presentasi kelulusan HI 4
Supporting details are :• we remember words better with music and music better with words,
• attitude is often more important for success than brains,
• strong emotions can shut down higher order thinking, and
• laughter is good for you!
CLASSICAL MUSIC AND BRAIN DEVELOPMENT
Research has shown that music affects brain development at a very early age beginning in utero. Classical music by composers such as Bach, Vivaldi, Mozart, and Haydn, "wire" children's brains, actually creating neural pathways in the brain. Since classical music is more complex than popular music, it wires more of the brain than popular music. It actually helps create many neural pathways in the brain.
During the first two years of life, children can learn to recognize specific classical musical melodies at the same time they are learning to speak their mother tongue. Mothers report that children as young as ten months and two years recognize specific classical music melodies and love to "sing" along with them. (See "What Others Say" on this website.)
For everyone who is concerned about their children's brain development, we recommend a two-CD presentation by Andre Pudewa – The Profound Effects of Music on Life (available from www.singnlearn.com). "Pudewa describes in detail the beneficial as well as potentially detrimental effects which various types of music can have on living things. Clear descriptions throughout the presentation bring attention to recent scientific research involving young children, college students, mice and plants...... This information will challenge you and will alter the way you view (or hear, for that matter) music forever."
CLASSICAL MAGIC CAN HELP ESTABLISH
A LEARNING ATTITUDE IN STUDENTS
Negative emotions and attitudes can shut down higher-order thinking. The single most important element in children's learning is attitude. The limbic system is so powerful it can literally facilitate or inhibit learning and higher order thinking. It appears that positive emotions such as love, tenderness and humor can facilitate higher order thinking skills; whereas negative emotions such as anger, hostility and fear can literally downshift the brain into basic survival thinking(5)
Many students arrive at school already in a distressed condition, so a brief intervention of music can move learners closer to the optimal learning state of relaxed alertness. When we consider that 3 to 10 percent of school-age children are estimated to have some form of depression, depending on their age, the huge upside potential of music exposure ought not be ignored. (2)
Laughter is also an important technique for reducing stress and increasing learning. When students are having fun, their overall academic achievement increases (7)
Classical Magic® combines classical music and humor. The lyrics are educational and light-hearted. The themes usually take less than a minute each to play and sing, allowing teachers to use them throughout the day to help shape classroom attitudes. When children sing they relax, and their higher order thinking can begin to function. As children begin to recognize the classical music themes in cartoons, commercials, malls and cell phones, they also develop self-confidence, an important aspect of emotional Intelligence.
EMOTIONAL INTELLIGENCE
UNDERSTANDING OURSELVES AND OTHERS
Emotional intelligence may ultimately be more important to our success than cognition because relationships, volition, and school issues like attendance, school climate and dropout rates are impacted.(2)
Children who are involved in music activities do better in school. The probable mechanism for developing emotional intelligence comes from the research on creating and maintaining neural networks. These are the complex patterns of learning that comprise our behaviors. With novelty, challenge, repetition, feedback, coherence and time, the brain is enriched and new neural connections (synapses) are made. It seems that the playing of music accelerates and enhances the ability of learners to make rapid emotional assessments and to act accordingly.(2)
Children love to "know" and to show adults that they know classical music themes and composers. With the Classical Magic® program, children are inspired to play musical instruments fostering a positive self-image. They develop self-confidence, essential for emotional maturity.
MUSIC CARRIES EDUCATIONAL MATERIAL
INTO LONG-TERM MEMORY
When music accompanies learning material, it provides a powerful superhighway straight into the brain. The value of embedding lyrics in music is that learning this way activates emotional responses, as well as memory in the auditory cortex. In other words, music facilitates verbal memory.(2) Some studies show that children retain only 10% of what they read and 20% of what they are told. If you take the same information and teach it with a song, the retention increases to over 90%.
Too much of our schooling is based on the declarative system, a slow memory pathway. A straightforward music education program may enhance our procedural learning system – a much faster memory pathway which is stored in our superior long-term memory. Instead of relying strictly on lecture, educators who use more movement, singing, and music will improve learning efficiency and retention.(2)
The Classical Magic® program incorporates history and geography as well as operas, mythology and great literature. The lyrics contain educational information from such famous classical music themes as Orpheus in the Underworld and Sleeping Beauty, Romeo and Juliet, Peer Gynt and many more. Classical Magic® is a procedural type system that combines educational lyrics with music, allowing both to follow a direct path into long-term memory.
CLASSICAL MAGIC®
AND THE MULTIPLE INTELLIGENCES
Howard Gardner in his Theory of Multiple Intelligences defines music as an intelligence as well as a talent. Children learn through many intelligences, and much learning is facilitated with music. Creative teaching will approach a subject through multiple intelligences. Classical Magic's theme recognition activities regularly involve most of Gardner's seven intelligences: (3)
• linguistic – reading and singing lyrics develop fluency, the rhythm of the language, poetry techniques, and vocabulary.
• logical-mathematical – participating in music activities demand precise timing and understanding of fractions
• bodily-kinesthetic – moving to music in both directed and spontaneous ways.
• music – singing, listening, to classical music, playing instruments, moving to music.
• visual-spatial – planning choreography, creating art while listening to music.
• interpersonal – working with others by singing, playing music, planning skits, etc.
• intrapersonal – feeling good about oneself and building confidence.
The more intelligences one uses, the greater the learning. Music is especially effective in developing interpersonal and intrapersonal skills and maturity. Music has great value as an art form that enriches our lives. All great cultures have embraced music, and no great culture can flourish without music.
Santa Clara Elementary
A school in Florida thinks music is a great benefit in education. Because of a grant from the South Florida Children's Foundation, the school is putting violins in the hands of 3rd graders through the Violins Against Violence Program. While violins are not unique to school programs, Santa Clara is different than most schools with a strings program. This elementary school has almost 97% of students on free and reduced lunches. The parents in this school would not be able to buy instruments for their children.
Santa Clara is one of 60 schools in Miami-Dade that is offering free lessons in string instruments. Robert T. Davis, the district's music education supervisor, says, "Numerous studies have shown that children who play instruments do better on standardized tests. Exposure to music also helps with
• reading,
• encourages socialization and
• improves a student's focus and commitment."
Recent research done with 1st and 2nd graders at Pawtucket, RI public elementary shows that the arts do increase academic performance.
The study included 96 first grade students participating in a music and visual art program emphasizing sequential skill development integrating these skills into the standard curriculum. One group received the standard curriculum, and the other group received the integrated program.
7 months later, all students were given a standardized test. The students that were in the integrated program were initially behind in reading and had average scores in math. After 7 months, the integrated group of students had caught up in reading and had pulled ahead in math.
In 2nd grade, the same students continued in the experiment. By the end of 2nd grade, Again, the students in the integrated arts program were ahead of the control group in math and reading.
Tips for Using Music Effectively
• When teaching students a song, it is a good idea to introduce an instrumental version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics). If students become familiar with the sound of the music first, they will be more likely to understand the words.
• Make a vocabulary list ahead of time. Go over the words once before you introduce the song.
• Expose students to a certain song many days in a row. Within a few days, students will not be able to get the song out of their head!
• Choose interactive songs whenever possible. Adding actions enhances language acquisition and memory.
• Have soft or upbeat music playing before class to encourage a positive atmosphere. Turning the music off is a great way to signal to a large class that it is time to begin.
Benefits of using Music
• mproves concentration
• improves memory
• brings a sense of community to a group
• motivates learning
• relaxes people who are overwhelmed or stressed
• makes learning fun
• helps people absorb material
"Music stabilizes mental, physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned."
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