I believe music education is vitally important as it teaches one of the most important skills of childhood…confidence.But it’s not the egotistical, brash arrogance posing as confidence that is plaguing our society.
Rather, we parents want our kids to be a clear channel for intuition and spirit developed by learning the laws of the Universe so perfectly exemplified in music.
We are all vibrating, resonating beings.Let’s lift ourselves by resonating with the highest vibrations!
Come join us
This Saturday, June 10, 2017, we will host our Spring concerts at the Park Slope Library on 9th Street and 6th Avenue.
We have an 11am show and a 2pm show in the lower level auditorium. Free and open to the public. Come check out what your kids and neighbors have been working on for the last few months.
We have a diverse and eclectic music program including everything from Bach to Beethoven, Folk Songs to Lady Gaga, classic rock to the blues, original compositions and songs and, of course, music from Disney’s Moana.
We not only want our students to learn how to play songs. We also want them to understand the concepts of music theory which make it easier to transfer to other instruments. Many of our students have started at the keyboard and then added other instruments like ukulele, guitar, recorder, flute and lap dulcimer to name a few.
In our Musicolor Method® curriculum, around the 3rd or 4th lesson, we introduce solfeggio, which was invented over 1000 years ago in Italy! How crazy amazing is that? Somehow, the French word Solfége has become more widely used. Most people just know of it from the movie the Sound of Music where Julie Andrews teaches the children to sing using do – re – mi – fa – so, etc.
In our lessons we use the syllables, along with hand signs invented in the 1800’s by John Curwen along with the positions created by Zoltan Kodaly in the last century. If you’ve never heard of them, it doesn’t matter, but they are iconic figures in music education.
Each student begins to use the solfege along with the hand signs to learn every new song going forward. It helps to internalize the music through multiple modes: visual, aural and kinesthetic. And…it’s fun!
And they each go home with a fun poster to help them remember this along with some fun facts.
Here’s Lilah learning the first phrase of the old folk song Lightly Row.
Summer is usually the best opportunity for new students to join my private music studio. Once you are on my roster, if the fit is good for teacher, student and parents, I will make every effort to accommodate you on the school year schedule. I am incredibly grateful to have so many students who stay with me for years. This summer, I will be offering private and limited group lessons beginning July 7. Music lessons:
Monday through Thursday 10am to 5:30pm.
July 7 through 31, 2014
Lesson are $57 per half hour with an additional materials fee of $20 for the summer.
You can sign up for once per week or even 4 times per week for a super accelerated learning experience. The summer is a time for renewal, recharging and having some fun along with learning. With that in mind, I’ve designed a few summer fun-tastic ways to learn basics of music, ukulele, guitar, piano or songwriting. These music lessons are usually private, but I can accommodate small groups. See below.
For ages 4 to 5, I highly recommend starting with piano and basic music theory in a weekly 30 minute private lesson.
For ages 6-7, especially if you have had some prior experience with music instruction, we can work on guitar, ukulele, recorder, piano, songwriting etc.
For ages 8 and up, we can usually move much quicker and move into pop songs, Broadway, blues and basic jazz.
Group discounts are available – if you know of other children the same age and experience level, I can accommodate up to 4 children for group lessons.
If you are interested, you can register here. I will discuss specific scheduling with you.
We had our 10th recital hosted by the Brooklyn Public Library and it was a resounding success! Such a wonderful diversity of music, talent and focus. All my students pulled it together and presented their best.
I’ve posted all the videos on our YouTube Channel.
When children learn to play a musical instrument, they strengthen a range of auditory skills. Recent studies suggest that these benefits extend all through life, at least for those who continue to be engaged with music.
But a study published last month is the first to show that music lessons in childhood may lead to changes in the brain that persist years after the lessons stop.
Indeed, scientists are puzzling out the connections between musical training in childhood and language-based learning — for instance, reading. Learning to play an instrument may confer some unexpected benefits, recent studies suggest.
We aren’t talking here about the “Mozart effect,” the claim that listening to classical music can improve people’s performance on tests. Instead, these are studies of the effects of active engagement and discipline. This kind of musical training improves the brain’s ability to discern the components of sound — the pitch, the timing and the timbre.
