I. History of the Piano
    refer to picture link

II. Importance of the Piano in Education
    Article Evaluations

III. Participant-Observation
    Fieldwork
    Pictures/Sheet Music
    Culture
IV. Statement of Reciprocity

V. Links to other Student Pages
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Article Evaluation

                                                 The Importance of Music Education

     Music is a vital part of education.  In today’s society, people are often unaware of the huge influence that it has, considering music as only fun and entertaining.  In recent research, music has been found to increase one’s potential for learning in a variety of areas.  Even subjects like math and science have shown a definite connection to music.
     Some scientists have believed for quite some time that music can somehow train the brain to a higher form of thinking (Hancock 58).  In a recent study, however, Dr. Fran Rauscher and Gordon Shaw, from the university of California at Irvine, worked together to prove this idea.  The main focus of their research was the connection between music and “spatial intelligence” (Pouliot 146).  “Spatial intelligence” is the ability to visualize objects or see the relationships between many different objects.  This kind of thinking has been linked to success in higher math and sciences, such as physics or engineering (Hancock 58).  Rauscher and Shaw first began testing this theory on a group of preschoolers to see the effect music might have on the young mind.  The group consisted of forty-two boys and thirty-six girls, ranging from ages three to five.  They were all classified as “normal” kids (Pouliot 146).
     They first divided the children into four group called the “keyboard group,” the "singing group,” the “computer group,” and the “control group” (Pouliot 146).  The keyboard group was given weekly piano lessons.  The piano was chosen because it gives a visual picture of the music, and also while playing, both physical movements and listening to music is involved, which provides a greater understanding of music (Baney).  In the piano lessons, they concentrated on learning and understanding many different music components:  pitch intervals, coordination, finger techniques, reading music, and playing by memory.  After six months the children were able to play many beginner-level tunes.  The singing group was taught many different popular children’s songs and also some older folk melodies.  The computer group learned how to use some software that was made to teach children reading and math skills.  The last group was the control group, where the children were given no extra lessons outside of preschool and was used to compare to the other groups for a conclusion (Pouliot 146).
     After six months, all of the children were tested to see if there was any sign of connection between music and intelligence.  Before any training they were each given a test called the “Wechsler Preschool and Primary Scale of Intelligence Revised.”  The pre-training score was an average of 9.79.  On the second test, the keyboard group showed the largest increase with an average of 13.41; the other groups scored about two points less than this.  The area in which most of the improvement was found was in parts pertaining to spatial reasoning, like puzzles and shapes.  Also to make sure not to cause confusion about whether the effects were long-term or short term, some children were tested right after their lessons and others were tested days later.  The group tested later did not show any significant difference in their scores (Pouliot 146).
     By using these tests, Rauscher and Shaw proved that there was a connection between music and spatial intelligence, but why is this?  Shaw created a model of the brain on a computer to explain this that showed the patterns that the brain uses to send messages and think.  Using a music synthesizer Rauscher and Shaw were able to map the patterns the brain used to process music. They also mapped the patterns used for spatial reasoning skills.  The model showed them that the patterns of music and spatial reasoning in the brain are very similar or even exactly the same.  Because the brain uses the same patterns for music and spatial reasoning, by learning music the brain exercises the same skills that are used in spatial reasoning.  This will later help a person to understand math and science (Rauscher).
     However, Rauscher and Shaw’s discovery of a connection between spatial reasoning and music is not the only advantage of music education.  Music has proven to be a great way for people to express their emotions and feelings.  Often music, whether instrumental or by voice, is used by people to release what is called “inner-speech".  This is what one thinks or feels deep down inside, but often can’t express into words (Baney).  By playing the piano, whether it is your own composed music or someone else’s, it is a great way to release tension and stress, by releasing all your creativity and energy into the music.
      Another very common term today among students is the “Mozart Effect.”  In research. Gordon Shaw showed findings that proved that when people listen to classical music, they are using the same muscles in the brain that are used for mathematics and objective reasoning.    By using these muscles in the brain, they are exercising them, therefore, strengthening them so that they will improve in mathematics (Begley 51).  So far the “Mozart Effect” is found to be only temporary.  Dr. Fran Rauscher and Gordon Shaw tested its effects on college students.  They tested thirty-six undergraduate students with a spatial IQ test immediately after they had listened to ten minutes of Mozart’s Sonata for Two Pianos.  The students scored an average of 8 to 9 points higher on the test, compare to groups who took the test without listening to music.  However, a group tested only hours after listening to the music showed almost no improvement (Pouliot 146).
    Music is proven to be one of the biggest influences on society today.  Entire cultures can be defined by the music they listen to.  With these facts, why do people today in America put such little emphasis on music in their on education?  The ancient Greek philosopher, Plato said, “Music is a more potent instrument than any other for education” (Hancock 58).  Perhaps more people need to take a step back in time to realize how important it is for everyone to have music in their lives.

