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Klarinet Archive - Posting 000758.txt from 1998/04

From: Rich & Tani Miller <musicians@-----.net>
Subj: Re: Smart people and Music (was Music and Science)
Date: Wed, 15 Apr 1998 10:01:27 -0400

I'm getting ready to leave on one of those much maligned band trips (three days
out of school in Florida--the immoral side of me isn't complaining!). I'll get
back to you when I return.

J & K Morgan wrote:

> How would one get copies of the research mentioned below?
> Thanks
>
> John Morgan
>
> Rich & Tani Miller wrote:
>
> > Not just secondary educators agree. The most crucial time for a child's
> > musical development is from birth up to age 9. Music learning theory
> > research bears out the fact that music aptitude which deals mainly with
> > aural skills, is pretty much set by this age. Students can still learn
> > music after this age certainly but their aptitude pretty much stays the
> > same.
> >
> > It also isn't a just a causal relationship. Current brain research is
> > showing many positive benefits of music study and physiological effects
> > that music can have upon brain development. It has really become a very
> > large field of research. The important key, though, is that students have
> > the opportunity to have QUALITY musical experiences at a very early
> > age--singing, moving, listening, playing instruments, . . .There are
> > certainly positive effects of studying music but research is beginning to
> > bear out so much more.
> >
> > If anyone is interested in this subject and related subjects, some names to
> > use as a starting point on the internet include Dr. Edwin Gordon(music
> > learning theory research, audiation), Dr. Frances Rauscher(research linking
> > spatial reasoning and piano instruction in disadvantaged preschoolers), and
> > Howard Gardner (Project Zero, multiple intelligence theory). There's
> > another researcher who worked with Dr. Rauscher--I forget the name on this
> > sunny Easter day.
> >
> > My school district has used this and other research as a basis for
> > justifying music, art, theatre, and dance study as being equally important
> > as all, yes ALL, other subject areas. Students are required to take all
> > fine arts areas through the tenth grade. I'm really curious to see what
> > kind of effect we'll have on things like standardized test scores although
> > that certainly isn't the most important reason for music!
> >
> > Tani Miller
> > Carter & MacRae Elementary School
> > School District of Lancaster
> > Lancaster, PA
> >
> > Kevin Fay wrote:
> >
> > >
> > >
> > > I think the real link is the true value of music education in our
> > > schools. If you want a rough approximation of who the top 10% of
> > > students are in any high school, you don't need a test--just stroll down
> > > to the band room. (OK, choir and orchestra too.)
> > >
> > > It could be a causal relationship--learning to practice certainly taught
> > > ME how to study--and the immediate feedback of hard work certainly helps
> > > a student's focus. On the other hand, it could merely be an effect
> > > (i.e., the better students tend to stick with the instrument). Either
> > > way, it is an incredibly valuable part of the education process for the
> > > more advanced students in secondary education, and (forgive the heat) a
> > > goddamned crime that it is among the first things to get cut by
> > > brain-dead adminsistrators finding a way to keep the funding for the
> > > football team.
> > >
> > > My wife is a middle school band director. One of the sales pitches she
> > > makes to parents is the value that music education has other than in the
> > > band room--band students simply do better in school. Oodles of
> > > statistics bear this out. I'm sure the secondary educators on this list
> > > will agree, and have a huge amount of anecdotal evidence as well. All I
> > > can say to them is keep up the good work!
> > >
> > > kjf
> > >
> > > --Original Message Follows----
> > > Reply-To: "Scott Morrow" <sdm@-----.edu>
> > > From: "Scott Morrow" <sdm@-----.edu>
> > > To: <klarinet@-----.us>
> > > Subject: Re: Music and Science
> > > Date: Fri, 10 Apr 1998 11:09:47 -0400
> > > Reply-To: klarinet@-----.us
> > >
> > > I have a BS in Chemistry and have been working in Biochemistry for
> > > the
> > > last 16 years. I, also, have been playing the clarinet routinely since
> > > 4th
> > > grade. I believe one of the skills that helps scientific people relate
> > > to
> > > music is an ability to deal with abstract concepts (you can't "see" a
> > > molecule, and try explaining musical interpretation to someone who has
> > > to
> > > touch or see something to understand it!). Also, music IS very
> > > mathematical - it is not difficult to see (especially from some of our
> > > more
> > > technical posts) that music is mostly a scientific field molded by
> > > creativity. (Actually, most of the more important scientific
> > > advancements
> > > were discovered by creative scientists, not technicians!)
> > > I am also a writer (plays and humourous articles) - also sort of
> > > abstract! One of the reasons I never went on to a PhD in science is
> > > that I
> > > DON'T want to give up my "creative" activities!
> > >
> > > -Scott
> > >
> > > -----Original Message-----
> > > From: C E Field <CEField@-----.com>
> > > To: klarinet@-----.us>
> > > Date: Friday, April 10, 1998 10:03 AM
> > > Subject: Re: Music and Science
> > >
> > > >This is a fascinating topic.
> > > >
> > > >I am a Ph.D. (food & resource chemistry and chemical engineering) by
> > > education
> > > >and a computer journalist by trade (with 500 or so published articles
> > > in
> > > the
> > > >past 15 years). I also worked in medical research and teaching.
> > > >
> > > >BUT clarinets always have been and remain my first love. I started
> > > playing
> > > in
> > > >fourth grade...nearly 40 years ago (ugh).
> > > >
> > > >Cindy
> > >
> > > Get Your Private, Free Email at http://www.hotmail.com

   
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