How Does the Brain Learn How Does the Brain Learn Through Music?Through Music?

Kansas State University Kansas State University Music SymposiumMusic Symposium

20082008Laurie J. CurtisLaurie J. Curtis

Music can move us to the heights or depths Music can move us to the heights or depths of emotion. It can persuade us to buy of emotion. It can persuade us to buy something, or remind us of our first date. It something, or remind us of our first date. It can lift us out of depression when nothing can lift us out of depression when nothing else can. It can get us dancing to its beat. else can. It can get us dancing to its beat. But the power of music goes much, much But the power of music goes much, much further. Indeed, music occupies more further. Indeed, music occupies more areas of our brain than language does---areas of our brain than language does---humans are a musical species. humans are a musical species.

Oliver SacksOliver Sacks

Purpose for today’s presentation-Purpose for today’s presentation-

Identify factors that link music to cognitive Identify factors that link music to cognitive learninglearning

Explore some of the ways music can Explore some of the ways music can enhance the brain’s response to contentenhance the brain’s response to content

Describe ways the music educator can Describe ways the music educator can facilitate learning through increased facilitate learning through increased engagement in learning opportunitiesengagement in learning opportunities

Center on Education PolicyCenter on Education PolicyRevised December 2007:Revised December 2007:

Choices, Changes, and Challenges Choices, Changes, and Challenges Curriculum and Instruction in the NCLB Curriculum and Instruction in the NCLB EraEra

349 school districts: 349 school districts:

Since 2002 62% districts reported that Since 2002 62% districts reported that they have increased time for English they have increased time for English Language Arts and MathLanguage Arts and Math

CEPCEP

44% of districts reported cutting time from 44% of districts reported cutting time from one or more other subjects or activities- one or more other subjects or activities- decreases averaging 145 minutes per decreases averaging 145 minutes per week (nearly 30 minutes a day) week (nearly 30 minutes a day)

These increases/ decreases were more These increases/ decreases were more prevalent in districts with schools identified prevalent in districts with schools identified for improvement.for improvement.

Recommendations from the Center Recommendations from the Center on Education Policyon Education Policy

Stagger testing requirements to include tests in other academic Stagger testing requirements to include tests in other academic subjectssubjects

Encourage states to give adequate emphasis to art and music**Encourage states to give adequate emphasis to art and music**

Require states to arrange for an independent review at least once Require states to arrange for an independent review at least once every three years for high quality standards and rigorevery three years for high quality standards and rigor

Provide federal funds for research to determine the best ways to Provide federal funds for research to determine the best ways to incorporate the teaching of reading and math into social studies and incorporate the teaching of reading and math into social studies and science. science.

Item #2 **Item #2 **

“ “ States should review their curriculum States should review their curriculum guidelines to ensure that they encourage guidelines to ensure that they encourage adequate attention to and time for art and adequate attention to and time for art and music, and should consider including music, and should consider including measures of knowledge and skills in art measures of knowledge and skills in art and music among the multiple measures and music among the multiple measures used for NCLB accountability.”used for NCLB accountability.”

What do you know about cognitive What do you know about cognitive science?science?

Spaced rehearsal are more conducive to Spaced rehearsal are more conducive to learning.learning.

You learn something new by connecting to You learn something new by connecting to something you already know.something you already know.

Movement, emotion, memory activate different Movement, emotion, memory activate different parts of the brain.parts of the brain.

Brain plasticity means the brain is dynamic- Brain plasticity means the brain is dynamic- changing based on experience.changing based on experience.

Cognitive science?Cognitive science?

The brain needs hydration and sleep to function The brain needs hydration and sleep to function adequately.adequately.

Emotional response will increase memory of an Emotional response will increase memory of an event.event.

Stress which continues over time can change Stress which continues over time can change the brain’s ability to function efficiently.the brain’s ability to function efficiently.

Musical training affects the organization and Musical training affects the organization and anatomical structure of the brain.anatomical structure of the brain.

Memory

Repeated Rehearsal

Embedded Academic ContentVisual Input

Embedded Academic ContentMotoric/ Kinesthetic Input

Embedded Academic ContentAuditory Input/ Linguistic Input

Multiple cognitive pathways leading Multiple cognitive pathways leading to learningto learning

Memory

Repeated Rehearsal

Embedded Academic ContentVisual Input

Embedded Academic ContentMotoric/ Kinesthetic Input

Embedded Academic ContentAuditory Input/ Linguistic Input

Multiple cognitive pathways leading Multiple cognitive pathways leading to learningto learning

Emotional Response

Memory- how are memories stored Memory- how are memories stored and accessed?and accessed?

