amsterdam welch keynote nov 2015 - gehrels online...mother-infant duets, progressing to whole...
TRANSCRIPT
23/11/15
1
Zatorre&Salimpoor(2013)Loui(2013)
Singing‘ability’and‘disability’
ProfessorGrahamFWelchUCLInsJtuteofEducaJon,London
IntroducJon
foetus
Mother’semoJonalstatewhenvocalising(speaking&
singing)is‘encoded’hormonallyinthefilteredinterfacingofthemother’sandfoetus’bloodstreams
Prosodicandmelodicfeaturesofmother’svoice(speaking&
singing)areperceivedinutero
motherAcous,clinks
Hormonallinks
(Welch,2005;Welch&PreJinpress)
Musicaldevelopmentbeginspre-birth ‘RussianDolls’model
(Welch, 2006; 2016)
Musicaldevelopment=
• Basichumandesignforlearninginavarietyofsocio-culturalcontexts
• ‘ProximalprocessesfortherealisaJonofgeneJcpotenJal’
(cfsocialecology/bioecologytheory–e.g.Bronfenbrenner&Ceci,1994)
23/11/15
2
Whatdoweknowaboutmusicalbehaviour?
• MusicalbehaviourderivesfromtheinterfacingofneuropsychobiologicalpotenJalwithexperience
• Musicalbehaviourdevelopsinanurturingenvironment
• ByintenJonandbyaccident/serendipity
tc.colum
bia.ed
utc.columbia.ed
u
EarlyVocalisaJon
• MulJ-potenJalityofearlyvocalisaJonforneuropsychobiologicaldevelopment,especiallylinguisJcandmusicaldevelopment
• Parents(andsiblings)tendtouJlisemusicalelementstosupporttheacquisiJonofspeechininfants
(Papousek,1996:50)
Mothersas‘singingmentors’
• MotherssingexpressivelyanddisJncJvelywhilstcaringforinfants
• Inearliestmonths,singingisforemoJonalregulaJon
• Infants’posiJveresponseencouragesmotherstosingmore
• Mothers’singingisiniJallyintuiJve
• ButintuiJvesingingcontainsdidacJcelementsofpitchandtemporalstructure
• Face-to-facecontextenablescombinaJonofvisualandvocalgestures
• IniJally,infantsmakesinglesyllablecontribuJonstomother-infantduets,progressingtowholephrasesandthenwholesongs
(Trehub&Gudmundsdocr,2014) (Yen-TingWu,2015)
Singingasongfrom‘Frozen’–asseenonYouTube
Mother’sdiaryentriesover24weeksofher4y+child’smusicalbehaviours,
translatedontothe‘SoundsofIntentintheEarlyYears’
framework
Toddlerhood
23/11/15
3
Incidentalbenefitsofsharedmusicmakinginthehome?
• InvesJgaJonofparent-childhomemusicmakingin3,031childreninAustralia(LongitudinalStudyofAustralianChildren:GrowingUpinAustralia)
• Parent-childmusicacJviJesintheearlyyearsinclude:
– jointandsupportedsinging(includingacJonsongs,counJngsongs,nurseryrhymes,andchildren’ssongs),generaJngoriginalsongstoaccompanyrouJneacJviJes,dancing,playingbasicinstruments,andlisteningtomusiconCD,DVD,andMTV
• Frequencyofhomemusicmakingin2-3yohadmeasureableimpactsubsequentlyatage4-5yo
• HigherfrequencyofhomemusicacJviJescontributedsignificantlytochildren’svocabulary,numeracy,ajenJonalandemoJonalregulaJon,andprosocialskills
(Williams,Barrej,Abad,Broughton&Welch,2015)
Keyconcepts
• BasicneuropsychobiologicaldesignandmaturaJonaldevelopmentaremediatedbysocio-culturalimperaJves(Altenmuller,2004;McPherson,2006;Welch,
2006)• ParJcularmusicalbehavioursbecomemoreorlessdeveloped(Welch,2000;cfSternbergetal,2000;Eraut,2004)
• Learninghappenswithinasocialprocess(Engeström,
2001;Welch,2007)
So…whatcountsas‘normal’singingdevelopment?Andaresomepeoplealways‘tone-deaf’?
GeneralsingingabilityintheadultpopulaJon?
