A COLLECTION OF ANSWERS TO THE QUESTION...
"Music and the Arts are important! They encourage individuals to feel, think, and solve problems creatively, and to arrive at conclusions and answers in unique ways. Collaborative music making experiences magnify the common denominators and diminish the differences between people – it brings them closer together. Music, like reading, math and science, should be a part of every young person's education and life."
- Frank Battisti Here are three things parents need to know and be able to express to their child as soon as they begin learning to play a musical instrument:
Here are 4 reasons why schools must embrace music as the nucleus of an education which gives students the tools to complete a college degree:
"Listening to music is profoundly human. It lets us touch and understand some of our most complicated feelings. It helps us know who we are, what we want, how to be ourselves in the world. And because we live in an age of vast musical riches from both past and present, we all have access to exactly the music that suits our personality and mood. Music makes the fingers we can use to reach into our own hearts.
Making music is even more so. With all that music can do just for us as listeners, why would we not want to unlock the secrets of expressing ourselves through it? We human beings are driven to make music as surely as we are driven to speak, to touch, to come closer to other humans. Why would we not want to give students the chance to learn how to express themselves in this manner?" "...the underlying reason that music helps improve nearly every area of a child’s life is that music is a critical and necessary part of the human experience. The more you remove people’s access to creating and listening to music, the more people suffer, both individually and as a part of a culture."
Summary:
Scientists have found some of the strongest evidence yet that musical training in younger years can prevent the decay in speech listening skills in later life. "Musical activities are an engaging form of cognitive brain training and we are now seeing robust evidence of brain plasticity from musical training not just in younger brains, but in older brains too," said the study's leader. If your parents forced you to practice your scales by saying it would "build character," they were onto something. The Washington Post reports that one of the largest scientific studies into music's effect on the brain has found something striking: Musical training doesn't just affect your musical ability — it provides tremendous benefits to children's emotional and behavioral maturation.
We all call it "multitasking," but psychologists insist that's a misnomer. Since we can't actually focus on more than one thing at a time, the skill is really "task switching" — the ability to alternate smoothly and easily between two sets of mental tasks. New research from Canada suggests one group of people is able to do that better than the rest of us: trained musicians
“Music is a more potent instrument than any other for education, and children should be taught music before anything else….I would teach the children music, physics and philosophy, but the most important is music, for in the patterns of the arts are the keys to all learning.” Plato spoke these words more than two thousand years ago, and music has continued to be an irreplaceable core foundation in the development of students until very recently.
"Musical training doesn't just improve your ear for music — it also helps your ear for speech. That's the takeaway from an unusual new study published in The Journal of Neuroscience. Researchers found that kids who took music lessons for two years didn't just get better at playing the trombone or violin; they found that playing music also helped kids' brains process language."
New research has shown that individuals who play an instrument are more capable at identifying errors and correcting mistakes, and that these benefits apply to amateur musicians as well as professionals
"Music may, in other words, tap into a brain mechanism that was key to our evolutionary progress. The ability to recognize patterns and generalize from experience, to predict what’s likely to happen in the future — in short, the ability to imagine — is something humans do far better than any other animals. It’s what allowed us (aided by the far less glamorous opposable thumb) to take over the world."
"New research suggests that the complexity involved in practicing and performing music may help students’ cognitive development. Studies released last month at the Society for Neuroscience meeting here find that music training may increase the neural connections in regions of the brain associated with creativity, decision making, and complex memory, and they may improve a student’s ability to process conflicting information from many senses at once. Research also found that starting music education early can be even more helpful."
Human hearing depends on a combination of cognitive and sensory processes that function by means of an interactive circuitry of bottom-up and top-down neural pathways, extending from the cochlea to the cortex and back again. Given that similar neural pathways are recruited to process sounds related to both music and language, it is not surprising that the auditory expertise gained over years of consistent music practice fine-tunes the human auditory system in a comprehensive fashion, strengthening neurobiological and cognitive underpinnings of both music and speech processing. In this review we argue not only that common neural mechanisms for speech and music exist, but that experience in music leads to enhancements in sensory and cognitive contributors to speech processing. Of specific interest is the potential for music training to bolster neural mechanisms that undergird language-related skills, such as reading and hearing speech in background noise, which are critical to academic progress, emotional health, and vocational success.
