More brain on the brain

This I found as I was poking around on Daniel Pink's website.

A whole new education.....

Yesterday I attended a talk given by author Daniel Pink titled "A Whole New Education" which was based on his book, "A Whole New Mind".

1. The left brain is very important but the right brain is the new #1 of equals.
2.The continuted left brained dominance of education is the legislature's fault. (not the students, not the parents, not the teachers, not the principals, not the superintendants...)

I'm wrestling with the lack of momentum of his ideas. He book was published in 2005 and here we are listening to him say the SAME things. There was nothing new. This is 2008 and things are moving so fast in this day and age! Everything is moving so fast except...education.

What is the institution of education to do, exactly? We must still maintain an excellence in left brained knowing. The SAT's and flow charts continue to be important--we'd sink with the right brain that lets go of the left brain. So do we expect the school day to get longer? Add art and music to the 4 year requirements of highschoolers who already are having to be at school for classes before "first hour"?

Here's MY theory: trust students to develop left brains in a right brain environment.

A friend of mine who is taking violin Suzuki style with her daughter (that means mom gets to learn right along side--actually playing violins with her daughter). She described a leap of (FAITH) brain activity that she experienced. The teacher gave them a new piece to work on and with much concentration of violin position, finger placement, bow placement and direction, listening for intonation, etc. she started to master the music. Later mom picked up her violin again and it seemed that she had gone backwards in the mastery but the execution was feeling different....with less focus on each separate detail. After a couple more repetitions she knew the understanding of everything it takes to play the music had shifted and she could play with out "thinking". She has given the execution over to muscle memory. This is where I believe the music can now live in the right hemisphere.

Last week I was eavesdropping on my daughter, Claire, while she was teaching a violin lesson. Her student was a junior high school student and they were working on musicality and tone. Claire was using words like weight, speed, and division. Sounds like a physics lesson or geometry maybe. There were angles, perpendicular and parallel lines, but no numbers, formulas, or symbols. They were working on bow technique and when they added it up the right answer was obvious...beauty.

How do we assess that? ......there you go again, dipping back into believing the left brain is the end all.

Musically yours,
Yvette
PS if, in paragraph that begins: MY theory, the word "trust" sends you into a nosedive then we need to sit down and talk. Invite me for coffee!

Giving and Taking: Every conflict is an opportunity for growth

Here's parenting tip #249814334:

How to model sharing and trading.

Scene: child #1 has the drum and child #2 has the shaker. Child #2 drops the shakers and grabs the drum away from child #1 (GASP!) Parents are reacting fast. Parent of child #2 grabs the drum and announces the rule : NO GRABBING!!!

Hey! That was me with my first two children. Claire was always looking to Ben (who was older by 2 years and 1 week) to see what big kids do and to find out what's interesting. Whatever Ben had was always interesting. She grabbed the drum, I grabbed the drum and screeched "No Grabbing!!!!".

It was Ben who said "Mom, How come you're grabbing?"
.......oh........ Hmmmm.....right.....I don't know. I'm trying to teach the no grabbing rule. I was actually reinforcing that, well, grabbing is OK...especially if you are bigger. And you probably should shout when you do it.

Here's what my new approach was when baby #3 comes six years later. Anne looked to the big kids and Claire got some of her own medicine. I got a chance to revise my message.

I noticed how connected the new baby grabber was to me. Even though the umbilical chord was cut it was as if we were really still connected...in so many ways. If I reacted to any situation it was as though she did.

When she grabbed, and before the shock to register on the other child, I had something with which to "trade" and using the best negotiating skills I could muster, I modeled a polite transaction. The younger the "victim" the smoother the action goes. And the younger the perpetrator, the more they believe that they actually did the right thing. And now the baby has the script for polite negotiations.

If the offer was refused I had to muster up some creativity to continue the negotiations. I'd say "Oh, Anne. Look at Claire's face. She's pretty angry. What do you think she might like as a trade?" or "Do you think you could give her back the drum and ask her to give it to you when she is all done?"

No set formula is perfect for every situation and this new way is very time consuming. But much more effective. Give it a try. And pray for patience.....Remember light travels faster than sound. Our actions are more powerful than anything we could possibly shout.

Peace,
Yvette

What's the difference between a library music time and a Kindermusik Class?

Some folks say "Oh, we do Kindermusik for FREE at the library!"

Well, I'd love to widen your view a little.

Darcy and I do music and movement storytimes here and there (i.e. the library and some mom and tot groups, for example). We meet children who love music, who naturally sing and dance to the music, children who love the instruments and knee bounces, circle dances and stories. Those children, their sparkling eyes, smiles and giggles capture our hearts. And we see the possibility. In all the children. All of them.

What would be different if they went to a weekly class for a whole semester at a time? This is what we know about children who are lucky enough to be in a flourishing environment where consistency of space, trust, routine, repetition and variety exist.

These children begin sometimes warily, like any child. Sometimes at the first class the younger ones look around for the moment their adult will sneak off or kiss them goodbye. Imagine their wide eyes when all the adults sit on the floor with them! They know then that they are safe. After the second class they begin to sense a rhythm in the flow of the class as it is very similar to their first experience. They realize that it is safe to put the bells or shakers back in the basket because they know they will have another opportunity to work with those again. After a few weeks a change comes over them. Waiting their turn becomes easier. The songs are very familiar since they hear them also at home (Home materials include CDs, story books, instruments etc.). The story is predictable and there are more and more details emerging every week. (This never happens at a one time event.)