• Themajorityofadultindividualscancarryatune(DallaBella,Giguère,&Peretz,2007;Pfordresher&Brown,2007;Pfordresher,etal.,2010)
• 10-20%ofthegeneralpopulaJonisinaccuratewhensingingamelodyfrommemoryorinpitch-matchingtasks(DallaBella&Berkowska,2009;DallaBella,Giguère,&Peretz,2007;Pfordresher&Brown)
• OccasionalsingerstendedtosingatafastertempoandwithmorepitchandJmeerrorsrelaJvetoprofessionalsingers….but….whenaskedtosingmoreslowly,theyareasaccurateasprofessionalsingers(DallaBella,Giguère,&Peretz,2007;Larrouy-Maestri&Morsomme,2014)
23/11/15
4
Neuropsychobiologicaldesignandmusic:the‘bodymind’(Pert,1986;Thurman&Welch,2000;Welch,2005;Welch&PreJ,2015)
nervous
endocrine
immune
Musicisan‘emo,onal’experience
ImagebyTsiaras(2005)
Belinetal(2000)Voice-selecJveareasinthehumanauditorycortex.Nature.403:309-312.
Forexample–thesepartsofthebrainareinvolvedintheanalysesofhumanvoices
Thebrainhasanintegratedneurologicalmodularity
Amodularmodelofmusicprocessinginsinging
(Welch,2005;Welch&PreJ2015;adaptedfromPeretz&Coltheart,2003)
AcousJcinput
AcousJcanalysis
Rhythmanalysis
Motoranalysis
Intervalanalysis
Contouranalysis
Tonalencoding
Pitchorganisa,on Temporalorganisa,onAcousJc-to-phonologicalconversion
PhonologicallexiconMusicallexiconEmoJon
expressionanalysis
AssociaJvememories
VocalplanformaJon
Songmelody Songlyrics
Intervalanalysis
Contouranalysis
Tonalencoding
Pitchorganisa,on
2.ChildrenbecomemoreaccurateinsingingtheconsJtuentintervalswithinmusicalphrases.
1.Childrenlearntoreproducethecontourofmelodiescorrectly(movingthepitchesinthecorrectdirecJon).
3.Children’ssingingachievestonalstability(maintainingkey). N.B.Theremaybetwoseparatepitch
processingpathways,i.e.• Forpitchcontour(sharedbysinging
andspeech)• Formoreprecisemusicalscale-type
behaviour(forsingingonly) (Zatorre&Baum,2012)(Welch,inWise2015)
23/11/15
5
A: Overt singing only
B: Imagined singing only
C: Imagined more than overt singing
M1
S1M1
fronto-parietal network
S1
singing network
(Kleber&Zarate,2014)
VocalstudentsOperasingers
Singersvs
non-singers
operasingersvs
students
singingpracJce
Parsons&Mithen,2008
Priortosinginglessons
Ateroneyearofsinginglessons
AneurologicalperspecJve:AcJvitychangesbrainfuncJon
Anintegratedneurologicalmodularity:musicanddance
ImprovisaJonduringjazz(Limb&Braun,2008)
Singing(Kleberetal,2007)
Dance(tango)(Brownetal,2006)
Children’sspeaking
23/11/15
6
Spokenpitchoverview• Spokenpitchlowersbyapproximately3/4of
atonefromage5+to10+
– i.e.,thevocalfoldselongateandpitchgoesdown
• Girlshavehigheraveragespeakingvoices(by2/3ofasemitone)
– indicaJngslightlysmallervocalfolds,onaverage,comparedtoboys
• Asianchildrenhaveslightlysmallervocalfolds,onaverage,comparedtoothermajorethnicgroups(andwhite<black)–butonlyonesemitonedifferencecoversallthreeethnicgroups
(Welchetal2009)
vocal folds
Keyfeaturesofchildren’ssinging
EarlyChildhoodv 2-year-olds’ repeat brief phrases with
identifiable rhythmic and melodic contour patterns (Dowling, 1999)
v 3-year-olds’ have vocal interplay between spontaneous improvisation and selected elements from the dominant song culture
v termed ‘pot-pourri’ songs (Moog, 1976)
v ‘outline songs’ (Hargreaves, 1996)
Pitchcontour
Rhythmicsurface
LinguisJctopology(lyrics)
keystability(Welch,1994)
GeneraltendencyinWesternculturesforadevelopmentalbiaswithinchildren’s
songlearning(literaturesurvey)
23/11/15
7
