What I learned about a month after school started was that he just needed to use his musical brain in other ways.  He was practicing shapes and patterns one night at the kitchen table for homework when I glanced over and saw something amazing.  He was making music with math.  (Only a trained Kindermusik mom would notice this.)

His repetitive patterns with numbers sounded musical when I read them aloud.  It was more than just the typical 1-2-1-2-1-2.  It had rhythm.  I sent it to Miss Allison, our local Kindermusik scientific music specialist.  She also saw the beat and just for fun sent back the numbers in musical alphabet.

My kindergartener, without knowing, was continuing to make music.  His brain still retained his Kindermusik knowledge.  I played the mathematical notes on the recorder with the joy of one discovering the cure for the common cold.  He just snubbed his nose at me before dumping a pile of Legos on the floor.  I smiled.  There IS life after Kindermusik.

My kindergartener is not physically going to Kindermusik classes any more but after five years it was time for his brain to move on.  His brain was remembering and using what he learned for more than just silly dances and colorful shakers.

My anxiety decreased as I held his little brother’s hand to his first session of Imagine That.  The baby was now off to learn music in his own space, with his own friends.  Practicing his own independence.  Kissing time was a quick peck on the cheek as he ran by sideways.  On the way out the door I looked back .  Those baby snuggle days were over, but watching the singing and silly dancing happening at that moment without me was not the end.

Kindermusik was not just for the kids.  It’s been music for all of us.  We will still make up songs and dance silly in our own ways at home.  When classes are over at the end of the day, the music goes on.  At bedtime my boys, 6 and 4 years old, still wait for mama to give snuggles and sing “Hush Little Baby and Ally Bally.”  Life after Kindermusik?  Absolutely!

-posted by Kindermusik mama Heidi Forrester,  whose children now want to learn the electric guitar and the bassoon.

In fact, as I write this, I am sitting here doing my best to force motivate my violin player through his practice.  It’s not always easy. He’d rather be playing Xbox, or tug-a-war with his dog, or making up stories with his Halo Megabloks – anything but practicing. (Except, well, taking a shower and washing his hair, of course.)

But I know something he doesn’t. Finnish researchers (Did you know my maiden name was Koivisto? Maybe that’s one of the reasons why I like these scientists so much) have just developed a new method that shows the wide neural networks (including motor, emotions and creativity) that become activated all over the brain as music is listened to. Now scientists have an even better way to understand how music affects us.

Just like eating your vegetables and fish and getting enough vitamin D have a profound impact on my children’s physical health and development, regular music lessons/classes from an early age increases my children’s ability to learn. That’s a scientific fact, not just my opinion.

Here are a few examples of how scientists and researches believe music helps the brain:

• Studies have shown that music lessons/classes assist the brain to process sounds more efficiently. This means that when your child is trying to stay focused on reading a history text in a noisy classroom, he or she will have an easier time concentrating than a non lesson taker.
• Fast forward to a grown up job in one of those tiny cubicles. Multi-tasking and concentrating in a busy, loud office is an essential skill, one your violin player is much more likely to have.
• One researcher has found that the silence between two musical notes triggers the brain cells and neurons, which are responsible for the development of sharp memory.
• Other studies demonstrate that children who undergo musical training have a better verbal recall than those who have none. The amount of information that can be recalled increases the longer their period of musical training.
• Learning a second language is mandatory for high school graduation. Musicians are much better than non musicians at discerning the subtleties in pitch in foreign languages. This is especially helpful for tonal languages, like Mandarin.
• Coordination and concentration are also improved when a child takes instrument lessons. Think about what a flute player does all at the same time – moves both hands, reads music, listens to the players around him, watches the conductor – that’s a lot to coordinate!
• We know that music stimulates the areas of the brain that are responsible for planning and analyzing, thereby improving your organizational skills and making you more capable of handling math, reasoning and other cognitive tasks.
• And I think most importantly, when a child masters a piece of music or a difficult technique, it provides a sense of accomplishment, and gives a boost in confidence that spills over into all areas of life and produces a desire to tackle more challenges.

