Early childhood and music education. New approach.

[HH]

Hmm... I wonder whether it's really true that Chinese people have a better sense of tune than other races... I never really observed it to be so...

'To have sense of tune' and 'to carry tune' are two different things, but many confuse one with another. For a long time I was at selection committee that was choosing kids to become students of state music schools. Due to the fact that in former USSR our government partially paid for music education we always had more kids than places and we had to provide initial examination. I noticed that kids who sang beautifully and were accepted with no questions, not necessary became great students later.

[HH]

Yes,  thank you!
I have an electric organ my  brother in law passed to the kids. We will follow all your classes as long as you keep teaching
By the way,your English is great (and I am from Kiev myself) 

You are welcome!
Last summer I was providing seminars for music educators in Kiev. Beautiful city!

BTW, here is one of the best Russian website dedicated to Soft Mozart. They collect my articles and posts from everywhere. I think, their collection is the best!
http://www.ugatu.ac.ru/~trushin/SM/

Here is Russian speaking SM LJ community:
http://community.livejournal.com/doremifa_use/

Here is my book that I wrote (now it is getting translated to English):
http://www.kurdyumov.ru/esse/music/music00.php

[HH]

Hi,
I have a two 1/2 yr.old and a 1 1/2yr old and just bought the Trebellina pogram. I have not received it yet, since I am in Mexico. What program do you use? Do you use this Doremifasoft method?
I have been watching the videos, but I have no clue on how to start. I have been looking for classes and there is a russian school here, but they do not accept my kid until he is 4 years old. Please do continue, this encourages me a lot..

I use Soft Way to Mozart approach.
Here, on this forum, I will try to share what is it all about: it is not just a 'method', but entire concept based on teaching as science. Stay tuned!

[HH]

I don't get why all those things listed are "NOT music education."  Learning to sing and to recognize and appreciate music are all important and crucial aspects of music education.  If a child never learns to play an instrument, having learned these things is still very important and beneficial.  I think you are committing a simple logical fallacy: you've decided that music education can mean only one thing, the part that you think is most important.  Perhaps it is most important, but that does not mean that the other things are not also music education.  FYI I had 8 years of piano (and it was my first instrument) and know the violin well enough to have taught it for a living for a short time.

Thank you for asking this question! In fact, if people would be able to understand the difference, they would be able to combat global music illiteracy epidemic. Learning to sing and to recognize and appreciate music are all important BUT NOT crucial aspects of music education.
Music is a written language and literacy is only crucial aspect of learning this language.  

[HH]

Music training is better to start from learning basic piano exercises. Learn how to coordinate your own fingers and pass the knowledge to your kids: ...

It's very inspirational to think that we might teach our 2-year-old children Hanon...except that, of course, they can't start with Hanon, it's far too hard.  It would be more valuable, for those with the tiniest kids you think can start learning piano, to explain how you can bring them to the point where they can learn Hanon.  What do you do first?

I remember exercises from the beginning of first piano primers that go ABC-- CBA-- ABCBA-- A--  That's a lot easier than Hanon and I think you even have to work your way up to that...

It is not as hard as you think, if to use visual support during the process of learnong. Dod you watch my videos of exercises?

[HH]

Hi Helen,
I love your Soft way to Mozart program, I already opened a thread about your approach some time ago http://forum.brillkids.com/teaching-your-child-music/'soft-way-to-mozart'-piano-teaching-for-little-kids-and-beginners/ and I even contacted you on YOUR forum and sent you an email. I would love to buy your program, I already downloaded all the demos (Gentle Piano and all other games) and I already play them with my 3 yers old daughter. I would love to teach her using your program but I would love to teach her Czech nursery rhymes first. You answered me that I can send you the music and your company would re-do them into your program songs. I asked your about the details and never received any answer. I would love to hear from you because I would really love to buy your program.
Thank you. Martina

Hi, pupisek!

I found this forum after your posts here!