LeverhulmeProjectdata1990-1994
7
6
5
4
3
2
1
0single pitchessimple glides f r agments songs (pitch)
Age 5
Age 6
Age 7
words
Three-yearlongitudinalresearchdatan=184(boys87;girls97)
syntacJcandcommunicaJveelements(thegrammarofmusic)structures
(detecJng/construcJngpajerns,regulariJes)psycho-acousJcfeatures(pitch,loudness,duraJon,Jmbre)
(Welch,Sergeant&White,1996;1997;1998;Welch,2000b;2000c;2004)
7
6
5
4
3
2
1
0
r
a
t
i
n
g
pitches alone songs
5y 6y 7y 5y 6y 7y
Ratings for Songs and Test Items by Sex n=184
female
male
(Welch,Sergeant&White,1996;1997)
Longitudinaldata:
Childrenaged5,then6,then7
Matchingsongpitcheswithoutwords
Versus
Matchingsongpitcheswith
words
=differenJatedimpactoftaskbysex
NaJonalSingingProgramme‘SingUp’data2007-2011
23/11/15
8
hjp://www.singup.org/
SingUpisamulJ-facetedprogrammedesignedtofosterthesingingdevelopmentofPrimaryschool-agedchildren
£40m2007-2011£4m2011-2012April2012Newlaunch
Schools,PupilsandAssessments(2007-2011October)
• 184schools
• 11,258children(52%female)(Primaryschoolaged)
• 13,096individualassessmentsofchildren’ssingingandvocalbehaviour
• plus:
– surveyof1,046teachersandcommunitymusicians
– micro-analysesof48classroom-basedsinginglessons
(Datasetto1October2011)
Comfortablemeansingingrangeandage
Age7g3toc5(approximatelyoneandahalfoctaves) 11.11#
12.65#
14.28#
15.24# 15.34#
0#
2#
4#
6#
8#
10#
12#
14#
16#
18#
Year#2# Year#3# Year#4# Year#5# Year#6#
mean%comfortable%singing%range%in%semitones%
Age10f3toeb5
(almosttwooctaves)
•significantdifferenceforage(p<.001),exceptbetweenSchoolYears5and6•significantdifferencebetweensexes,f>m(p<.001)
Welchetal,2010
Children’sSingingDevelopment:ImpactofSingUp
R²#=#0.60288#
R²#=#0.82189#
40#
50#
60#
70#
80#
90#
100#
4# 5# 6# 7# 8# 9# 10# 11# 12#
Normalised
#Singing#Develop
ment#S
core#
Pupils'#Chronological#Age#(Years)#
Singing%Development%and%Chronological%Age%(SingUp%7vs7%Non%SingUp)%N=13096%
Non#SingUp#
SingUp#
Linear#(Non#SingUp)#
Linear#(SingUp)#
Overall,approximately2yearsadvantagein
singingdevelopmentforSingUpparJcipants
(Welchetal,inpress)
23/11/15
9
Children’sActudinaldata
Children’sactudinalquesJonnaire:6themes
1. IdenJtyasasinger(emoJonalconnecJonwithsinging)
2. IdenJtyasasinger(self-efficacy)
3. Singingathome
4. Singingatschool
5. Singingininformalsecngs
6. Selfconceptandsenseofsocialinclusion
SingUpchildren’sactudinalquesJonnaire:Overallresults(n=10,425quesJonnaires)
• GirlsmoreposiJvethanboysonallthemes
• YoungerchildrentendtobemoreposiJvethanolderchildren
• SingUpexperiencedchildrentendtobesignificantlymoreposiJvethanNon-SingUpchildrenaboutsinginginschool(p=.001)
(Welchetal,2010;seealso2014socialinclusionarJcle)
Singingdevelopment,selfconceptandsocialinclusion
CorrelaJonbetweensenseofbeingsocialincludedandsingingabilityissimilarforbothgroups(n=6087)
(p<.0001)
But
SingUpparJcipants>Non-SingUpparJcipants
74.62
77.9479.80
82.48
70
75
80
85
lowestquarJle
lowquarJle highquarJle highestquarJle
Normalised
SingingScore
SocialInclusionQuar3le(Welch,Himonides,Saunders,Papageorgi&Rinta,2014)
23/11/15
10
(Saundersetal,2012)
SingUp’sChoristerOutreachProgramme• Primaryschoolchildrenwho
experiencedtheChoristerOutreachProgramme(n=943)had:
• thehighestposiJvemeanactudestosinging;
• thestrongestreportedengagementwithsinging;and
• thehighestaveragesocialinclusionscore
Andifyoudonotimproveandyoufinddifficultysinging‘in-tune’…?