I want my children to grow up and have a good work ethic, an eagerness to try new things, the ability to reason and think, and the confidence that they can successfully navigate life.  The music they participate in now will help them accomplish just that.

-posted by Miss Analiisa, who is going to make salmon burgers tomorrow night for dinner. After she wrestles her violin-playing 9 year old into the shower in the morning.

Can’t you just hear that song in your head right now?  I also remember sitting next to our stereo speaker, asking my dad over and over to replay “The Chipmunk Song” (Christmas Don’t Be Late).   Now, if you were a kid in America in 1958, (see picture of my older brother and me), the previous sentence should immediately trigger your memory to play that silly melody.

What song does this snowy picture immediately remind you of?  Yes, “Frosty the Snowman!” Did you brain “play” it for you when you thought of it?

This silent, “inner hearing”, or audiation, is the ability to “hear” music when no musical sound is present. When you audiate, you have internalized and are “thinking” music. For example, have you ever found yourself with a song “going through your head?” You’re audiating! Being able to hear music in this way is an important part of musical literacy, just as being able to think thoughts without speaking them aloud is an important in language and thought development.

Dr. Edwin Gordon defined audiation as “the hearing and comprehending of sound that is not physically present.” According to Gordon, “audiation is to music as thinking is to language.” Just as children babble before speaking and thinking in language, they also progress through steps in music before they fluently speak and think in music.

Tips for parents: This is a fun game to play with in the car, in the kitchen, or while cuddling on a lazy Saturday morning when the children pile in bed with you. Start singing a favorite song, and then stop before you sing the last note of a phrase or the end of the song. Wait and see if your child sings it for you. If he does, he is successfully “thinking music,” or hearing it in his head.  – Theresa Case

What I think is really cool, (being a music geek), is all the ways we can use this “inner hearing” in our everyday lives.  When someone asks you, “what is the 10^th letter of the alphabet?” your mind automatically plays the ABC song to help you find the letter “J.”  When faced with a word we do not recognize, we “sound out” the syllables in our heads to try to figure it out. (Like the word, “audiation”)!  We use familiar melodies to help children with everyday tasks when we sing, “toys away, toys away,” or “this is the way we brush our teeth.”

In Kindermusik classes, we practice “hearing the music inside” in many different ways:  Asking children what a bear or a train sounds like before playing the sound clip for them, leaving out successive words in “Head, Shoulders, Knees and Toes,”  or the letters B-I-N-G-O in you-know-what song.  We take familiar melodies and change the words to suit the situation, as in “Got a Rock in my Pocket.”  We then use this song as a humming activity.  Humming is another way of “hearing the music inside,” as we usually think of the words of a song while making humming the notes.  We expose children to many types of music to provide them with a broad and varied musical vocabulary on which to build their future musical experiences.

And remember, when we share all these musical experiences together in class, whether playing drums to “African Noel,” dancing to “The Sugar Plum Fairy,” or rocking to Greensleeves, we are sharing all of our collected memories and feelings about that music with all the other children and grownups in class.  We all bring to each activity our own life experiences and are allowed to share in the joy of the moment with others, in addition to creating new ones for our children.

One more picture for you, so I’ll know what classic song is playing as your part of “listening to the music inside.”

-posted by Miss Judy, who constantly gets music “stuck” inside of her head, and loves it!

Question: Is it typical for each class to be very similar each week? We’ve noticed that we are singing the same songs each week and I’m hoping that the class changes a bit from week to week. Could you let me know?

Answer:
Your question was both astute and excellent. That tells me that you are paying attention in class! (Which is wonderful, since seriously, I’ve had a few mommas that text the entire class time!)

While we as adults may quickly tire of an activity, it is important that we recognize the importance of repetition to our children’s learning. Learning, or the growth of neural connections in the brain, is strengthened through repetition. A one-time experience is not enough for a neural connection to form and stabilize. It is through repetition that possibility becomes ability. That is why Kindermusik activities are repeated over and over.