“To learn to read, you need to have good working memory, the ability to disambiguate speech sounds, make sound-to-meaning connections,” said Professor Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University. “Each one of these things really seems to be strengthened with active engagement in playing a musical instrument.”
Skill in appreciating the subtle qualities of sound, even against a complicated and noisy background, turns out to be important not just for a child learning to understand speech and written language, but also for an elderly person struggling with hearing loss.
In a study of those who do keep playing, published this summer, researchers found that as musicians age, they experience the same decline in peripheral hearing, the functioning of the nerves in their ears, as nonmusicians. But older musicians preserve the brain functions, the central auditory processing skills that can help you understand speech against the background of a noisy environment.
“We often refer to the ‘cocktail party’ problem — or imagine going to a restaurant where a lot of people are talking,” said Dr. Claude Alain, assistant director of the Rotman Research Institute in Toronto and one of the authors of the study. “The older adults who are musically trained perform better on speech in noise tests — it involves the brain rather than the peripheral hearing system.”
Researchers at the University of California, San Francisco, are approaching the soundscape from a different point of view, studying the genetics of absolute, or perfect, pitch, that ability to identify any tone. Dr. Jane Gitschier, a professor of medicine and pediatrics who directs the study there, and her colleagues are trying to tease out both the genetics and the effects of early training.
“The immediate question we’ve been trying to get to is what are the variants in people’s genomes that could predispose an individual to have absolute pitch,” she said. “The hypothesis, further, is that those variants will then manifest as absolute pitch with the input of early musical training.”
Indeed, almost everyone who qualifies as having truly absolute pitch turns out to have had musical training in childhood (you can take the test and volunteer for the study at http://perfectpitch.ucsf.edu/study/).
Alexandra Parbery-Clark, a doctoral candidate in Dr. Kraus’s lab and one of the authors of a paper published this year on auditory working memory and music, was originally trained as a concert pianist. Her desire to go back to graduate school and study the brain, she told me, grew out of teaching at a French school for musically talented children, and observing the ways that musical training affected other kinds of learning.
“If you get a kid who is maybe 3 or 4 years old and you’re teaching them to attend, they’re not only working on their auditory skills but also working on their attention skills and their memory skills — which can translate into scholastic learning,” she said.
Now Ms. Parbery-Clark and her colleagues can look at recordings of the brain’s electrical detection of sounds, and they can see the musically trained brains producing different — and stronger — responses. “Now I have more proof, tangible proof, music is really doing something,” she told me. “One of my lab mates can look at the computer and say, ‘Oh, you’re recording from a musician!’ ”
Many of the researchers in this area are themselves musicians interested in the plasticity of the brain and the effects of musical education on brain waves, which mirror the stimulus sounds. “This is a response that actually reflects the acoustic elements of sound that we know carry meaning,” Professor Kraus said.
There’s a fascination — and even a certain heady delight — in learning what the brain can do, and in drawing out the many effects of the combination of stimulation, application, practice and auditory exercise that musical education provides. But the researchers all caution that there is no one best way to apply these findings.
Different instruments, different teaching methods, different regimens — families need to find what appeals to the individual child and what works for the family, since a big piece of this should be about pleasure and mastery. Children should enjoy themselves, and their lessons. Parents need to care about music, not slot it in as a therapeutic tool.
“We want music to be recognized for what it can be in a person’s life, not necessarily, ‘Oh, we want you to have better cognitive skills, so we’re going to put you in music,’ ” Ms. Parbery-Clark said. “Music is great, music is fantastic, music is social — let them enjoy it for what it really is.”
Aimed at parents , home-schoolers and teachers of young children aged 3 to 6 years old, the book is really an app which delivers a learning system including audio, video, animations and my unique color system. It spans the first month and a half of lessons that in my private lessons would cost over $200! There is no experience required and no need to read traditional music notation. In fact, the problem with most music books and teachers try to present too much information at once. By breaking down the learning process into micro steps, I’ve helped hundreds of kids learn to play piano, (and guitar) whilst having proper technique, and learning music theory, traditional notation and even composition.
