Recognition of everyone’s experiences, needs and skills and bringing everyone together in a course like this actually maximises everyone’s learning… I would say for me as an experience it totally helped shape my understanding of these areas and this nature of facilitation allows everyone to contribute to something so that even in a training course about leadership, everyone, including even the facilitators, is learning. That’s the environment: the environment and the culture.”
A brilliant result of the course has been a wonderfully supportive network of leaders who are working with diverse singing groups and choirs and we hope this network will continue to grow and help each other.
Through its very essence, diversity is not restricted and defies definition. Ultimately, it’s about never taking anything or anyone for granted.
“A clear message to emerge from the SINC training course is as a Singing Leader, you don’t know who’s in the room before you get there and you don’t know what’s going on in their head, and you don’t know how different they are to you or how they are feeling… AND YOU CAN NEVER ASSUME!”
“Jane Coker did an exercise to demonstrate this by getting people to share their favourite musical artist , and it was highly effective at showing how different everyone is about something you can’t see, and it was a good example of how there is always something about somebody you don’t know.”
- Resources from the SINC training program will be available online in due course. Watch this space!
- Further reading: Diversity and Inclusion: Why we shouldn’t be indifferent to difference.
The SINC program was made possible with funding from the Ian Potter Foundation and the RE Ross Trust.
Written by Deb Carveth, online editor for Community Music Victoria with Sarah Mandie, Diversity Coordinator for Community Music Victoria
Foundation House is an organisation set up to help refugees and migrants who are survivors of torture in other countries, assisting them with settlement services and connecting them with other organisations such as AMES on arrival in Australia. It is also the starting point in this story of a group of Chaldean Christian women who have hopes of becoming the Assyrian Women’s Choir.
The Assyrian Women’s group is a group of Chaldean women who have fled persecution and torture in Iraq and Syria. Persecuted for being Christian and for speaking a different language, these women have been migrating to safety in Australia to begin a new life for more than twenty years, and they keep coming.
Whenever new refugees or migrants arrive, the women mobilise themselves into a welcome committee, travelling out to the airport. They help the new arrivals to find their feet in this foreign country where for many of them, language is a barrier. Every Friday, the women meet to sing and cook food together, sharing stories of their lives, old and new, as well as offering skills and support to each other. They are from places in Iraq we’ve all heard about in the news, and they know the pain of conflict, displacement, persecution and loss.
A strong love for singing their traditional Arabic and Chaldean folk songs exists between the women, and this is how Sarah Mandie, Diversity Coordinator with Community Music Victoria came to be involved in their journey.
Sarah approached Foundation House to offer skills and support to the staff and community to in her capacity as a singing leader and facilitator. Carolyn Wilson, one of the senior counsellors there, immediately thought of the Chaldean Christian Women’s group and arranged for Sarah and CMVic’s Coordinator, Oli Hinton, to meet with them. Translator and Foundation house worker, Dr Salam Dankha, made communication possible. At the first meeting, Oli and Sarah were welcomed with traditional food and songs, and a bond was formed. In 2017 a further two sessions were planned for Sarah to work with the group ahead of their participation at the International Women’s Day celebrations, at Dianella Health in Craigieburn.
During the first session, the women chose to sing two songs: one, an Iraqi song about the beauty of Iraqi women, and the second a folk song about courtship and the relevance of bringing gifts for the girl. Their enthusiasm was evident and they conveyed their hopes of galvanising the group into something with a more formal structure which would enable them to preserve and share the music as messengers of their culture and as advocates for peace in the wider community.
Sarah has been enabling the women to find a focus and they have plans to write a song together, an anthem unique to the group, written around universal morals and themes such as peace, as part of their journey of healing, participation and empowerment.
The next phase is to obtain the funding necessary for Sarah to continue her work with the Assyrian women because, as she says, “I’ve already developed a relationship with them, and it’s a good one.” Supporting the group in selecting a repertoire and helping them to develop the structure they need to become a sustainable choir constitutes part of a proposed new CMVic led project called ‘Voices of Peace‘.
“It’s about giving the leaders already in place within the Assyrian community some skills and structure to use, it’s also about support in identifying potential new leaders and it’s about assistance with sustainability.” as well as offering suggestions and feedback around how the songs are sung: “It’s one thing for the women to sit and sing music of their culture together but in order to get out and share the material, some guidance is necessary.”