I answered your question here: http://forum.brillkids.com/teaching-your-child-music/'soft-way-to-mozart'-piano-teaching-for-little-kids-and-beginners/15/

[DadDude]

I don't get why all those things listed are "NOT music education."  Learning to sing and to recognize and appreciate music are all important and crucial aspects of music education.  If a child never learns to play an instrument, having learned these things is still very important and beneficial.  I think you are committing a simple logical fallacy: you've decided that music education can mean only one thing, the part that you think is most important.  Perhaps it is most important, but that does not mean that the other things are not also music education.  FYI I had 8 years of piano (and it was my first instrument) and know the violin well enough to have taught it for a living for a short time.

Thank you for asking this question! In fact, if people would be able to understand the difference, they would be able to combat global music illiteracy epidemic. Learning to sing and to recognize and appreciate music are all important BUT NOT crucial aspects of music education.
Music is a written language and literacy is only crucial aspect of learning this language.  

With all due respect, Hellene, I would not say I am asking a question of an expert: I would say I am making a skeptical argument against someone who is using this forum to sell a product.  You mainly just asserted your thesis again--that singing and music appreciation, etc., are "not crucial aspects of music education."  I still disagree.  What's your argument?  You say only that "music is a written language and literacy is only crucial aspect of learning this language."  That does not prove your point.  Yes, learning to read music is the sine qua non of learning the written language of music, but that is different from "music education."  On the one hand, I would agree with you entirely that someone has not been properly educated in music if he has not learned to read music.  On the other hand, I would go further to say that someone has not been properly educated in music if he cannot sing, and if he cannot recognize Bach, Mozart, Beethoven, and Tschaikovsky.  I would also say that a person's musical education is, in fact, very impressive if he has intimate listening familiarity with thousands of classical works of music, and hundreds of composers, but who cannot play any music at all.  I don't know if there have been any such people (I'll bet there have), but such a person probably would know more than you and I about classical music.

I hope I have made my point.

Music training is better to start from learning basic piano exercises. Learn how to coordinate your own fingers and pass the knowledge to your kids: ...

It's very inspirational to think that we might teach our 2-year-old children Hanon...except that, of course, they can't start with Hanon, it's far too hard.  It would be more valuable, for those with the tiniest kids you think can start learning piano, to explain how you can bring them to the point where they can learn Hanon.  What do you do first?

I remember exercises from the beginning of first piano primers that go ABC-- CBA-- ABCBA-- A--  That's a lot easier than Hanon and I think you even have to work your way up to that...

It is not as hard as you think, if to use visual support during the process of learnong. Dod you watch my videos of exercises?

Yes, I did watch them.  Again as someone who took many piano lessons as a kid (and played all through the Hanon book of course), and who has taught music, and who has shown my little 2-year-old boy things on our piano keyboard, I know I could not simply sit him down and cause him to play Hanon's first exercise (the one in the video).  We would have to start with much simpler things...  But I thought you would agree with me here, and that the program you're selling does, in fact, start with simpler things.  Doesn't it?  Surely it must.

[HH]

Well,
It seems like I answered all of your questions (if I overlooked some, pls, let me know!)

DAY  TWO.
Let's continue our music education together!

At first I want you to know that I attitude towards music education for our kids have to change a little. In Russia we have a very interesting saying: 'How many diplomas should you have in order to be considered 'educated'? The answer is ... 3. Yours, your parents' and your grand parents'...

Many parents are willing to give their children music education, but just few of them concern about their own music literacy. Success in learning music should be started with you.

Motivation is very important part in any learning. Unfortunately, in our current society majority of people are musically illiterate. I saw many times how my students (even winners of competitions!) were trying to play something for others in different parties. Most of the time peers don't value personal performances, because they have no clue how much it worth to be able to play piano and read music. For them it is just a waste of time.

I am currently working on spreading music literacy in all the state schools of America. Our company recently wrote letter to Obama and I offered my training and our software to all the state schools for free. I don't feel it is right that only those who have money can have music literacy. I also want to make music making contagious among people - so our kids would have natural motivation to learn.

But before it would happen, you as parents have to learn and motivate your child to learn music as language. In early childhood you are the only role model that child truly value.

I placed some video exercises: learn all of them! Play them every day! Play it with pleasure and enthusiasm. Your kids would BAGG you to teach them, how to do it!