We will, however, do “extensions” of activities. The brain loves to be a little surprised once in a while; a surprise causes the brain to pay extra attention. One week we might sing a song, the next we’ll sing the song and add a manipulative. We might do the same lap bounce for 5 weeks in a row, but change up the words in the 4th or 5th week. This allows children to have mastery of an idea before we add a new one.

Three interesting facts :

1. Learning requires electrical energy to create neural pathways. The less “automatic” something is, the more electrical energy is required. Think of something you do automatically – like count by 10′s. It takes very little electrical energy for your brain to travel that “counting 10′s” neural pathway, because you’ve done it a lot.

The more well-traveled a pathway, the less energy is required. That’s why you can do two things at once. Watch TV and knit, for example. When you are first learning to knit, it takes all of your effort. Looking, counting stitches, watching your needles. As it becomes automatic, you use less brain energy, so you can layer another activity on top of that without fear of accidentally turning those mittens into a hat instead.

Communicating Neurons

2.  Did you ever wonder why children expect a favorite activity to be repeated again and again and again? Repetition is a necessary building block of development. Children’s brains KNOW that they need repetition. They are pretty smart little creatures! Do you remember the show Blue’s Clues? (Never the same for me after Steve left…). The creators did research while developing the show as to what preschoolers wanted to see in the show, and you can probably guess the answer by now – repetition!

3. So what about the fact that we always have a hello and goodbye ritual, a bounce, a steady beat, rocking time, and story time (in the older classes)? As my friend Heather Wiebe says (she a Kindermusik teacher in Alberta who is fascinated about the way the brain works, just like me) “Patterns make children happy.  Knowing what to expect and having things happen in that way not only helps children know what to expect and feel at ease, it’s also how they mark time.” When the environment and routine is predictable, then a child feels safe and learning can naturally happen.

We know you’ll be ready to move on to another activity before your children will (believe me, I’ve been there three times with my own kids!) know that you’ll get new music and activities soon enough. And a Kindermusik Education is the most powerful tool you can give them now, for future success in school, work and life.

-posted by Miss Analiisa, who would love you to email her and let her know your questions. (She can’t read your minds, you know. She does have eyes in the back of her head, but not mind-reading powers. Though now that her children are getting older, wonders if she can trade those extra eyes in for psychic abilities. Or maybe she doesn’t want to know what is going on in there!)

Take a standard American march like Stars and Stripes. A march has a steady, predictable beat. If you were to clap along, you would automatically clap on beats 1 and 3(unless you were the tuba player – who has the syncopation on beats 2 and 4).

Our brains love steady beats, because the brain loves to find patterns and sequences. In fact, if you listen to music that has a steady, predictable beat (like that march I mentioned), after a while, your neurons actually begin firing at the same rate as the beat of the march.

But as humans, we like patterns only up to a point. After that comes boredom, and we stop paying attention. But when the pattern changes, we begin paying attention again. Syncopation tickles our brains, so to speak. Our brains search for the new pattern, and the sense of unpredictability that comes with change is fun and interesting to both your brain and your soul.

Think about it – when you hear syncopated African or Latin music or Jazz – it makes you want to smile and move, right? The beat is unexpected and interesting.  Take a listen to Leroy Anderson’s “The Syncopated Clock”.  In Village class, we’ve been listening to the jazzy Hop to It. That’s syncopated, too.

But what does this have to do with your little one? Let me explain. You want your child to eat a wide variety of foods, to like an assortment of flavors, textures, colors and shapes. Even if they ask for the steady, predictable mac-n-cheese and chicken nuggets every night, you still want them to have a balanced diet.

The same is true for music.  Our children need a variety of musical experiences. Life is richer and more interesting with a varied diet of music. And some brain tickling.

-posted by Miss Analiisa, who has been feeling rather bored the last couple of days, and feels in need of a brain tickle in the form a new project of some sort.

Are we talking about the minute machinations we all do with our lips, teeth, tongue, and our hard and soft palettes to form phonemes?

Or do we mean the inflections in spoken language that tell a listener we are asking a question or telling a joke?

YES! Vocal development is all of these things.