While the group is comprised solely of Assyrian women, these women are open to everyone, no matter where they are from. They don’t have any barriers around ethnicity, religion, etc. Instead, there is open-ness, recognition and acceptance of difference:
“They just understand…I told them I have an Indian husband, and that I’m Jewish and it created this openness, I mean, we’re all just different aren’t we, and we want to get along.”
This is the focus and purpose of the group: to sing their music, celebrate and preserve their unique culture and through sharing this love of it with others, to create greater harmony and understanding in society, improving mental and physical health and well-being along the way on the road to recovery.
As part of the International Women’s Day event, there was a fashion parade and it was a chance for everyone to get dressed up and a celebration for all women, from all cultures. “The Assyrian women came out wearing jewelled gowns, and having a wonderful time with the Indian women; celebrating being women.”
As the Assyrian Women’s Choir, these women will find new opportunities and ways to meet people, make connections and friendships, to share and celebrate where they are from and and to participate and contribute to the richness of the diverse, inclusive and safe society they have found themselves part of.
Listen to an early session with the Assyrian Women’s group, here.
Written by Deb Carveth with Sarah Mandie for Community Music Victoria
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.
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.
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:
Victoria State Government Diversity and Inclusion Strategy 2016-2020. Download a copy here.
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.’
Music: 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
If all you crave at night is the sound of silence, encouraging somebody who snores to sing for their supper could be the key to a peaceful night’s sleep, and the clip below will be music to your ears. We know from experience that an interrupted sleep pattern impacts negatively on concentration levels and increases the likeliness of accidents and mistakes during our waking hours.
Snoring can also lead to loss of friends if we’re putting up enough zeds to disrupt the sleep of others on a regular basis, and when we’re tired, we become more susceptible to illness so the ramifications of this nocturnal behaviour can be detrimental to the general health and well being of everyone in the fall out zone.
Having first hand experience of a partner who snored, British community choir director and composer, Alise Ojay, designed and created a set of simple singing exercises, Singing for Snorers, focussed on strengthening the soft tissues of the palate and the upper throat, specifically the pharyngeal muscles which, like any other areas of the body, grow slack without exercise.
Sorry folks, it’s true: even your epiglotiss needs a work out. But don’t lose heart at this point, because it’s where the good news begins: Epiglottal flaps don’t require tread mills or gym memberships to start shaping up. All that’s required is for the soon to be proud owner of the pharyngeal muscles to open their mouth and sing, making the sounds ‘ung’ and ‘gar’ a practise Alise Ojat refers to as ‘giving the whole snoring apparatus a work out.’
Alise, a member of the Natural Voice Practitioners network, undertook her initial research to determine whether singing exercises could in fact be used as a non-invasive treatment to increase muscle tone in the tissues of the throat in 2000, as an Honorary Research Fellow at the University of Exeter. A clinical trial followed in May 2013 involving a study group of 93 patients who completed a self-guided treatment programme of singing exercises, performing from a 3CD boxed set for 20 minutes daily.
The findings of the trial concluded that use of singing exercises to strengthen the throat across a period of three months contributed significantly to a reduction of snoring pollution in the atmosphere. It demonstrated that singing holds real potential to improve the health and wellbeing not only of snorers, but the quality of life for their partners and housemates, too:
“The Epworth Sleepiness Scale improved significantly in the experimental group compared to the control group. The frequency of snoring also reduced significantly in the experimental group and loudness of snoring showed a trend to improvement…” The research write up concluded:
“Improving the tone and strength of pharyngeal muscles with a 3 months programme of daily singing exercises reduces the severity, frequency and loudness of snoring, and improves symptoms of mild to moderate sleep apnoea.”
So if you’re living with somebody who snores, or if you suspect that you are susceptible to it yourself, try frequent singing exercises (and singing more frequently!) as an early approach to addressing the issue and set to work on achieving a set of buff pharyngeal muscles: they’re understatedly sexy and guaranteed to make you better off in bed.
A list of singing groups across Victoria can be found on the groups page of the Community Music Victoria website to assist you in your mission and a link to Alise’s Singing for Snorers exercises can be found on the CMVic online repertoire resources page. Let us know how you go!
Written by Deb Carveth, online Editor for Community Music Victoria