For those of you who have been unable to get on my roster, this is a great way to virtually start lessons with me. There’s even a free sample that gives you the first lesson for free. And this is just the beginning, I’m already working hard on the next volume as well as a support website PlayPianoForKids.com
What a great success our Winter Music Recital was last Saturday! I hope you all celebrated the great achievements of your children. No matter if they played some notes that were not intended, the entire process of going on stage, in public, in a crowded room of at least 80 people, and performing the piece they practiced for months – priceless!
I noticed many parents who were much more nervous than their children! And, by starting your kids early in this process of focus, practice and performing publicly, you’ve started them on the road to success in life no matter what professional path they choose. And the benefits of developing an appreciation for beauty, form, structure and communication through music is why I do what I do. I love teaching your kids and thank you for supporting us on our journey!
We’ll be having our recital at the Carroll Gardens branch of the Brooklyn Public Library on Saturday, January 22, 2011 at 2pm. The space looks nice and they even have a grand piano – though so out of tune it is unusable!
It’s located at the corner of Clinton and Union Streets. The recital, as always, is free, and open to the public, so come early to guarantee a seat and to help me set up the room! I appreciate your help in putting away the chairs afterwards as well.
So we continue our tour of the Brooklyn Public Library spaces as weekend hours have been cut at Pacific Library and Park Slope is still under renovation for another year! Please support your/our public library!
The Fall semester is fast coming to an end with the last lesson on Saturday November 20, 2010. We’ll have a break for Thanksgiving with the new Winter session starting Tuesday November 30, 2010 and running until Saturday February 19, 2010.
The cost for the new semester is $550 with an early bird discount of $50 if paid before November 15, 2010.
There will be no lessons the week of
* December 24 – January 2 – Winter Holiday Recess
If you are not currently studying with me, space is extremely limited, but you may register on the waiting list here.
EVANSTON, Ill., July 21 (UPI) — Musical instruction can “prime” the brain to improve human skills in language, speech, memory and attention, U.S. researchers say.
A study at Northwestern University found the effects of musical training on the nervous system can build meaningful patterns important to all types of learning, ScienceDaily.com reported Tuesday.
Researchers studied music training’s effect on neuroplasticity, defined as the brain’s ability to adapt and change as a result of training and experience over the courseof a person’s life… read the rest at UPI.com
And here’s a snippet regarding the same study from The Sun UK.
Dr Nina Kraus, who headed the research at Northwestern University in Illinois, said: “The beneficial effects confer advantages beyond music. This argues for an improvement in the quality and quantity of music training in schools.”
Musical training has long been linked to intellect. But until now experts believed it was because children who played instruments were more likely to come from wealthier backgrounds where they got extra help.
The study showed musical training benefited children from all backgrounds.
We can hardly be surprised, meanwhile, that music lessons improve children’s IQ7, given that they will nourish general faculties such as memory, coordination and attentiveness. Kraus and Chandrasekaran now point out that, thanks to the brain’s plasticity (the ability to ‘rewire’ itself), musical training sharpens our sensitivity to pitch, timing and timbre, and as a result our capacity to discern emotional intonation in speech, to learn our native and foreign languages, and to identify statistical regularities in abstract sound stimuli…Read this full article
A recent research study on the linkage between the arts and brain development shows that students of music have definite structural changes in happening in students who practice as little as 15 minutes a day.
So, I’m not making this all up! It’s really true.
From the Baltimore Sun article:
Charles Limb, a Johns Hopkins doctor and a jazz musician, studied jazz musicians by using imaging technology to take pictures of their brains as they improvised. He found that they allowed their creativity to flow by shutting down areas that regulated inhibition and self-control. So are the most creative people able to shut down those areas of the brain?
Most of the new research is focusing on the networks of the brain that are involved in specific tasks, said Michael Posner, a researcher at the University of Oregon. Posner has studied the effects of music on attention. What he found, he said, was that in those students who showed motivation and creativity, training in the arts helped develop their attention and their intelligence. The next great focus in this area, he said, is on proving the connection that most scientists believe exists between the study of music and math ability.
The imaging is now so advanced that scientists can already see the difference in the brain networks of those who study a string instrument and those who study the piano intensely.