Abstract Playing a musical instrument is an intense, multisensory, and motor experience that usually commences at an early age and requires the acquisition and maintenance of a range of skills over the course of a musician’s lifetime. Thus, musicians offer an excellent human model for studying the brain effects of acquiring specialized sensorimotor skills. For example, musicians learn and repeatedly practice the association of motor actions with specific sound and visual patterns (musical notation) while receiving continuous multisensory feedback. This association learning can strengthen connections between auditory and motor regions (e.g., arcuate fasciculus) while activating multimodal integration regions (e.g., around the intraparietal sulcus). We argue that training of this neural network may produce crossmodal effects on other behavioral or cognitive operations that draw on this network. Plasticity in this network may explain some of the sensorimotor and cognitive enhancements that have been associated with music training. These enhancements suggest the potential for music making as an interactive treatment or intervention for neurological and developmental disorders, as well as those associated with normal aging Click below for the full article:
Playing a musical instrument changes the anatomy and function of the brain. But do these changes persist after music training stops? We probed this question by measuring auditory brainstem responses in a cohort of healthy young human adults with varying amounts of past musical training.We show that adults who received formal music instruction as children have more robust brainstem responses to sound than peers who never participated in music lessons and that the magnitude of the response correlates with how recently training ceased. Our results suggest that neural changes accompanying musical training during childhood are retained in adulthood. These findings advance our understanding of long-term neuroplasticity and have general implications for the development of effective auditory training programs.
The study’s title echoes its conclusion: “Short-Term Music Training Enhances Verbal Intelligence and Executive Function.”
Click here to read the full article. Music produces profound and lasting changes in the brain. Schools should add classes, not cut them.
Click here to read the article from Scientific American Nearly 20 years ago a small study advanced the notion that listening to Mozart’s Sonata for Two Pianos in D Major could boost mental functioning. It was not long before trademarked “Mozart effect” products appealed to neurotic parents aiming to put toddlers on the fast track to the Ivy League. Georgia’s governor even proposed giving every newborn there a classical CD or cassette. The evidence for Mozart therapy turned out to be flimsy, perhaps nonexistent, although the original study never claimed anything more than a temporary and limited effect. In recent years, however, neuroscientists have examined the benefits of a concerted effort to study and practice music, as opposed to playing a Mozart CD or a computer-based “brain fitness” game once in a while. Advanced monitoring techniques have enabled scientists to see what happens inside your head when you listen to your mother and actually practice the violin for an hour every afternoon. And they have found that music lessons can produce profound and lasting changes that enhance the general ability to learn. These results should disabuse public officials of the idea that music classes are a mere frill, ripe for discarding in the budget crises that constantly beset public schools. Studies have shown that assiduous instrument training from an early age can help the brain to process sounds better, making it easier to stay focused when absorbing other subjects, from literature to tensor calculus. The musically adept are better able to concentrate on a biology lesson despite the racket in the classroom or, a few years later, to finish a call with a client when a colleague in the next cubicle starts screaming at an underling. They can attend to several things at once in the mental scratch pad called working memory, an essential skill in this era of multitasking. Discerning subtleties in pitch and timing can also help children or adults in learning a new language. The current craze for high school Mandarin classes furnishes an ideal example. The difference between m¯a (a high, level tone) and mà (falling tone) represents the difference between “mother” and “scold.” Musicians, studies show, are better than nonmusicians at picking out easily when your m¯a is màing you to practice. These skills may also help the learning disabled improve speech comprehension. Sadly, fewer schools are giving students an opportunity to learn an instrument. In Nature Reviews Neuroscience this summer, Nina Kraus of Northwestern University and Bharath Chandrasekaran of the University of Texas at Austin, who research how music affects the brain, point to a disturbing trend of a decline of music education as part of the standard curriculum. A report by the advocacy organization Music for All Foundation found that from 1999 to 2004 the number of students taking music programs in California public schools dropped by 50 percent. Research of our brains on music leads to the conclusion that music education needs to be preserved—and revamped, as needed, when further insights demonstrate, say, how the concentration mustered to play the clarinet or the oboe can help a problem student focus better in math class. The main reason for playing an instrument, of course, will always be the sheer joy of blowing a horn or banging out chords. But we should also be working to incorporate into the curriculum our new knowledge of music’s beneficial effect on the developing brain. Sustained involvement with an instrument from an early age is an achievable goal even with tight budgets. Music is not just an “extra." New research finds musical training appears to sharpen our ability to detect our own mistakes, and rapidly make needed adjustments.
ABSTRACT: Playing a musical instrument might improve the ability to monitor our behavior and adjust our responses effectively when needed. As these processes are amongst the first to be affected by cognitive aging, our evidence could promote musical activity as a realistic intervention to slow or even prevent age-related decline in frontal cortex mediated executive functioning. by Nina Kraus and Bharath Chandrasekaran Abstract | The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.
|