They become thoughtful risk takers, more experimental, more creative. Everything is safe. They sing and twirl along, delighting in their participating adult. Here is their chance to be in charge. To practice their budding autonomy in a safe environment. Isn't that what we want for them?

It's how they bloom.

Please join us.
And for the families already participating why don't you bring a friend to you class!

Yvette

More Music on the Brain

Daniel J. Levitin, Ph.D. Associate Professor, James McGill University, was a keynote speaker at the October Kindermusik Convention. We enjoyed his talk about music and the brain and his pop music quizzes where we could identify a piece of music and artist by hearing less than a second of the recording. Today I found an article written by Scott LaFee for the Union-Tribune, which sourced Levitin. This is what caught my eye:

Music does appear to improve brain function, according to scientists. "Early exposure to and learning of music and instruments seems to have clear benefits," Levitin said. "Such children often have improved visual perception, analytical thinking skills and physical coordination. Music helps them focus their attention."

Singing in the Brain .
The Union-Tribune , November 15, 2007


I am also noticing how the students in my classes have shown such growth in their self control and social skills. Taking turns, trading instruments, responding to auditory cues, stopping their excited fast and slow horse trotting and galloping....

I've heard more children using their singing voices, seen more amazing creativity in movement ideas....So many times I wished for my camera!

And sequencing and predicting....memory work....(I'm thinking of the 2 year olds who can tell me what's next in the Watch Me! story book.

Parents, you are doing great work. Keep up the steady beat....keep singing...keep dancing....
Love,
Yvette

Do you LIVE in your living room?

Once when Claire was about 2 she discovered the scissors. Luckily the newspaper was nearby...actually right in the heavily used walkway going into the living room. She worked for almost 2 hours singing and cutting the paper into tiny pieces. (How long is a child's attention span?) (How happy was I for two hours to do things on my agenda?) She was getting very accomplished with those scissors and I was so proud of her new skills!

She was an absolute gray mess!!!! And the living room, already quite lived in, was a disaster. As my friend, Jody would say: "Signs of a struggle!"

Well actually, signs of LIFE. And for that I am grateful.
Today Claire who is 17 is very dexterous, making many things with her hands from her beautiful lampwork glass bead earrings to beautiful violin music.

In Kindermusik Our Time we begin working with our hands and fingers while we singing "If You're Happy and You Know It". Time for children to explore their little hands and the many things we can do with them! They look so intently at their hands and you can almost see them thinking: "So THESE are thumbs!"

So when you find life in your living room remember this:

A House Becomes a Home When You Can Write "I love You" On the Furniture

Life is short. Enjoy it! Dust if you must, but wouldn't it be better to paint a picture or write a letter, bake a cake or plant a seed, ponder the difference between want and need?

Dust if you must, but there's not much time, with rivers to swim and mountains to climb, music to hear and books to read, friends to cherish and life to lead.

Dust if you must, but the world's out there with the sun in your eyes, the wind in your hair, a flutter of snow, a shower of rain. This day will not come around again.

Dust if you must, but bear in mind, old age will come and it's not kind. And when you go- and go you must- you, yourself will make more dust!

It's not what you gather, but what you scatter that tells what kind of life you have lived.

author unknown
Peace, Yvette

Creativity is as important as literacy!

What does it mean to invest in our children's education? Will we, as parents of our country's most precious natural resource, dare to take a risk with investing in our children's education? A risk that may stand up in the face of "how things are done" in today's education scene? Please listen to Sir Ken Robinson in this little video about creativity. http://www.ted.com/tedtalks/tedtalksplayer.cfm?key=ken_robinson
He's entertaining and thought provoking. I'd like to hear more so I put his book Out Of Our Minds: Learning to Be Creative on hold at the library.

I loved his vignette about the dancer. When I watch toddlers dance I KNOW we were born to dance. And we were born to sing! What DOES happen to us????? Will we let the same thing happen to our children?

How do you nurture a child's creativity? I think a good way to start is to affirm their creativity every chance we get. I notice that when we do free dance like "All Around the Kitchen" in Kindermusik Our Time (18 months to 3 1/2) if the adult imitates and labels the children "moves" they are so happy! They notice that you noticed! They'll give you MORE fun moves to try! (practicing creativity!) Make a point to imitate your little one and watch their reaction.

Notice that I didn't suggest that you praise them. That's a slippery slope. Praise doesn't really give them feedback that they can use. They need information...Your imitation is a mirror for them to see their action, creativity, and your attention. Saying "Good Job!" sets them up to worry if they can possibly keep up the "good work". They may respond by quitting so that they are sure they have control over not getting your praise in the future. (Read: Punished By Rewards by Alfie Kohn.)

In parenting we touch the future. Invest wisely!
(And don't forget to re enroll! holland.kindermusik.net)
See you in class,
Yvette

"tips to Miss Sunny of Kindermusik at Musikandmotion"