Music Education

The research into how our brains and bodies work has led to a huge change in how teachers approach their profession.   Gardner’s theory on multiple intelligences, the Mozart Effect and the increased prevalence of technology in our students’ lives have all contributed to change the way teachers teach.  Below is a list of some of the research into education, and more specifically music education.  If you have further questions or would like a topic added, please feel free to email Rosemarie at rpenner@mustlovemusic.ca.

Gardner’s Multiple Intelligences:

Dr. Howard Gardner developed his theory of Multiple Intelligences in 1983.  Through his research, he chose 7 abilities or strengths that he felt were categories of intelligence:

• linguistic
• logical-mathematical
• spatial
• musical
• bodily-kinesthetic
• intrapersonal
• interpersonal
• naturalistic (has since been added as more research has occurred)

A good overview of this theory is available from infed.org, including an overview of Gardner’s life and research.  His research has opened the door to more variety in how teachers approach their subjects, but also a greater understanding of how our students learn.

The Mozart Effect:

Firstly, I am going to include a little disclaimer.  As with any theory, there is the possibility of taking a small segment and commercializing it.  Unfortunately, when “The Mozart Effect” was published this happened.  In order to be scientifically sound, the results of any study should be replicated if another researcher uses the same methods.  This has not been the case for the Mozart effect.

So, how does this relate to educators?  And, why is  it even considered useful when the research is so inconclusive?   Music does have a short term effect on behaviour.  Singing a lullaby to a baby has  a higher probability of lulling the baby to sleep than playing a gangster rap song.  Playing an upbeat song (regardless of the genre) helps housework seem to get done quicker.  For myself, Jamiroquoi was a go-to for those late night lesson prep sessions during university.  And, as I teach my students, sometimes a change is exactly what they need.  The flowing style of Chopin will not help matters if my student is tired.  But, switching to Scott Joplin’s ragtime may be just what he/she needs.  The Mozart effect is useful to teachers because music can change perception or mood in the short term.  This helps us guide a student into a better frame of mind to learn what we would like to teach.

For more information, feel free to read “The Mozart Effect: A Closer Look” which presents both sides of the argument regarding this theory.

Piano Music:  Help, please!

Many piano parents are unsure when it comes to their children’s music.  You know good music when you hear it, but all those symbols on the page … well, it may as well be written in Sanskrit.  Please feel free to use “A Guide To Obscure Italian Terms & Squiggly Lines (Or How To Read Piano Music)” as a quick reference when looking through your child’s music.

If you have further questions or would like a topic added, please feel free to email Rosemarie at rpenner@mustlovemusic.ca.

Piano Practice – Without pulling out your hair!

“Did you practice everything?”  “Yup.”  “It was only 5 minutes!”  “I’m done everything!”

How can you help your children with their practice time each week?  Especially, if you are finding it difficult to read your child’s music?  Below are some articles for specific strategies to help you (and your child) make practice time successful!

• The Honeymoon Is Over (Practice Guide For Parents) – written by Rosemarie Penner
• No More Teachers No More Books Piano Fun Over the Summer – written by Rosemarie Penner
• Making Music a Priority – written by Andrea Dow (TeachPianoToday)

If you have further questions or would like a topic added, please feel free to email Rosemarie at rpenner@mustlovemusic.ca.