Putting information to music is valuable for those Putting information to music is valuable for those of all ages (automatic memory).of all ages (automatic memory).

Using dramatic music as background while Using dramatic music as background while reading or discussing material can make reading or discussing material can make information more meaningful (emotional information more meaningful (emotional memory).memory).

Associating music with a special event will make Associating music with a special event will make the event memorable (episodic memory).the event memorable (episodic memory).

Do you think “being musical” is a gift?Do you think “being musical” is a gift?

Why or why not?Why or why not?

(Research by Stefan Koelch)(Research by Stefan Koelch)

Musicophilia: Tales of Music and Musicophilia: Tales of Music and the Brain, by Oliver Sacksthe Brain, by Oliver Sacks

Tales and case-Tales and case-studies involving the studies involving the power of music in the power of music in the lives of humans.lives of humans.

Musicophilia is a “given” Musicophilia is a “given” in human nature and in human nature and is developed or is developed or shaped by our culture shaped by our culture and the situations of and the situations of our lives.our lives.

AmusiaAmusiaSensory deficits/ GiftsSensory deficits/ GiftsWilliams syndrome- extraordinarily Williams syndrome- extraordinarily responsive to music/ extreme low IQresponsive to music/ extreme low IQAlzeimersAlzeimersDementiaDementiaParkinsons DiseaseParkinsons DiseaseMusical HallucinationsMusical Hallucinations

The use of musical imagery-The use of musical imagery-

When listening to When listening to familiarfamiliar music with music with “gaps” fMRI scans indicate that the “gaps” fMRI scans indicate that the auditory cortex is activated---whether or auditory cortex is activated---whether or not the songs had lyrics or not.not the songs had lyrics or not.

““Deliberate, conscious, voluntary mental Deliberate, conscious, voluntary mental imagery involved not only the auditory and imagery involved not only the auditory and motor cortex, but regions of the frontal motor cortex, but regions of the frontal cortex involved in choosing and planning.”cortex involved in choosing and planning.”

But…did you know thatBut…did you know that

Imagining music can activate the auditory Imagining music can activate the auditory cortex and motor cortex almost as strongly cortex and motor cortex almost as strongly as listening to it…and conversely as listening to it…and conversely imagining the action of playing music imagining the action of playing music stimulates the auditory cortex. stimulates the auditory cortex.

(musicians stating that they feel they can (musicians stating that they feel they can “hear” their instruments during mental “hear” their instruments during mental practice.)practice.)

Brain WavesBrain Waves(M. Sprenger)(M. Sprenger)

Music affects the brain by releasing endorphins Music affects the brain by releasing endorphins and affecting the electricity in the brain- and affecting the electricity in the brain- measured in waves (measured by an EEG). measured in waves (measured by an EEG). The speed, regularity, and patterns can The speed, regularity, and patterns can determine what type of learning is taking place. determine what type of learning is taking place. These waves are the speed at which the These waves are the speed at which the neurons are firing.neurons are firing.– DeltaDelta– ThetaTheta– AlphaAlpha– BetaBeta

Delta WavesDelta Waves

Sleep- 1-3 cycles per secondSleep- 1-3 cycles per second

– No conscious learning taking placeNo conscious learning taking place– Brain disposes of useless informationBrain disposes of useless information– New memories are rehearsed (practice New memories are rehearsed (practice

during sleep???)during sleep???)

Theta WavesTheta Waves

Occurs usually twice during each night- 4-Occurs usually twice during each night- 4-7 cycles per second7 cycles per second

– Very relaxed- not on a conscious level- except Very relaxed- not on a conscious level- except through meditation or relaxation therapythrough meditation or relaxation therapy

– Very receptive to memory making at this stateVery receptive to memory making at this state

Alpha WavesAlpha Waves

Relaxed alertness- 8-12 cycles per secondRelaxed alertness- 8-12 cycles per second– Facilitates learning and heightens memoryFacilitates learning and heightens memory– (Baroque Music with 40 – 60 beats per minute-(Baroque Music with 40 – 60 beats per minute-

Adagio)Adagio)

This music tends to slow down respiration, This music tends to slow down respiration, heart rate, and reduces stress.heart rate, and reduces stress.

Beta WavesBeta Waves

““run, see, go, do” waves 12 – 40 cycles run, see, go, do” waves 12 – 40 cycles per secondper second– Needed for new learning and new memoryNeeded for new learning and new memory– Used when talking and problem solvingUsed when talking and problem solving– Full attentivenessFull attentiveness– Time in this state is very limited- we must use Time in this state is very limited- we must use

it wisely!it wisely!