I have dozens of activities I love to do in class to nurture vocal development, but I’m going to limit myself to just one today.

It’s the little ditty Above the Sea, aka “the song with the bathtub fish”. I love those fish because they open the door to world of vocal development for your child in a tangible and engaging way?

What makes this song and fish so special?

It’s a story song.  Songs that tell stories engage children in a deeper way by growing and developing and changing. They have characters to connect with, so the child’s emotions are brought into play.  This gives us a song the child is more interested in participating with.

Above the Sea has a conversation, and the song’s melodic pattern also mimics that conversation.  When we ask a question, our pitch will naturally slide up at the end of the sentence. When Little Fish asks “What’s above the sea?”, the pitch moves up as well.  So, when we sing this story we are helping our child to understand how people use language to communicate with each other.

Above the Sea also develops your child’s ability to produce spoken words.  Singing is often easier for a child than speaking, because singing is slower and more deliberate.  Syllables are broken down and clearly pronounced when you sing; consonants are enunciated and vowels are drawn out.

What will often times pass by in a blur in spoken word will be clearly heard and understood when sung.   Now they can use those words in other parts of their life, and they can sing along with the song, too.

Each of the sung patterns has visual components to accompany them. The fish face each other when they talk, and I always wiggle the fish who is talking at that moment. When they go up to the top of the sea, we all swim our fish up and sing up a scale at the same time -nice little auditory/visual connection there!

When the fish come back down, our voices descend the scale, too.  The kids can clearly see/hear/feel the patterns in the song.  The more senses we include in the learning process the deeper the learning is!

My favorite part is the verse in the middle whose words we can change.  Does your child love sharks? See the shark- hear him bark, his teeth are so scary!

Dinosaurs? See the dinosaur – and hear her roar, I think her name’s Marie!

What about Lightening McQueen? See Lightening McQueen – hear his engine scream, He’ll win the Grand Prix!

Come to class and sing me your verses. I’d love to hear them!

So go ahead – sing a fishy song with your child today to encourage their vocal development. By all means, play with your words! They are the best and cheapest toys our children will ever have. And, unlike plastic sharks and dinosaurs and Lightening McQueen cars, they will last the longest.

-posted by Miss Allison, who adores words, spoken, sung and written.

There are two kinds of steady beat. The first is internal, which is unique to every person. You are born with your own inner tempo. Think about yourself – how fast does your “clock” tick? Do you walk fast, talk fast, expect quick results? Get frustrated when everything or everyone else can’t keep up? Your internal tempo is probably allegro!

My 9 year old son’s internal beat is much slower than mine. He needs to process and “cook” information. As a Suzuki violin momma, I have to participate in his practice. After 2 years, he finally said, “You’re going too fast. You’re confusing me. It’s too much information at once.” If only I had recognized that before. If I continue to coach him at my pace, I’m going to frustrate him, and he’ll probably end up hating violin. Practice is now relatively easy on both of us.

Faster internal steady beats don’t equal brighter children; my easy-going middle child is just as smart as my speedy 12 year old.  They just both like the information presented to them at a tempo that matches what is going on inside. If I keep that in mind, I’ll be a better parent.

We cannot change an internal working tempo. It’s yours for life. We can, however, teach children to be flexible to match an external steady beat with the activity they are doing. Why do we do this? You don’t want to cut out a delicate paper snowflake at 90 miles an hour! Nor do you want a slow tempo child to read at a snail’s pace.

Babies come ready made with their own internal steady beat. Sometimes in class, a song will play that is pretty close to their own tempo. Then that baby will tap his drum right in time to the music, and all the grownups in class will ooohh and aaahh at this little musical genius!

It isn’t usually until they reach age 3 or so that they begin to be able to match an external source of steady beat, such as playing instruments to a song, or marching. And we don’t really expect consistent beat matching to occur until between Kindergarten and 2^nd grade.