Works Cited

Baney, Cynthia Ensign.  “Wired for Sound:  The Essential Connection Between Music and Development.”  Early Childhood News.  July/Aug.  1997.  17 Feb. 2000 http://www.earlychildhoodnews.com/archive/wired.html

Begley, Sharon.  “Your Child’s Brain.”  Newsweek. 19 Feb. 1996:  55+

Hancock, LynNell.  “Why do Schools Flunk Biology?”  Newsweek.  19 February 1996: 58-59

Pouliot, Janine.  “The Power of Music.”  World and I.  13.3 (1998):  146-153

Rauscher, Dr. Frances H.  “Music Training and Spatial-Temporal Reasoning.”  Artsedge Virtual Conference:  Music and Intelligence.  1997. 9 February 2000. <http://arsedge.kennedy-center.org/vc/musintel/rauspap.html>
 
 
 
 
 
 
 
 
 
 
 
 
 

Participant-Observation/ Fieldwork

    We went to the piano rooms in Coulter and learned/taught how to play the piano along with a brief review of how to read music.  Samantha already knew how to read music from past experiences but needed a refresher course in it.

We worked on the following piece of music:

    (Lesson #1 Beginning Facts....Samantha's Review)                 (Lesson #2 Waltz....song Samantha learned)

      The keyboard on a piano has 88 keys.  There is a treble and bass clef.  There are eleven octaves.  The basic octave is a set of keys from C to C.  The basic scale of notes is from A to G.  The Waltz that Samantha was taught only consisted of quarter notes, which get one beat per measure and dotted half notes, which get three beats per measure.
    The C Major Five Finger Position for playing the Waltz is to place your right thumb on middle C and your left pinky finger on the C key one octave down.
    This is the Lesson #1 Mary and Jennifer had to teach Samantha because she had forgot the basics from her early exposure to music (she took piano lessons as a child).
    There is a large number of children in our society who are introduced to the basics of playing the piano.  Many parents feel that music is such an important part of our culture that they force their children to take the lessons.  Although significantly fewer children stay with the lessons and carry it on throughout their adulthood, they are at some point in their life exposed to it.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Reciprocity

    Samantha was the"learner" of the group.  Jennifer and Mary taught me how to play the piano, specifically the Waltz.    We met several times and worked on the construction of the web site, the "book report" and the actual fieldwork.  I feel that everyone contributed fairly on this project.  Jennifer and Mary knew how to play the piano very well and did an excellent job teaching me.
    Jennifer and Mary were the teachers of the group.  Together we both took turns teaching Samantha how to play the piano.  She was familiar with reading music, so the song we taught was not a difficult task.
    We three decided that this collaborative project was most related to balanced reciprocity, meaning an exchange took place with the expectaion of an equivalent value of goods or services within a period of time.  Jennifer and Mary gave Samantha the knowledge of how to play the piano with the expectation of her learning this talent and being able to put it to use.
 
 

Links to Other Student's Pages

To Christina Berry and Courtney Friedell's web page about composing music.

To Jenny Elliot and Aaron Anglin's web page about playing the guitar.
 

Created by:  Samantha Beaman, Jennifer Bridges, Mary Higgins
Presented to: Dr. Philip Coyle on December 14, 2000
Last updated on:  December 12, 2000