© Leslie Shelton, Project Read
Development assistance Holly Fulghum and Joan Sheldon-Conan
Music surrounds us. We turn to it in our homes and in our cars; we sing it on our playgrounds and in our choirs; we hear it in the whisper of the wind through the trees. Music energizes us, moves our bodies to the rhythm of a beat, enlightens us, makes us happy or sad. Music heals us. Through chants and songs, music can actually bring us back into balance so we experience greater well-being, increased energy, and better health. Music is a dynamic force which has profound implications in an educational setting.
Music is an activity that engages the whole brain. Traditionally, schools have taught to the left brain--the logical, linear side-- which is poorer at memory storage than the right side. Since music uses both sides of the brain, it allows us to put information into our long-term memory more easily.
Additionally, music helps create a relaxed, comfortable learning environment. Few of us would disagree with the idea that when we feel good--when we are in a calm, relaxed state --we are more receptive to learning; so we learn better. Music helps us reduce stress, enhance our sense of well-being, and activate our minds.
Are there certain kinds of music that create a more effective learning environment? According to the work of Georgi Lozanov, both classical and baroque music are the most conducive to linking learning with music. Terry Wyler Webb, in his book, Accelerated Learning with Music, says that both classical and baroque music "...produce the right frequencies and sounds which harmonize the functioning of the body and the brain." At the back of these cards, we've listed several pieces of classical and baroque music which have proven to be effective in teaching.
We have discovered at least three ways music can be used in tutoring sessions:
1. To create a relaxed and comfortable learning environment.
2. To be used with guided imagery exercises.
3. To reinforce and review concepts presented in the tutoring session. The cards that follow will focus on these three points.
GUIDED IMAGERY 6.1
When combined with a narrative designed to reinforce learning, music is an effective way to help people use their imaginations to journey to places they've been to in the past, to imaginary places, or to places they ordinarily couldn't travel to. What allows for this kind of traveling is Guided Imagery, an activity that can have a profound impact on learning. Guided Imagery provides a way to reinforce comprehension as well as build visual capability. Suppose you're studying science. You could ask your student to imagine that someone has let go of a balloon. You could describe some of the principles of velocity, height, motion, and perspective by asking them to become the balloon and journey with it. One of the reasons Guided Imagery a powerful learning tool is that it supports the Spatial Intelligence. Because it helps people learn to visualize, it builds visual skills which are extremely useful in learning. Music greatly enhances the effects of Guided Imagery.Keep in mind these general principles when creating a Guided Imagery.
Play music softly in the background during the narrative. Choose music which supports the imagery you're suggesting.
Make the experience as multisensory as possible. Ask your learner to see the texture of the tree bark, smell the pine leaves after a fall storm, feel the mud oozing between her toes.
Ask your learner to take you on a Guided Imagery tour.
Take different kinds of journeys. Talk your learners through many experiences. Ask them to become...
a raindrop in a fierce storm.
a character in a story you've just read.
oxygen flowing through a blood vessel.
a popcorn kernel about to pop.
Choose a reading passage you've just completed. Use that as the basis for a Guided Imagery.
Take time after the Guided Imagery to talk about the experience. If possible, use it as a beginning for further explorations.
The following music is recommended for Guided Imagery.The Golden Voyages music series by Bearns and Dexter, Awakening Productions, Culver City, California.
The Environment Series. Atlantic Records, New York, New York.
Spectrum Suite and other works by Steven Halpern. Halpern Sounds, San Rafael, California.
Haydyn: The Creation; The Seasons; Masses.
Mozart: Piano Concerto No. 21.
Pachelbel, Canon in D.Remember to invite your learner to suggest some music.
MUSIC FOR RELAXATION 6.2
Music can help create a relaxed environment which invites the mind to open up to learning. According to Terry Wyler Webb, "Music is the key to achieving relaxation, unlocking the sub-conscious and thereby enabling positive affirmations to succeed." Because music evokes emotional responses, sometimes sub-consciously, it's an effective way to engage the right side of the brain, which has better access to long-term memory.Rather than using music continuously throughout the lesson, it's better to use it with a specific purpose in mind. Webb recommends the following:
1) Use music at the beginning of a tutoring session or class to set the tone and to create a transition or bridge from the outside world to a classroom setting.
