News

IN THE CLASSROOM

The benefits of music lessons

 

Music resources

•  Allegro Music Center, www.allegromusiccenter.com. Founded more than 50 years ago, the store offers instrument rentals, the largest inventory of sheet music in South Florida and lessons for piano, guitar and violin, among other instruments. The store has partnered with the Coral Gables Museum to offer lessons and recitals at the museum, and is also working with Key Biscayne Strings ( www.kbstrings.com) to build a Suzuki network.

•  Frost School of Music, University of Miami, www.miami.edu/frost/index.php/frost/community. From the beginner to the serious performer, the university offers a variety of instruction, including private and group lessons, as well as community outreach programs, an array of performances and a prestigious summer music camp.

•  Miami Children’s Chorus, www.miamichildrenschorus.org. Founded in 1965, the award-winning chorus gives kids a chance to study and perform all kinds of choral music. The group has sung operas at the Adrienne Arsht Center and also backed Queen Latifah at the 2010 Super Bowl. Participation is by audition only.

•  Miami Dade College, www.mdc.edu/ce/north. With a growing emphasis on early childhood music education, the college provides programs for infants and toddlers, as well as all levels of lessons on a variety of instruments. The college also offers master classes and recitals for performance experience, as well as ensemble groups.

•  Suzuki Association of the Americas, www.suzukiassociation.org. The national organization provides information on how to choose a teacher, with a zip code search for certified teachers.


Tips for parents

Finding the right music and keeping kids engaged can be a parent’s biggest challenge. Carrie Reuning-Hummel, a violin teacher for 40 years and author of “Time to Practice: A Companion for Parents,” suggests:

•  Expose children early to many different kinds of music and take them to concerts and live performances to see what they like best between sounds in the upper register, music that is more rhythmic or low and mellow.

•  Finding the right teacher can be more important than the instrument. Instruments can always be added later.

•  Individual lessons provide invaluable instruction, but group sessions are often more fun for kids, keep them engaged and teach them to work within a group.

A parent is usually a young child’s chief motivator and architect of education. But as they enter adolescence, they can lose interest. Ensembles, orchestras, band and camps really help kids get past this hump.


Special to the Herald

On a Sunday evening in mid-June, about 40 violin students, some as young as 4, crowded onto a stage in a St. Petersburg hotel.

While most had never before played together, they launched into “Musette in D,” a teacher leading them through Bach’s sweet, slow amble. With the notes rising and falling during the “Play-In” — the traditional beginning to summer camp for Suzuki students across the country — the Hilton ballroom normally reserved for conventioneers blossomed into a meadow, with 40 little wildflowers swaying in the breeze.

“I’ve been doing them since I was three and it never, ever gets less magical,” Aileen Robertson, a University of Miami Frost School of Music graduate and Suzuki teacher, later said. “It never loses its awesomeness.”

Clearly, music in the hands of children can swell our hearts. But more and more, research tells us it can do something else, too: nurture their brains.

In recent years, studies have directly linked learning music to improved cognitive powers, higher verbal ability, sharper reading skills and better school performance. One study even argued that music training can raise children’s IQs. Yet around the nation, music education is on the decline. A 2011 National Endowment for the Arts report found that childhood music education had dropped dramatically, by nearly 30 percent, between 1982 and 2008.

But to argue that music is disappearing would be wrong, said UM associate professor Carlos R. Abril, the director of undergraduate music education.

“This narrative that we hear often in the popular media — that the arts are in a state of decline, that needs to be teased out further,” he said. “The arts are thriving. Here in Miami, we see what’s going on in Wynwood. People are finding ways to make art. So the narrative comes from decidedly high culture, from classical music and museum attendance.”

When public schools first began teaching music in Boston in 1838, composer and teacher Lowell Mason argued that students needed to understand music so they could sing in church. In a monolithic society, everyone agreed. But by the mid 1900s, educators were beginning to worry.

“In the ‘60s, my dad remembers going to a meeting about ‘what are we going to do, we don’t have any string players and our orchestras are all going to fall apart.’ It was an emergency meeting,” said Carrie Reuning-Hummel, a lecturer at Ithaca College and author of Time to Practice: A Companion for Parents, whose father, Sanford Reuning, helped create the Suzuki Association of the Americas.

Shinichi Suzuki’s method was first introduced to the United States in a 1964 Philadelphia concert. Suzuki believed that music, viewed as a language and not an inherent talent, could be taught to anyone, including very young children.

In the years since, researchers have compiled a growing body of evidence validating these larger effects of music. More recent studies have allowed researchers to pinpoint exactly what music does to the brain.

Last year, Northwestern University researchers recorded the auditory brainstem responses of college students. Those who had early childhood music education had better responses to complex sounds, suggesting that musical training can affect the brain long after people stop playing.

In 2011, Canadian researchers studied 48 children between ages 4-6. Half were given music training that concentrated on rhythm, pitch, melody, voice and basic concept. The other half took part in a visual-arts program. While the children in the visual-arts program showed no increase in verbal or spatial skills, 90 percent of the music students showed increased verbal intelligence.

That said, finding the right kind of early music training can be daunting for parents.

So when should a child start?

Reuning-Hummel suggests taking children to concerts and playing music for them very early, “so you’re able to add music to their lives before everything else under the sun enters the cacophony.”

For young children, it’s important to find suitable instruments, some of which can be made small to fit them, including most of the stringed instruments like the violin and guitar or the flute.

But, Reuning-Hummel adds, “in truth I would chose the [teacher] over the instrument because the child can always switch or add [instruments], but that personality is so key in keeping their interest.”

 

Miami Herald

Join the
Discussion

The Miami Herald is pleased to provide this opportunity to share information, experiences and observations about what's in the news. Some of the comments may be reprinted elsewhere on the site or in the newspaper. We encourage lively, open debate on the issues of the day, and ask that you refrain from profanity, hate speech, personal comments and remarks that are off point. Thank you for taking the time to offer your thoughts.

The Miami Herald uses Facebook's commenting system. You need to log in with a Facebook account in order to comment. If you have questions about commenting with your Facebook account, click here.

Have a news tip? You can send it anonymously. Click here to send us your tip - or - consider joining the Public Insight Network and become a source for The Miami Herald and el Nuevo Herald.

Hide Comments

This affects comments on all stories.

Cancel OK

Follow Us

Sponsored Links