Early Music Training Boosts Brain Power

Studies show that children who are given music training early in life have greater spatial-temporal reasoning abilities (1), develop language fluency earlier (2), and even have higher IQs (3) than children without music classes.
Music has the unique quality of using both sides of the brain: the creative as well as the logical. Music education in childhood forges permanent connections between the two hemispheres, making the mind work better for the rest of your life (4).
Countless studies prove what parents have long recognized: children who practice music are smarter (music students consistently score 10% higher on the math and language sections of the SAT compared to non-music students) (5), more focused, and happier.
Additionally, "music education" doesn't necessarily mean hours of practice learning an instrument. These benefits can be achieved just by singing along with music. It's the degree of interaction that determines the brain boosting potential of music, not the type of music or the formality of the setting (6).
Copperview Children's Choir ensures that children love making music, and that choir is a delightful experience they look forward to each week, all while teaching the brain to work better.

Sources
(1) Rauscher, F. et al. Music Training Causes Long-Term Enhancement of Pre-school Children’s Spatial/Temporal Reasoning. Neurological Research 19:2-8, 1997.
(2) Perlmbutter, David, M.D., Raise a Smarter Child by Kindergarten, Morgan Road Books, 2006, p. 80. http://www.amazon.com/Raise-Smarter-Child-Kindergarten-Increase/dp/0767923014
(3) Schellenberg, E. Glenn, “Music Lessons Enhance I.Q.,” Psychological Science 14(8):511-14.
(4) Schasberger, Michael, “Reading, Writing and Music: Why Music Belongs at the Center of the Curriculum,” The Westmont College Magazine Winter 2009, 12. http://blogs.westmont.edu/westmont_magazine/wp-content/uploads/2009/03/westmont-downtown-music.pdf
(5) Heath, Shirley, “Living the Arts Through Language and Learning,” Americans for the Arts Monograph, November 1998. http://www.edcoe.org/departments/curriculum_instruction/documents/081909CILC_BetterMindsThroughMusic.pdf (6) Perlmbutter, David, M.D., Raise a Smarter Child by Kindergarten, Morgan Road Books, 2006, p. 85. http://www.drperlmutter.com/

Additional Information
The role of music in building baby's brain: http://www.fcs.uga.edu/pubs/current/FACS01-7.html
Intelligence and rhythmic accuracy go hand-in-hand: http://www.sciencedaily.com/releases/2008/04/080416100459.htm
What to look for when selecting your child's music class: http://wondertime.go.com/parent-to-parent/article/music-class.html
http://kidshealth.org/parent/growth/learning/toddler_music.html#a_I_Got_Music__I_Got_Rhythm
Let's Play Music: music games to play with your child, a helpful glossary of music terms for parents, recommended listening, and more: http://tv.disney.go.com/playhouse/grown-ups/letsplaymusic/index.html

What is the Kodály Method?

Zoltán Kodály (1882-1967), was a prominent Hungarian composer and musician, who focused much of his efforts on the musical education of children. His approach to music pedagogy (the art of teaching), was to help children embrace and utilize their inherent love of music. He said, “Teach music and singing at school in such a way that it is not a torture, but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime.” (Selected Writings, p. 120)
I believe a music instructor has the potential to foster and develop a child’s natural love of music, or to destroy it through rigid instruction and an overly forceful emphasis on the technical.
The Kodály Concept is a comprehensive program to train basic musical skills and teach the reading and writing of music.
Below are some essential components of the Kodály Concept, quoted from the Organization of American Kodály Educators:
Singing
-The voice is the most natural instrument and one which every person possesses; singing best develops the inner, musical ear.
-What we produce by ourselves is better learned; and there is a stronger feeling of success and accomplishment.
-Learning through singing should precede instrumental training.

Folk Music (i.e., classic children’s songs)
-Folk music is the music of the people. There can be no better material for singing than the songs and games used by children for centuries.

Solfège
-This is the method of a relative scale, with each tone assigned a name: do, re, me, etc.
-Solfège is the best tool for developing the inner ear. It builds essential musical skills such as sight singing, part hearing, singing harmony, and developing memory.

Development of the Complete Musician
-The development of all skill areas begins very early with simple tasks required of all the students. As knowledge grows, skills are developed further in a sequential manner.
-In addition to music reading and writing which are begun at an early stage, the following skill areas are also developed: part-singing, part-hearing, improvisation, intonation, listening, memory, phrasing and understanding of form.
-An awareness and knowledge of musical styles develops as skills become more proficient.

Sequencing
-Presentation of materials, concepts, and development of skills can be done in a meaningful way only if the curriculum is well sequenced.
-A carefully planned sequence, well taught, will result in successful experiences for children and teacher. Success breeds success - and fosters a love of music.

I was initially drawn to Kodály’s philosophy because it fit so well with what I had already observed in teaching music to children. For children, music is an expression of joy, and improving their skills results in greater fulfillment from making music. I am pursuing Kodály certification through a three-year program at the InterMuse Academy at Brigham Young University. For more information on this methodology, go to www.oake.org.