2) Use music during the lesson, especially when the learner is involved in a specific learning task. For example, use music when the learner is reading silently or working on an assignment.
You can also use music to help both the tutor and student relax. This can be an important way to create breaks and rests during the tutoring sessions. Relaxation can actually increase awareness and stimulate the mind. The following suggestions are from Webb's book, Accelerated Learning with Music: Tutor Guide. In each case, music should be played softly in the background.
Noticing Sensations--notice a feeling of comfort and relaxation spreading throughout your body. Focus on feelings of warmth, softness, calmness. Let the music create different feelings.
Relax progressively--start by relaxing your feet and work your way up through your entire body. Let the music move through your body.
Release tension--tighten up muscles in a section of your body. Hold the tension for 30 seconds. Next entirely relax that section of your body. Stay relaxed for an equal amount of time. Use the music to tighten or release muscles. Webb suggests the following kinds of music for different learning activities. For a complete list, please refer to Accelerated Learning with Music: Tutor Guide, by Terry Wyler Webb.
Music for Practical Tasks
Music for Relaxation
Brahms, Symphony No. 3
Bruch, Scottish Fantasy
Berlin, Irving, Any selection
Vivaldi, Oboe Concerto
Dvorak, Cello Concerto
Wagner, Evening Star
Music for Exploring Ideas
Gershwin, Rhapsody in Blue, Piano Concerto in F
Mozart, Horn Concertos, Clarinet Concerto
Strauss, Don Juan
CREATING LEARNING "CONCERTS" 6.3
Music can be an effective medium for reviewing material. Georgi Lozanov, the creator of an educational program called "Suggestopedia," discovered that one of the best ways to take in information, to synthesize it and store it in long-term memory, is through "Concerts." Lessons are transformed into stories or dialogues and set to music. (Although classical and baroque music work well, much of the "New Age" music is also very effective.) The reading is dramatic, using different emotional tones and nuances, which, when matched to music, make it more easily accessible to long-term memory. Lozanov considered the concerts to be a vital part of the learning cycle. According to Terry Wyler Webb, "Certain types of music, combined with dynamic vocal reading, act as a carrier signal within the brain, activating right hemisphere functions and hence memory encoding."The most common kind of concert is an active one, which can be used to introduce information for the first time or can be used to review material. Active concerts are usually written as a dialogue or a story. The reader uses the music, pacing, and tone to present the material. It's as though the speaker is "surfing" on the music, using the movement to present and emphasize ideas. (For specific instructions on creating a concert see: Accelerated Learning with Music.)
With this set of materials, we have included three audio tapes which are concerts. These tapes provide easy access to some of the fundamental principles in this program. They are a fun, successful way to learn. Please feel free to use them as many times as you want.
GENERAL TIPS ABOUT USING MUSIC 6.4
Before you use music in your lessons, know it well. Know how it changes, where the tempo picks up or where the emotional tonality changes.
It's important to use music to support what you're doing, but be careful that it doesn't overpower the experience.
Be very familiar with the audio equipment you use. The more smoothly you can operate it, the more smoothly the whole process will go.
Experiment as much as possible with combining music with words. Find out what works for you. Give yourself plenty of time to rehearse.
Types of Music
Accelerated Learning Systems, PO Box 140147, Dallas TX, 75214, has developed a set of classical and baroque tapes that are used in that program. They're emphasis is on classical and baroque music, but many modern pieces lend themselves well to music for relaxation, guided imagery and concerts. Lane Wass in her book, Imagine That!, recommends the works of Paul Winter, especially Common Ground and Canyon from Living Music, along with the work of George Winston. She also recommends Kitaro's work, especially Tunhuang and India, as well as Andreas Vollenweider's work, especially White Winds.