But because the ability to match a steady beat is so vital to success in many other skills, we do start steady beat practice from the very earliest Kindermusik class – Village. You can practice at home, too. Here are some fun ideas to try:

For babies and toddlers: To help these little ones to feel an external steady beat, use their bodies. Put your child on your lap and steadily chant a nursery rhyme, or sing a simple song. Bounce your child up and down, keeping the tempo consistent.

For preschoolers: Hold hands, a rope, a stretchy band or a large scarf between you. Sing a song your child knows (so she doesn’t have to think about the words) and sway or rock back and forth together. You can change the tempo every couple of repeats.

For young schoolchildren: Put on one of your Kindermusik Young Child CD’s or their current musical favorite. Music that changes tempo is especially good, so try some classical music. Give your child a big sheet of paper and some markers or crayons. Have your child draw (lines, dots, circles, squiggles, etc.) to the tempo of the music. Ask questions like: “What does this slow music look like?”

There are lots of fun ways to practice matching an external steady beat. I’m sure you’ll get creative!

-posted by Miss Analiisa, who is determined to workout her internal speedy steady beat muscles by learning to slow down and rest. Actually rest. Stop doing things. Stop thinking. Breathe deep.

But you’re not 7 anymore, are you? And the kind of organizing you need may involve integrating your family’s weekly schedule, or sales numbers in your job, or keeping track of which IP address belongs to which server.

Music is full of structure and patterns and logic, which is exactly what your brain needs to help organize all that information into the proper neurological folders and files. Want proof? Just ask Albert Einstein. His mother was told by his school that he was stupid, and that she should withdraw him. Instead, his mother bought him a violin, and we know him as one of the smartest men in history.

To what does Einstein credit that? Yup. The violin. (His momma should get some of that credit, too.) He said that he worked out problems that he was stuck on by playing his violin. He loved the music of Mozart and Bach the most.

What is the connection between Classical and Baroque music and being organized? I can tell you! I took 5 years of music history, and 5 years of music theory in college 20 years ago, and I apparently haven’t forgotten everything. The music from those time periods is all about math. There are all sorts of rules and patterns and sequences you have to follow when writing in those musical styles. (And can’t be broken if you ever want an “A” in the 18^th Century Tonal Counterpoint class taught by Dr. Rutschmann.) Classical and Baroque music in it’s composition is very structured and organized.

One of the rules is that you don’t repeat a theme over and over again. Instead, you have a theme, and then variations on that theme. Dr. Michael Ballam of Utah State University says, “The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression.”

Take the story of King George I of England, who ruled much of the world. He had a lot on his mind! He struggled with remembering things, stress, sleeping troubles, depression, and in general making mistakes due to all that. He read the story of King Saul from the bible (who seemed to George very much like himself.) George discovered that the shepherd boy David (of David and Goliath fame), could calm King Saul (translate – “organize his brain so he could think clearly”) with music.

George wondered if music could do the same thing for him. He sent for George Frederick Handel and asked. Thus, Handel’s Water Music was composed.

Now, no promises that your house will magically declutter itself if you put some Bach or Haydn on. But if you need to start thinking clearly, give it a try. You might actually discover a piece that you like. Your brain will pick the one it needs!

­-posted by Miss Analiisa, who now knows why she always is drawn to play Mozart’s Symphony no. 41 in C major in the background when she’s working on a major project and it’s not going very well.

I love how Wikipedia defines art: “Art is the product or process of deliberately arranging items in a way that influences and affects one or more of the senses, emotions and intellect.”

That definition totally fits with what we know about brain development from birth to 7. During this period, the brain’s entire job is to organize information (deliberately arrange items) it receives from all the senses (sight, sound, taste, touch, smell, vestibular, proprioceptive), and then learn what to do with that info.

Every time a child has a sensory experience and the brain processes (organizes) the input, neural networks are formed. Your child chooses to engage in the arts during play because he or she instinctively knows the arts are the best way to develop the brain.

As a side note, these networks are largely completed by the age of 5, and after the age of 8, neural pathways that aren’t well traveled are pruned away. (Which is why children who learn a second language during the preschool years speak like natives, and most of us who didn’t take Spanish until high school will always sound like, well…embarrassing.)

