The signs you pass on the street are in English, the books your teachers give you are in English; everything we do has some sort of English surrounding it. In music the same is true about the staves, every musical thing you do is related to the Treble or Bass Clefs. If we need to read English to walk down the right street the same should be true for needing to read the music staves to be able to play an instrument correctly. English is required in all American schools but reading the staves, even though they are essential elements, are not. If music teachers required musical literacy as strictly as English was by the English teachers our musicians would be greatly improved. Musical Literacy should be a goal that all music teachers have for their students. Musical Literacy can come about in many ways the most usual is when a musician first begins they write the notes in on the staves and they slowly take the notes away as they learn where they are. This can become a problem when you begin to rely on the written in letters instead of the original notes, and eventually completely ignore the staff all together (Jacobi, 2012). The further along you get the more notes you are expected to know and your chart becomes too long to reasonably manage. It becomes a waste of time to sit down for thirty-minutes with a huge chart to name your notes when you could be sight-reading the piece and learning new skills (Saxon, 2009). Knowing where a note is on your instrument but not the staff means you are almost reading music but you need to make the last connection between the staff and instrument (Hansen, Bernstorf, 2002). Playing a musical instrument should be more than just an auditory experience; the eyes should also be at work reading the... ... middle of paper ... ... 11-18. Academic Search Premier. Web. 19 Nov. 2013 Rayner, Keith, and Alexander Pollatsek. "Eye Movements, The Eye-Hand Span, And The Perceptual Span During Sight-Reading Of Music." Current Directions In Psychological Science (Wiley-Blackwell) 6.2 (1997): 49-53. Academic Search Premier. Web. 19 Nov. 2013. Salem, Jeff. "Read It! Play It!." Canadian Musician 22.4 (2000): 28. Academic Search Premier. Web. 19 Nov. 2013. Saxon, Kenneth. "The Science Of Sight Reading." American Music Teacher 58.6 (2009): 22-25. Academic Search Premier. Web. 19 Nov. 2013 Simoens, Veerle L., and Mari Tervaniemi. "Auditory Short-Term Memory Activation During Score Reading." Plos ONE 8.1 (2013): 1-10. Academic Search Premier. Web. 19 Nov. 2013 Waller, David. "Music Jumble For Music Literacy." Music Educators Journal 94.3 (2008): 14-15. Academic Search Premier. Web. 19 Nov. 2013.
People who cannot sing are missing a structure that enables a response to inform the motor system and person that he/ she is singing off tune. Gottlieb proposes a research method, involving how music making engages and modifies the brain. As Gottlieb understood, music making can be used as a therapeutic tool to improve neurological impairments and
Throughout history music has played an important role in society, whether it was Mozart moving people with his newest opera or the latest album from the Beatles. Where would society be today without music? With schools cutting their music programs, the next Mozart may not get his chance to discover his amazing talent. Music programs are essential to education. To fully understand this one must understand how music helps the human body, why schools have cut music programs, and why people should learn music.
During a musical performance many elements to be looked are not easily recognized by the average critic. A musical performance has multiple interactions taking place between the music, text, performers, audience, and space that all can contribute to a great performance. Overwhelming majority of the audience does not realize so much can be looked at during a single performance. At a performance by the University of Maryland Marching Band I was able to analyze the Musical Sound, Contexts of the Performance, and Interpretation of the Performance.
Wladyslaw Szpilman played his piano on September 23, 1939, the day Nazi Germany invaded Poland. The Second World War is a horrible chapter in world history that determined the survival of many Polish citizens. Wladyslaw Szpilman was able to live his life both before and after the German invasion with music.
Few would argue against the idea that we educate ourselves and our society so that we have adequate means with which to understand and interact with elements of the world around us. Subjects such as mathematics, language, history, and the hard sciences are granted immediate and unquestioned legitimacy in our schools, and with good reason. We encounter each of these elements of our lives on a daily basis. We need to have an understanding of these disciplines in order to interact with them, otherwise they are meaningless to us. I submit that the same can be said for the fundamental concepts of music. Music is something that we encounter in our society every day. It surrounds us. Indeed it would be practically impossible to escape. Like so many other naturally occurring phenomena, a discipline has been developed over centuries to help us interact with music, and that discipline is what I and those of my profession are charged with teaching.
..., D. (1993). Music and the Mind. MENC, Retrieved August 25, 2003 from MENC, Academic Achievement and Music database.
Even though there are many different things that can teach children to learn, music seems to be the fun route and easiest for the child to learn. Music helps students if brought to a child at a young age it can help the child even more, and it even helps the child learn math, reading, and even other languages.
McDonald, J., Teder-Salejarvi, W, & Hillyard, S. (2000). Involuntary orienting to sound improves visual perception. Nature, 407, 906-907.
Both of these approaches have been brought to bear on the brain mechanisms underlying musical imagery, and we’ll address each approach in turn. Lesion studies of musical
Rauscher, F. H., Shaw, G. L., & Ky, K. N (1993). Music and spatial task performance. Nature, 365(6447), 611. doi:10.1038/365611a0
Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music. The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects.
According to the Bureau of Labor Statistics for May 2016, about 40,110 people reported that they are musicians or singers (2017). Almost every one of these musicians can tell you they have encountered something called sight reading in their careers. Sight reading is when a musician or singer is given limited or no time to study a piece or etude and then is expected to play it right after with minimal errors. Sight reading is considered to be one of the most important skills to have in a music career. In a study, Mr. Freeburne asked public school teachers and college teachers in 19 states to rank keyboard skills. The choices were accompanying, improvising accompaniments, keyboard harmony, sight reading and transposition. Overall, the teachers
Schlaug, Gottfried, Andrea Norton, Kate Overy, and Ellen Winner. Effects of Music Training on the Child’s Brain. The Musician's Brain. New York Academy Of Sciences, 2005. Web. 14 Oct. 2013. .
Brown, L. L. (2012, May 25). The Benefits of Music Education. Retrieved September 29, 2017.
Summers, Alex. "The Important Role Of Music In Learning."Edudemic. N.p., 19 Apr 2013. Web. 14 Mar 2014.