To remember…To remember…

Your brain utilzes several types of waves- but Your brain utilzes several types of waves- but one will be dominant at a specific time.one will be dominant at a specific time.

There must be a delicate balanced for clear There must be a delicate balanced for clear thinking and learning to occur.thinking and learning to occur.

Music can affect a student’s level of arousal and Music can affect a student’s level of arousal and teachers can use types of music to elicit a teachers can use types of music to elicit a desired state of enhanced learning.desired state of enhanced learning.

Linking of Cambourne’s Conditions Linking of Cambourne’s Conditions of Learning to Music/ Brain of Learning to Music/ Brain

Research Research

ImmersionImmersion

DemonstrationDemonstration

EngagementEngagement

Expectation & Responsibility Expectation & Responsibility

EmploymentEmployment

Approximation & ResponseApproximation & Response

ImmersionImmersion

An enriched learning environment - both An enriched learning environment - both physically and academically- increases the physically and academically- increases the weight of cells, branching dendrites and weight of cells, branching dendrites and increasing synaptic responses in the brain. increasing synaptic responses in the brain. Student differences in learning styles are Student differences in learning styles are to be considered when designing to be considered when designing environment and making curricular environment and making curricular decisions.decisions.

To immerse the students in content To immerse the students in content the music educator can…the music educator can…

Allow for multiple opportunities to study various Allow for multiple opportunities to study various styles of music which are appropriate to a child’s styles of music which are appropriate to a child’s world. Reach for rigor!world. Reach for rigor!– LullabiesLullabies– Patriotic musicPatriotic music– BalladsBallads– Pop-culture/ jingles/ media musicPop-culture/ jingles/ media music

This can also occur through the labeling of items in This can also occur through the labeling of items in the room, literature shared, colors, textures, the room, literature shared, colors, textures, props, multi-media presentation.props, multi-media presentation.

DemonstrationDemonstration

Children need to have opportunities to Children need to have opportunities to observe skillful modeling of the targeted observe skillful modeling of the targeted task.task.

The brain changes as a result of experiences. The brain changes as a result of experiences. New dendrites are formed to “hook” new New dendrites are formed to “hook” new information to prior experience.information to prior experience.

““Remember yesterday when we…”Remember yesterday when we…”

The music educator can use The music educator can use demonstration to…demonstration to…

Model a musical style, sing/play with Model a musical style, sing/play with expression to provide a target for the expression to provide a target for the student. Provide written and auditory student. Provide written and auditory modeling for students.modeling for students.

Additionally- make sure your students can Additionally- make sure your students can hear and see your love for the piece of hear and see your love for the piece of music being explored.music being explored.

EngagementEngagement

Children need to be active participants in the Children need to be active participants in the music classroom. music classroom.

Utilize the idea of brain plasticity and recognize Utilize the idea of brain plasticity and recognize that the brain is in a constant state of change in that the brain is in a constant state of change in response to experience. Each brain is unique- response to experience. Each brain is unique- assembly-line learning violates a critical assembly-line learning violates a critical discovery about the human brain. discovery about the human brain.

How about a review?How about a review?

““Password”Password”Team #1Team #1

AdagioAdagioLargoLargoTimbreTimbreWaltzWaltzTime signatureTime signatureTreble cleftTreble cleftQuarter noteQuarter notesopranosoprano

““Password” Password” Team #2Team #2

PitchPitchVibratoVibratoBalladBalladKey signatureKey signatureWhole noteWhole noteOboeOboealtoaltoAccelerandoAccelerando

To keep students engaged the To keep students engaged the music educator can…music educator can…

Provide opportunities for students to sing, Provide opportunities for students to sing, play, talk, reflect, write, work in small play, talk, reflect, write, work in small groups, see connections between what is groups, see connections between what is occurring in the music classroom and the occurring in the music classroom and the rest of their school experience.rest of their school experience.

Expectation and ResponsibilityExpectation and Responsibility

The teacher must hold high expectations for all The teacher must hold high expectations for all student’s achievement of excellence in order to student’s achievement of excellence in order to develop their interestdevelop their interest and aspiration to succeed. and aspiration to succeed.

Responsibility can be shared between student Responsibility can be shared between student and teacher through the and teacher through the making of choicesmaking of choices and and levels of engagement.levels of engagement.

The music educator can…The music educator can…

Establish a safe and trusting environment with Establish a safe and trusting environment with clear goals and expectations permit success. clear goals and expectations permit success. Teacher’s presence and support is critical. Teacher’s presence and support is critical.