[HH]

I don't get why all those things listed are "NOT music education."  Learning to sing and to recognize and appreciate music are all important and crucial aspects of music education.  If a child never learns to play an instrument, having learned these things is still very important and beneficial.  I think you are committing a simple logical fallacy: you've decided that music education can mean only one thing, the part that you think is most important.  Perhaps it is most important, but that does not mean that the other things are not also music education.  FYI I had 8 years of piano (and it was my first instrument) and know the violin well enough to have taught it for a living for a short time.

I know many Master degreed 'music educators' who teaches music in schools, unable to read music. I see majority of kids unable to comprehend advanced forms of music and enjoying just pop and rap. They all were having 'music appreciation' in school. We raised population of musically illiterate presidents and congressmen and now experiencing music being squeezed out of school curriculum. Why? Because they simply are not musically literate! 

With all due respect, Hellene, I would not say I am asking a question of an expert: I would say I am making a skeptical argument against someone who is using this forum to sell a product.  You mainly just asserted your thesis again--that singing and music appreciation, etc., are "not crucial aspects of music education."  I still disagree.  What's your argument?  You say only that "music is a written language and literacy is only crucial aspect of learning this language."  That does not prove your point.  Yes, learning to read music is the sine qua non of learning the written language of music, but that is different from "music education."  On the one hand, I would agree with you entirely that someone has not been properly educated in music if he has not learned to read music.  On the other hand, I would go further to say that someone has not been properly educated in music if he cannot sing, and if he cannot recognize Bach, Mozart, Beethoven, and Tschaikovsky.  I would also say that a person's musical education is, in fact, very impressive if he has intimate listening familiarity with thousands of classical works of music, and hundreds of composers, but who cannot play any music at all.  I don't know if there have been any such people (I'll bet there have), but such a person probably would know more than you and I about classical music.

I hope I have made my point.

My grandmother loved to listen novels of Tolstoy that my grandfather was reading to her almost every night. But she didn't know how to read or write. She wasn't literate. Appreciation is not literacy and definition of literacy is very strict. If you can't read music or write it by ear, you are illiterate.

Yes, I did watch them.  Again as someone who took many piano lessons as a kid (and played all through the Hanon book of course), and who has taught music, and who has shown my little 2-year-old boy things on our piano keyboard, I know I could not simply sit him down and cause him to play Hanon's first exercise (the one in the video).  We would have to start with much simpler things...  But I thought you would agree with me here, and that the program you're selling does, in fact, start with simpler things.  Doesn't it?  Surely it must.

Here some tips for you:

1. When you want your child take lesson from you, do not chase the child, because he/she would think that you are about to offer some medicine
2. Pretend like you want nothing and do not look streight at childs' eyes. Let him/her follow you to the instrument
3. Start from Hannon #1. PLace your finger on Do (Middle C) and ask your child: 'Are you strong? Take my hand off the key!'
4. Offer your child to place thumb on the same key and check 'how strong he is'
5. Ask 'do you have good memory'?
6. If you do, repeat after me; 'Stretch, 1,2,3,4,5,6,7
7. Then start teaching him to 'walk' on the keys like on video

Here some videos of a lady, who taught her 3 year old son to play piano and read music.

Here the video of her and her son, when he was 2 year old:
<a href="http://www.youtube.com/v/56_8-rGyEBI&rel=1" target="_blank">http://www.youtube.com/v/56_8-rGyEBI&rel=1</a>

Here she placed videos of her son when he was 3:
http://video.mail.ru/mail/ism_evgennia/3/66.html

And last thing I want to tell you: I am here selling my knowledge.

[HH]

ABC or Do Re Mi?

I received my music education in former Soviet Union. We learned both 'languages' to name music notes. However, Do Re Mi was extremely helpful in learning music literacy, because we sang everything with 'sounds of music' and developed our ear and music memory faster. Alphabetical names were useful later, when we were learning more advanced theory: harmony and polyphony.

As a researcher I was interested, why is that so.