Enhancingneurofeedbackinsinging
• Singingaccuracycanbeimprovedthrough– Appropriatepedagogy
– unambiguoustasks
– meaningfulfeedback
– absenceofthreat
– Real-Jmevisualfeedback[examples]
– SINGAD/WinSINGAD(Howardetal;Welchetal,1989:2005)
– Sing&See(Thorpe,2002;Leong&Cheng,2013)– Playingvideogames(Paney,2014)
Real-Jmedisplays(WinSINGAD)
(Welch,1985;Welchetal2005)
23/11/15
11
Real-Jmedisplays(Sing&See) ‘Amusic’development
• Groupof5amusics
• 7weeklyinformal1½hoursingingworkshops–includingusingSing&Seesotware
• Amusic’ssongsingingshowedsignificantchangespre-topost-intervenJon,parJcularlyinsinging‘HappyBirthday’
(Andersonetal,2012-NYAS)
NeuropsychobiologyofSinging
=adistributedneural
systeminacJon
=examplesofwiderimpact? 6.89%6.85%
7.05%
7.5%
Control% Interven2on%
Mean%reading%ages%Start%of%NLO%Programme%
Mean%reading%ages%End%of%NLO%Programme%
TheNewLondonOrchestra’s
‘LiteracythroughMusic’programme(2010-2011)
(Welchetal,2012;Saundersetal2014)
singing
reading
23/11/15
12
Evidenceofstronglinksbetween…
reading
phonologicaldevelopment
Basedonstudiesofchildren’sreadingdevelopmentandhearingimpairment,aswellaschildandadultstudiesofmusicanddyslexia,musicandphysicalrehabilitaJonatertrauma
soundpercepJon
speaking
rhythm rhythmicspeechpulse singing
MusiceducaJonanddyslexia
• Studyofn=68adults– 22non-dyslexicmusicians
– 25dyslexicmusicians
– 21dyslexicnon-musicians
• RangeofpsychoacousJctasks(frequency,duraJon,amplitude,riseJme,fallJme,ISI–intervalsbetweensJmuli)
• ClearevidenceofbeneficialimpactofmusicaltrainingonauditoryfuncJoning
• Foralloftheauditorymeasures,musicianswithdyslexiashowedequivalentauditoryprocessingtonon-dyslexicmusicians
• DyslexicmusiciansweresignificantlymoresensiJveinmostoftheauditorytasksthandyslexiccontrols.
• Dyslexicmusiciansalsohadsuperiorphonologicalprocessingskills
(Bishop-Liebleretal,2014)
Thesequencebelowshowshow,overJme,melodicintonaJontherapy(MIT)builtupconnecJonsbetweenthehearingandspeakingregionsinahealthyrightbrain.ThepaJenthadsufferedamassivestrokeatage11thathaddestroyedherspeechpathwaysinthelethemisphere.‘OverJme,withtherapy,shelearnedtodrawonundamagedbrainregionsthatmoderatetherhythmicandtonalaspectsoflanguage,bypassingthespeechpathwaysontheletsideofherbrainthatweredestroyed.Inotherwords,shefoundherwaybacktolanguagethroughmusic.’
(FordThompson&Schlaug,2015,p36/p38Scien,ficAmericanMind)
‘Whenshebegantherapyin2008,shecouldnotstringtogethermorethantwoorthreewords,andherspeechwasotenungrammaJcal,leavingherfrustratedwhenevershetriedtocommunicate.Hertreatmentplanwasintensive—anhourandahalfadayforuptofivedaysaweek,with75sessionsinall.Bytheendofthe15-weektreatmentperiod,shecouldspeakinsentencesoffivetoeightwords,someJmesmore.Overthenextseveralyearsshetreatedherselfathomeusingthetechniquesshelearnedduringthesessions.Today,eightyearsaterherstroke,shespendssomeofherJmeasamoJvaJonalspeaker,givinghopeandsupporttofellowstrokesurvivors.’
N=34,aged5-7years,20-weeksinging
programme,includingvisualsJmuli
andfeedback
Singingaccuracyofpitchandvocal
produc,onscore(blindscoringatthe
IoEbytrainedlisteners)
• HIgroupfarpoorerthantheNH
groupfromtheoutset
• ImprovementsobservedforHI
groupacrosssessions
Can singing training improve hearing-impaired children’s hearing abilities and voice use?
(Welch,Vickersetal2015)
23/11/15
13
N=34
SingingrangeChildrenaskedtosingarisinganda
fallingglideandscoredonlowestand
highestnote
• HIgroupfarpoorerthantheNH
groupfromtheoutset
• ImprovementsobservedforHI
groupacrosssessions
• HIbecameclosertoNHover,me
(Welch,Vickersetal2015)
N=34
PitchPercepJon
• Piano-tonethreenotechordtask
• Three-alterna,veforcedchoicetask,
ones,mulusoutofthreewasdifferent.
Passorfailforeachcontrast.