Okay. Back to the arts. Arts, especially music, help wire the brain for the kind of learning that occurs in school after the age of seven.

The Encyclopedia Britannica says that art is “the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others.” Sharing the arts (group dances, playing instruments in ensemble, working together on a painting) enhances social skills.

The arts also develop essential thinking tools such as perception, attention, symbolic thinking, self-regulation, pattern recognition, reasoning, intuition, memory, differentiation, manipulation, encoding and decoding. Lots of big concepts, but what does this all translate to?

Your child’s painting and dancing and sculpting and especially music making in the preschool years, is the best thing you can do now to help your child later become an avid reader, a lover of math, a self-confident teenager, a curious chemist, a successful entrepreneur, and, of course, an accomplished musician.

-posted by Miss Analiisa, who suggests taking inventory of your art baskets and music making and creating supplies this summer, and making sure they well stocked.  

I was always good at math (I did have to work at understanding), but I did not like it. I had to take one math class in order to graduate with my degree. I enrolled in an Algebra class my very last semester. I hadn’t taken a math class in 6 years. But suddenly, math made sense! I realized that everything was in patterns. I understood patterns, because I had spent the last 5 years in music theory classes. Music  is all about patterns, too.

I chose to pair Logical-Mathematical Intelligence and Musical-Rhythmic Intelligence because people who have either (or both) of those intelligences share an aptitude for patterns.

Mathematical-Logical Intelligence (Number/Reasoning Smart)

While you might assume that a person who is number/reasoning smart naturally excels in math, computer science or at chess, a better description of this intelligence has to do with being able to recognize patterns (especially abstract ones), numbers and their relationships, logic, and scientific thinking and investigation.

So how does this show up in a child, who doesn’t really begin to think abstractly until late elementary/middle school? (Which is why 6^th graders generally don’t do well in Algebra.) A number/reasoning smart child will tend to ask a lot of questions about how things work, and enjoys experimenting. These children will also have a more advanced sense of cause and effect than their peers.

These children also like categorizing and organizing things. They notice patterns and contrasts. Strategy games (like chess) are especially fun, and they have good critical thinking skills.  And yes, these children do well in math – especially computing arithmetic problems in their heads. Number/reasoning smart children often grow up to be scientists, mathematicians, detectives, accountants or engineers.

How to Encourage Your Number/Reasoning Smart Child:

• strategy games (chess, checkers, cards,)
• board games
• math games (love this local store – http://mathnificent.com/store/) Blink and Set are both great pre-math games.
• science experiment kits (check out http://www.stevespanglerscience.com/)
• logic puzzles or brain teasers (check out http://www.criticalthinking.com)
• collecting – rocks, bugs, etc. Anything that will allow observation and categorization.
• read mystery books
• water play (it’s all about cause and effect)
• sorting and stacking play

Musical Intelligence (Music Smart)

Who doesn’t love music? I think every child should grow up with music in their lives, but children with musical intelligence are especially sensitive to pitch, rhythm, timbre and tone, and to music’s emotional power. They can tell you when something is “off” in a performance, and may have perfect pitch. They often have well-developed language skills, and are often aware of sounds others miss.

Music smart children can easily remember melodies, and have a good singing voice. You might find them singing to themselves, or speaking and moving in a rhythmical way, and they might use songs or rhythms to learn. These children easily recognize rhythms and patterns around them.

Interestingly enough, movie producers are usually musically intelligent. Music smart children grow up to be composers, conductors, music teachers, disc-jockeys, and instrumentalists and singers, of course!

How to Encourage Your Music Smart Child:

• music classes (like Kindermusik!) and music lessons around the age of 6 or 7
• instrument box with a wide variety of instruments
• listen to lots of different kinds of music and talk together about what you hear
• encourage them to make up songs and music, and record them
• sing to and with your child
• make instruments
• play musical and rhythmic games
• join a band, choir or orchestra
• attend age-appropriate concerts

-posted by Miss Analiisa, who shudders at the thought of advanced mathematics, but realizes that being music smart helped her get good math grades and love logic.