Here is a short video of explanation for you:

<a href="http://www.youtube.com/v/5_gr0YN1xb8&rel=1" target="_blank">http://www.youtube.com/v/5_gr0YN1xb8&rel=1</a>

[HH]

And before I go today, I want you to take a look at one picture.
Here is Grand Staff's music notes layout.
Notice the symmetry!
Tomorrow I will explain how we can use this symmetry to our learning advantage.

[DadDude]

I know many Master degreed 'music educators' who teaches music in schools, unable to read music. I see majority of kids unable to comprehend advanced forms of music and enjoying just pop and rap. They all were having 'music appreciation' in school. We raised population of musically illiterate presidents and congressmen and now experiencing music being squeezed out of school curriculum. Why? Because they simply are not musically literate! 

Someone with a Master's degree in music education who cannot read music?  To put it kindly--I have a hard time believing it.  Explain how that's even possible, if you can.  I thought all music majors at whatever level had to demonstrate competency in an instrument, even if they were not performance majors.

In any case, my point is that it is surely possible to appreciate, really appreciate, music without being able to read music from the page.  The fact that there are kids who go through "music appreciation" courses and don't actually end up knowing anything about or actually appreciating music hardly proves that one cannot learn anything important about classical music, or one cannot really appreciate it, without knowing how to read music.

With all due respect, Hellene, I would not say I am asking a question of an expert: I would say I am making a skeptical argument against someone who is using this forum to sell a product.  You mainly just asserted your thesis again--that singing and music appreciation, etc., are "not crucial aspects of music education."  I still disagree.  What's your argument?  You say only that "music is a written language and literacy is only crucial aspect of learning this language."  That does not prove your point.  Yes, learning to read music is the sine qua non of learning the written language of music, but that is different from "music education."  On the one hand, I would agree with you entirely that someone has not been properly educated in music if he has not learned to read music.  On the other hand, I would go further to say that someone has not been properly educated in music if he cannot sing, and if he cannot recognize Bach, Mozart, Beethoven, and Tschaikovsky.  I would also say that a person's musical education is, in fact, very impressive if he has intimate listening familiarity with thousands of classical works of music, and hundreds of composers, but who cannot play any music at all.  I don't know if there have been any such people (I'll bet there have), but such a person probably would know more than you and I about classical music.

I hope I have made my point.

My grandmother loved to listen novels of Tolstoy that my grandfather was reading to her almost every night. But she didn't know how to read or write. She wasn't literate. Appreciation is not literacy and definition of literacy is very strict. If you can't read music or write it by ear, you are illiterate.

You're missing my point.  Of course, if you define "music education" as "musical literacy" and you define "musical literacy" as the ability to read and write musical notation, it might follow that a musical education amounts just to learning to read and write musical notation.  But I don't especially care about your definition of "music education."  I think music education includes more than just musical literacy.

It is quite conceivable that your grandmother could have appreciated and understood Tolstoy better than you did.  In a similar way, some of the most brilliant folk musicians, who were far better musicians than most of us could ever dream of being, and who had the most refined understanding of their musical craft, could neither read nor write music.  I've met some, and they're better musicians, I'm sure, than I'll ever be.

My point, Hellene, is that you are overstating your case.  I agree with you that learning to read music is important and essential to a good, complete musical education.  I merely want to say that there there is more to music education, and that which is more is also very important.  After all, I knew how to read and write music as a child, when I knew almost nothing about classical music.  Getting deeply acquainted with classical music takes time, attention, patience, and even background reading--and all that is possible to do without being able to read music.

And last thing I want to tell you: I am here selling my knowledge.

Indeed.  I'll assume you have permission from the management for the infomercials.  I won't raise any objections myself.

[HH]

Someone with a Master's degree in music education who cannot read music?  To put it kindly--I have a hard time believing it.  Explain how that's even possible, if you can.  I thought all music majors at whatever level had to demonstrate competency in an instrument, even if they were not performance majors.

Majority of music educators in the USA start music lessons with private teachers, because we do not have state music schools for beginners here. The only accountability for private teacher's job are recitals. Many teach students pieces bar by bar 'till it memorized. When after such training students get to secondary schools, colleges or universities it is too late to 'learn new tricks': even though 'sight-reading' is part of curriculum (among many other subjects) only recitals are the major test in music production that students ought to pass in order to receive a diploma. This is why such 'professionals' promote theory and 'music appreciation': most of them are not fluent music readers.