• HIwerepooratthetaskinthefirst
session(2childrenscoredabovezero),
• HIimprovedover,me-inthethird
session8childrenscoredabovezero
• NHchildrenwereallabletodothetask
andimprovedover,me;problemwith
aceilingeffect
(Welch,Vickersetal2015)
Conclusions(1)
• SingingisawholebrainacJvity• Singingdevelopmentisnormal
• SingingcompetencydevelopsoverJmeandalsorelatestogender,ethnicity,age,neurotypicalstatusandopportunity
• Whatcountsas‘singing’isshapedbythesocio-culturalexperiences
• Developmentcanbenurturedorhinderedbyexperience
• ‘Tonedeafness’(a)isextremelyrareinaclinicalsense;and(b)suscepJbletopedagogicalintervenJon
Singing:AconJnuumofvocalability
‘neurotypical’
‘abnormal/atypical’
‘supranormal’‘normal’
SpecificlearningdifficulJes?
23/11/15
14
Conclusions(2)
• Whereanurturingsingingcultureisexperienced(bothathomeandelsewhere),childrenare…
– morelikelytogainmastery,and
– exhibitmasteryatanearlieragecomparedtotheirlessfavourablyexperiencedpeers
• singing‘disability’transformsinto‘ability’acrosschildhoodforthemajority
• Inothercases,specificpedagogicalintervenJoncanmakeaposiJvedifferenceandfosterability
Welch(2015)Amsterdam
SuggestedKeyReadingsonSinging• Singingandsocialinclusion(2014)
hjps://www.researchgate.net/publicaJon/264793326_Singing_and_social_inclusion
• Usingsingingtonurturechildren’shearing(2015)hjps://www.researchgate.net/publicaJon/281635811_Using_singing_to_nurture_children%27s_hearing_A_pilot_study
• SingingandVocalDevelopment(2006);andseerevisedversion2016justpublishedbyOUPhjps://www.researchgate.net/publicaJon/279063526_Singing_and_Vocal_Development
• SingingascommunicaJon(2005);andseeWelch&PreJ(2016)inOxfordHandbooksOnlineonsametopichjps://www.researchgate.net/publicaJon/265579139_Singing_as_communicaJon
• SingeridenJJesandeducaJonalenvironments(2015)–tobepublishedbyOUP2016hjps://www.researchgate.net/publicaJon/279956790_Oxford_Handbook_of_Musical_IdenJJes_Chapter_30_Singer_idenJJes_and_educaJonal_environments
KeyReadingsonSinging(conJnued)
• AssociaJonsbetweenearlysharedmusicacJviJesinthehomeandlaterchildoutcomes(2015)hjps://www.researchgate.net/publicaJon/272174488_AssociaJons_between_early_shared_music_acJviJes_in_the_home_and_later_child_outcomes_Findings_from_the_Longitudinal_Study_of_Australian_Children
• Sex,genderandsingingdevelopment(2012)hjps://www.researchgate.net/publicaJon/245032319_Sex_Gender_and_Singing_Development_Making_a_PosiJve_Difference_to_Boys%27_Singing_Through_a_NaJonal_Programme_in_England
TherewillbeotherpublicaJonsofinterest:• seetheResearchGatepagesforWelch
hjps://www.researchgate.net/profile/Graham_Welch/contribuJons;• alsotheOxfordHandbooksonlineentrieswheremyworkispublishedand/or
quotedhjp://www.oxfordhandbooks.com/search?q=Welch&searchBtn=Search&isQuickSearch=true
Acknowledgements
• ResearchisacollaboraJveacJvity
• Specialthanksto:
– AllourparJcipants,especiallythechildren(and,insomecases,theirparentsandcarers)
– TheNaJonalSingingProgrammeResearchTeam(DrEvangelosHimonides,DrJoSaunders,DrIouliaPapageorgi,DrTiijaRinta,DrCostanzaPreJ,DrCynthiaBenson,DrPaulaBishop-Liebler,DrMariaVraka,JoyHill,MarcSarazin)
– ThecoordinatorsfortheSingUpNaJonalSingingProgramme,ChoirSchoolsAssociaJon,NewLondonOrchestra,Proge^oMusica,Newham’sEveryChildaMusicianteam,EuropeanConcertHallOrganisaJon(ECHO),InHarmony(OperaNorth;SageGateshead)
– DrLeonThurman;ProfessorLarryParsons
– DrDebiVickersandtheUCLHearingUnitteam
– Ourdoctoralandmastersstudents
– Teachers,headteachers,tutorsandadministrators
– Milton,AlexanderandSallyforinspiraJon