The brain’s emotional center is tied to the ability to The brain’s emotional center is tied to the ability to learn. Emotions, learning, and memory are learn. Emotions, learning, and memory are linked. Positive emotions drive attention and linked. Positive emotions drive attention and memory (Wolfe & Brandt, 1998). memory (Wolfe & Brandt, 1998).

Employment- Meaningful UseEmployment- Meaningful Use

Multiple areas of the brain are activated Multiple areas of the brain are activated simultaneously when students apply singing, simultaneously when students apply singing, playing, reading, auditory input.playing, reading, auditory input.

– Musical training leads to better verbal memory as Musical training leads to better verbal memory as adults (Chan, 1998)adults (Chan, 1998)

– Musical training leads to an enlarged corpus collosumMusical training leads to an enlarged corpus collosum

(Pantev et al. 1998)(Pantev et al. 1998)

The music educator can…The music educator can…

Make sure students have a chance to take Make sure students have a chance to take ownership as they perform their work for ownership as they perform their work for authentic audiences. authentic audiences.

How can the students integrate what they How can the students integrate what they have learned in a meaningful way- design have learned in a meaningful way- design the program, write the selection notes, the program, write the selection notes, share in discussion of order of share in discussion of order of selections…selections…

Michael Bitz (USA Today- 2008)Michael Bitz (USA Today- 2008)

$250,000 fellowship (Mind Trust $250,000 fellowship (Mind Trust Fellowship) for children to write songs, Fellowship) for children to write songs, create digital tracks, design cover art and create digital tracks, design cover art and market their own CDs. market their own CDs.

““There is just something about music that There is just something about music that helps kids connect to themselves and the helps kids connect to themselves and the world at large. I’m trying to capitalize on world at large. I’m trying to capitalize on that in some way.”that in some way.”

Hmmm….Hmmm….

Songs are typically cognitive commentaries on Songs are typically cognitive commentaries on dangers and opportunities. dangers and opportunities.

? Why did it take George Frederick Handle five ? Why did it take George Frederick Handle five minutes to say Hallelujah, for the Lord God minutes to say Hallelujah, for the Lord God Omnipotent reigneth? Omnipotent reigneth?

By extending the vowel sounds and repeating By extending the vowel sounds and repeating words and phrases, songs slow down the words and phrases, songs slow down the expression of the basic message to attach the expression of the basic message to attach the emotional power of melody, harmony, rhythm, emotional power of melody, harmony, rhythm, and volume.and volume.

Approximation and Response:Approximation and Response:

The brain is designed to perceive and generate The brain is designed to perceive and generate patternspatterns

Music has an innate neurological base because Music has an innate neurological base because all scaled forms of music are based on octaves, all scaled forms of music are based on octaves, intervals, and harmonics. People vary in the intervals, and harmonics. People vary in the hemisphere of the brain that activates in the hemisphere of the brain that activates in the processing of music- this appears to be related processing of music- this appears to be related to the level of musical experience of the listener.to the level of musical experience of the listener.

The music educator can…The music educator can…

Celebrate increased skill and performance Celebrate increased skill and performance level and allow children to “track” or level and allow children to “track” or monitor their own improvement. Provide monitor their own improvement. Provide evidence and allow children to reflect on evidence and allow children to reflect on growth of skill and ability. This leads to growth of skill and ability. This leads to increased motivation through repeated increased motivation through repeated rehearsal.rehearsal.

““to follow a discipline of smooth, controlled, to follow a discipline of smooth, controlled, voluntary, cross-lateral movement, voluntary, cross-lateral movement, involving both hands- and possibly feet- involving both hands- and possibly feet- while simultaneously tracking the notes on while simultaneously tracking the notes on a page so as to anticipate the sounds to a page so as to anticipate the sounds to come is a great all-around workout for the come is a great all-around workout for the brain.” brain.”

Smith, 2005Smith, 2005

““Music has an uncanny manner of activating Music has an uncanny manner of activating neurons for purposes of relaxing muscle neurons for purposes of relaxing muscle tension, changing pulse, and producing tension, changing pulse, and producing long-range memories which are directly long-range memories which are directly related to the number of neurons activated related to the number of neurons activated in the experiences” (Weinberger, 1998)in the experiences” (Weinberger, 1998)

““Music offers educators a means of Music offers educators a means of energizing or relaxing students, conveying energizing or relaxing students, conveying content information, priming certain types content information, priming certain types of cognitive performance, and enhancing of cognitive performance, and enhancing phonological awareness.” (Smith, 2005)phonological awareness.” (Smith, 2005)