It has long been recognized that there is a meaningful connection between artistic abilities and academic abilities, notable in the relationship between musical and mathematical/scientific abilities. In a recent worldwide study on the science achievements of fourteen-year-olds, the top three countries include music as an integral part of the curriculum from kindergarten through high school. Hungary, which has been implementing an intensive program in music education since the fifties, ranks first. Japan is second, and the Netherlands is third. (The United States ranks fourteenth out of the seventeen countries in the study.) In “Silicon Valley,” California, it has been reported that the top engineers and technical designers are nearly all practicing musicians.
While we do not yet fully understand why or how this relationship between musical and mathematical/scientific ability works, we do know that schools that devote a significant part of every school day to the arts, taught both as separate subjects and integrated throughout the curriculum, are producing the highest academic achievement in the United States today. (Davidson in Augusta, Georgia, is first in the nation, and Ashley River Elementary in Charleston, North Carolina, is second.) Even more important, their students are especially motivated, creative, and independent learners and thinkers who experience learning through mind, body, and spirit.
Until the publication of this book, it has been somewhat easier for many teachers to learn to teach various subjects through the graphic and dramatic arts than it has been to teach through music and dance. Yet these “rhythms of learning,” in which the body itself becomes the instrument and the art form, can enhance and accelerate learning for all students. In many cases, music makes it possible to master difficult, abstract concepts faster, more easily, and with greater retention.
Author(s): Chris Brewer, Don G. Campbell
Publisher: Zephyr Press
Year: 1991
Language: English
Commentary: scantailor + ocrmypdf + size optimzation
Pages: 324
City: Tucson, AZ
Tags: creativity;rhythm;pedagogy;education;learning
Rhythms of Learning
Contents
Foreword (Dee Dickinson)
Chapter I Patterns of Listening
Sound Education: The Journey from Hearing to Listening (Don G. Campbell)
Reaching Out to Listen
Listening and the Ear: Research by Tomatis
Listening Deficits
The Art of Listening: The Journey from Listening to Lifelong Learning (Chris Brewer)
Inner Speech
The Intention toward Attention
Inner Listening
Activities for Teachers
Tuning Up Our Teaching
Cortical Cheer
Dominant Ears
Three Ways to Listen
Ear, Air, Bones, and Skin
Looking for Sound
The Listening Experience
Activities for Students
Tuning Up with Students
Turning On Your Ears
Soundscapes
Toning the Voice
Inner Hearing
Directional Listening
“Rithem”
Patterns of Listening
Chapter II Creative Teaching: Phase Forward Education
Rhythmic Awareness
Phase Forward Education
A New Look at Intelligence
Creative Intelligence
Activities for Teachers
Tuning Up Our Teaching
Twenty-Five Things to Imagine
Rappin’ Rhythms
Tools of Expression: Drawing
Tools of Expression: Clay
Dynamic Empowerment
Activities for Students
Tuning Up with Students
Moving Art
Body Music
Rhythmic Spelling
Clay Creations
Twelve Days of Christmas
Conducting Creativity
Chapter III Observing Inner Rhythms
Inner Patterns
Learning Rhythms
Rhythms of Attention
Infradian Attention Rhythms
The Rhythms of the Day
School Day Harmony
The 90-Minute Cycles
The Learning State Rhythms
Memory Rhythms
Patterns of Memory
Daily Memory Rhythms
Rhythms of Presentation
Educational Synchrony
Activities for Teachers
Tuning Up Our Teaching
Finding Your Teaching Rhythm
The Rhythms of Your Class
Rhythmscapes
Changing Tempos
How to Have Quiet without Really Asking
Activities for Students
Tuning Up with Students
Rhythms of the Day
Rhythms in Studying
Soundscape Circles
Soundscape Diary
A Timeless Walk
Bravo the Conductor
Under the Spell of Rhythm
Chapter IV Rhythms of Discovery
The Rhythmic Brain
The Growing Brain
The Rhythms of Brain Growth
The Discovery Cycle
The Beginnings of Discovery: Awareness
The Magic of Discovery: Developing Patterns of Movement and Language
The Discovery of Logic
Problem Solving: Discovering the Answers
Problem Finding: Discovering the Questions
Discovering a Global Vision
Sharing Discovery
Activities for Teachers
Tuning Up Our Teaching
Teaching Circle
Left Brain, Right Brain
Perceptual I.Q. Test
Body Statements
Teaching Patterns
Small Techniques with Great Responses
Activities for Students
Tuning Up with Students
Learning Circle
Discovery Maps
Tracking Your Discoveries
Challenging Discovery
Sound Charades
Music - Body - Rhythm
Music - Body - Movement
“Who Is Harvey Whole Note?”
Chapter V Emotional I.Q.
Rhythm and Emotion
The Triune Brain
Learning through Emotion
Stimulating vs. Awakening
Developing the Emotional 1.Q.
Activities for Teachers
Tuning Up Our Teaching
Under the Spell of Teaching
Emotions in Sound (Ooooh-Aaaah)
“Sys-tem”: An Outer-World Rap
Inner-Sound Dynamics
End of a Perfectly Exhausting Day
Activities for Students
Tuning Up with Students
Sound Feelings
Sound Expressions
Motion Pictures
Moving to Learn
Drawing Connections
Sounding Off
Stretching Yourself
Chapter VI Orchestrating Lifelong Learning
Orchestrating Learning Skills
Accelerated Learning: The Contributions of Lozanov
Music and Learning
Choosing Music
Background Music
The Passive Style
The Active Style
Soundbreaks
Vocal Patterning
Building the Image
Learning Images
Guided Images
The Image of Self
Composing the Classroom
Activities for Teachers
Tuning Up Our Teaching
Choosing Music for the Learning Environment
Passive Concert Readings
Rhythms of Your Voice
Finding Your Own Tempo
Active Concerts
Learning Imagery
Activities for Students
Tuning Up with Students
Textures of Reading
Inside, Outside, In-between
Making Classroom Tapes
Rhythmscape Study Guides
Image Streaming
Image Boosters
Image Streaming through the Curriculum
Chapter VII Orchestrating Intelligence
Creating Form
Finding the Theme
A Unified Field
Appendix 1: The Tomatis Method and Empowering Learners (Billie Thompson, Ph.D.)
Appendix 2: Suggestology and Suggestopedy. By Georgi Lozanov, from The Lozanov Report to UNESCO
Appendix 3: Resource Guide
Bibliography