In any case, my point is that it is surely possible to appreciate, really appreciate, music without being able to read music from the page.

I am not here to talk about 'possibilities': as a musicologist and educator I use to work with facts. This is scientifically proven fact that before any abstract information becomes part of human cerebral cortex; it has to be perceived through speech or muscles. We have short and long term memory and only  well processed through our senses and connected to previous experience knowledge become our own and being transferred to 'long term memory department'. By saying and doing we try to appropriate the information and make it part of our mind. Yes, in music we have prodigies. So what? Majority of population care less: they are capable of comprehending primitive tune. The consequences of such 'training' are very disturbing: low intellectual development, spiritual immaturity, drugs, violence.
Do we have to take any more chances or would try otherwise – to give literacy to people?

I would also say that a person's musical education is, in fact, very impressive if he has intimate listening familiarity with thousands of classical works of music, and hundreds of composers, but who cannot play any music at all.  I don't know if there have been any such people (I'll bet there have), but such a person probably would know more than you and I about classical music.

I know that 'such people' simply do not exist. Let's talk science again. Neurologists were studyng processes in brain of musically literate and illiterate people wile they were listening advanced forms of music. If the brain of 'amateurs' was partially 'enlightened' in certain areas, brain of literate listeners was activated in all areas of both hemispheres. 

You're missing my point.  Of course, if you define "music education" as "musical literacy" and you define "musical literacy" as the ability to read and write musical notation, it might follow that a musical education amounts just to learning to read and write musical notation.  But I don't especially care about your definition of "music education."  I think music education includes more than just musical literacy.

It is quite conceivable that your grandmother could have appreciated and understood Tolstoy better than you did.  In a similar way, some of the most brilliant folk musicians, who were far better musicians than most of us could ever dream of being, and who had the most refined understanding of their musical craft, could neither read nor write music.  I've met some, and they're better musicians, I'm sure, than I'll ever be.

My point, Hellene, is that you are overstating your case.  I agree with you that learning to read music is important and essential to a good, complete musical education.  I merely want to say that there there is more to music education, and that which is more is also very important.  After all, I knew how to read and write music as a child, when I knew almost nothing about classical music.  Getting deeply acquainted with classical music takes time, attention, patience, and even background reading--and all that is possible to do without being able to read music.

We still have some nationalities who do not have literacy, but what do we all know about their 'folk culture'? Nothing.  Literacy is only solution for any progress whether you like it or not.

We have old Russian anecdote: a guy came to an editor with his book. Editor met the 'writer' and ask:
- Well, before you wrote THIS, did you read Tolstoy, Dostoyevsky, Chekhov???

- I am not a reader! - prowdly said the fella, I AM A WRITER!!!

[HH]

DAY THREE. Instant connection.

Grand Staff and piano keys ARE NOT 2 different fields!
As you saw on a picture from DAY TWO, music notes lay out is perfectly symmetrical.  Piano keys are reflection of this symmetry .

To learn music notes layout and the piano keys layout separately from one another is a waste of time.

In order to read music on the fly, we have to be able to place our hands on the keys and say with our eyes closed, what notes under tips of our fingers, in one, two or three steps.  When we look at music notes, we have to have the same skill – what note next, in one, two or three steps.

Order of music notes and piano keys from ANY starting point, step by step, in one or two steps  I call MUSIC ALPHABET.

I teach music alphabet every child beginning from 2+ year old. We say it, we assemble flash cards and we master it with software.

Here is a free demo version of the game called 'Music Alphabet'. You need only a PC computer to play this game.

http://www.doremifasoft.com/notealphabet.html

Question for your homework: why we do not use up and down arrows to move objects in this game?

[heath]

Thank you for all the information you are providing. I love the Softway to Mozart program.  I spoke to the trainer here in CA and she said that, I could get a discount on the software if I mention her name when I buy the software.  But, right now due to limited budget I am not able to buy this software.  I am reading all the information that you are providing and it is a lot of help. 

Karma to You!

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