Strive for 30 minutes a day of music-only interactions.If you must use words, sing what you wish to say!

In early childhood, we ready kids to think in the 8 tone languages and kinesthetically move/feel the 4 rhythm languages of music. Because attention is limited, words get in the way of these crucial

acculturation processes (No music learning is possible without them!).

Remember, the products of music & language learning are delayed. We speak for almost a year to a child, expecting no verbal responses.

We must do the same for the tone & rhythm languages of music.

A variety of wordless songs & flowing movements from parents & caregivers provide the ideal music acculturation for the very young.

SPARK presented by: Ron Malanga, Horizon School Music

24-10-2015, Hartland International School

-Science has Deconstructed Talent- -Educators must Reconstruct Curricula-

Language & Music: shared processes; different contents. 

Language Learning from Birth Ideal Music Learning from Birth• Listen—experts speak directly to you                               Listen—experts sing & rap directly to you• Acculturate—absorb expert sounds      Acculturate—absorb expert sounds• Babble—your explorations are encouraged                   Babble—your explorations are encouraged• Think/Comprehend—point, follow instr, etc. Think/Comprehend—find keynote, beats, etc.• Perform—self-taught speech (initially single words)    Perform—self-taught singing (initially single patterns)• Construct—improvise sentences & converse                 Construct—improvise pattern series & converse• Expand/Refine Vocabulary—words                      Expand/Refine Vocabulary—tone & rhythm patterns• Read/Write—icon assoc., recall & drawing Read/Write—icon assoc., recall & drawing • Text & Type—make muscles mirror thought      Play—make muscles mirror thought (‘tone text’) 

Because of your early childhood experiences, today you command language in all it’s forms (regardless of talent).  Give kids these early childhood experiences with music content and they will command music in all it’s forms (regardless of talent).  

Whole Part WholeHear rich melodies. Learn more patterns. Comprehension improves.Hear rich sentences. Learn more words. Comprehension improves.

In early childhood we hear wholes we don’t fully grasp, then study parts; thereby improving our understanding.

(Experience) (Analyse) (Synthesise)

Listen Converse LearnPut most simply, whether music or language:

Early Childhood Essentials: http://mindmusclemusicmyth.blogspot.ae/2009/10/early-childhood-music-presentation.htmlHow Rhythm is Learned: http://mindmusclemusicmyth.blogspot.ae/2010/11/how-rhythm-really-works.html

How Tone is Learned: http://mindmusclemusicmyth.blogspot.ae/2009/10/effective-tonal-development.html

More? Google: mindmusclemusicmyth

Ron Malanga, Horizon School Musicwww.mindmusclemusicmyth.blogspot.com

What Brains Need vs. What Kids Get     Ron Malanga, Horizon School Music     

[Supplementary material for SPARK 24 Oct. 2015, Hartland Int’l School] 

It's not for lack of talent that most adults aren't particularly musical, but rather that they lived unhelpful curricula. My goal is to highlight the curriculum gaps in music education that cause achievement gaps in music skills (which we later 

excuse by claiming lack of talent).  

If even a 1/3 of the research points below are correct, then every one of us and  every one of our students could be that much more musical! 

• Brains need:  Child-friendly ranges modelled by mom.• Children get:  Adult-friendly ranges heard in recordings. • Brains need:  Large-muscle flowing movements.• Children get: Small-muscle angular movements. (clap/xylo).

 • Brains need:  Musically rich melodies, devoid of lyrics.• Children get:  Lyrically rich songs, devoid of melody.

• Brains need:  Movement while listening.• Children get:  Sitting still while singing. • Brains need:  Family members singing directly to them.• Children get:  Recordings rapping indirectly near them. • Brains need:   To hear melodies, & extract music content.• Children get:  To sing songs, & extract linguistic content. • Brains need:   20 – 40 seconds of rich melodic listening.• Children get:  2 - 3 minutes of impoverished singing.

• Brains need:  Improvisational play.• Children get:  Imitative work. • Brains need:  To alter music to discover its deeper structures.

• Children get: To preserve music to deliver surface structures. • Brains need:  Models of free-flowing movement.• Children get: Models of rigidly choreographed dance. • Brains need:  Whole – Part – Whole educating.• Children get:  Whole – Whole – Whole inculcating. • Brains need:   Sequential skill-building.• Children get:   Non-sequential concert rehearsing. • Brains need:   Separate tone & rhythm study.• Children get:  Combined tone & rhythm memorization. • Brains need:  Conversational; ‘Question & Answer' singing.• Children get:  Simultaneous ‘Answer only' singing. 

• Brains need:   To construct music; pattern by pattern.• Children get: To copy songs word by word. • Brains need:  To be constructing music.• Children get:  Constricting literature (Save it for later!). • What brains need:  Deep structure variety (all modes & meters).

• What children get:  Deep structure sameness (major & duple). • Brains need:   A variety of modes with consistent keys.• Children get:  A variety of keys with consistent modes. • Brains need:   A variety of meters, consistency of tempo.• Children get:  A variety of tempos, consistency of meter.

• Brains need:   Flow, Weight, Tempo, Meter, Rhythm Patterns.• Children get:  Rhythm Patterns (devoid of meanings imparted by Flow, Weight, Tempo,  & Meter) .

•  Brains need:     1-Assimilate modes, 2-Derive tonal centers, 3-Accumulate patterns.

• Children get:    1-Scales, 2-scales, 3-more scales. 

 

• Brains need:  To learn to read notation as 'icons that sing.'• Children get:  To learn to decode notes as ‘muscle instructions.'

• Brains need:  Individual differentiation of musical content.• Children get:  Group standardization of musical content.

•  Brains need:  Ear-to-hand performance.  (Embodied sound)• Children get:  Eye-to-hand performance (Embedded movement).

• Brains need:  Vertical comprehension of harmonic structures.• Children get:  Horizontal memorization of melodic structures. • Brains need:    To learn writing as 'singing icons onto a page.'• Children get:   To learn writing as silent, theory-laden calligraphy.

• Brains need:   Syntax then Sounds then Syllables then Synthesis then Symbols.• Children get:  Symbols (devoid of meanings imparted by Syntax, Sound, Syllables and Synthesis).