Shelly Suarez is CEO of Learn Now Music, Inc. a professional on-site music education service supplying MD, DC, VA, CA and FL with in-home private music lessons and on-site group music instruction at public and private schools, pre-schools, and other facilities. The Music Momma blog is interactive. Please feel free to ask her ANY music or educational questions you may have and she will do her best to guide you through! Learn more about Learn Now Music @ LearnNowMusic.com or 1-800-399-6414
Thursday, April 28, 2011
The Royal Wedding Music
The music for the 2011 Royal Wedding of Prince William and Miss Catherine Middleton has today been announced by representatives of Clarence House.
Two choirs, one orchestra and a fanfare team will provide the music at the wedding, which is to take place at Westminster Abbey on Friday April 29th 2011.
The bodies involved in providing the music for the ceremony are:
The Choir of Westminster Abbey
The Chapel Royal Choir
The London Chamber Orchestra
The Fanfare Team from the Central Band of the Royal Air Force & The State Trumpeters of the Household Cavalry
The choirs will be directed by Mr James O’Donnell, the Organist and Master of Choristers at Westminster Abbey.
The Choir of Westminster Abbey is made up of 20 boys, who attend the Abbey’s residential Choir School, and 12 professional adult singers known as Lay Vicars.
The Chapel Royal Choir is made up of 10 Children of the Chapel – boy choristers who attend the City of London School under scholarships – and 6 professional singers known as Gentlemen-in-Ordinary. The Children wear distinctive unifroms which date from the reign of King Charles II.
The London Chamber Orchestra shall be conducted by Mr Christopher Warren-Green, the Musical Director and Principle Conductor. The orchestra will comprise 39 musicians located in the organ loft of the Abbey. The London Chamber Orchestra is the longest established professional chamber orchestra in Britain.
A Fanfare Team of seven musicians from the Central Band of the Royal Air Force will perform under the direction of Wing Commander Duncan Stubbs. The Central Band was established in 1920 and provides musical support to the Royal Air Force throughout the UK. Musicians for The Royal Air Force also serve overseas for the UK Defence Force.
The State Trumpeters of the Household Cavalry comprise musicians from both The Band of The Life Guards and The Band of The Blues and Royals. The Fanfare Team of eight Trumpeters will be led by Trumpet Major Grant Sewell-Jones of The Band of The Blues and Royals. In addition to their musical duties, all Army Musicians can be called upon to act as individual augmentee soldiers in support of operations across the world.
Following the Wedding Service at Westminster Abbey, Claire Jones, the Official Harpist to HRH The Prince of Wales will perform at a Reception hosted by Her Majesty the Queen at Buckingham Palace.
The music, which has been carefully selected by Prince William and Miss Catherine Middleton for their Service, will include a number of hymns in addition to some specially commissioned pieces.
Copied from: Royal Wedding 2011: Music For Wedding of Prince William & Catherine Middleton Announced | The Global Herald http://theglobalherald.com/royal-wedding-2011-music-for-wedding-of-prince-william-catherine-middleton-announced/13527/#ixzz1KsMvzZ7b
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Music's Affects on the Human Body
Music does many things for the human body including, masking unpleasant sounds and feelings, slowing down and equalizing brain waves, affecting respiration, affecting the heartbeat, pulse rate, and blood pressure, reducing muscle tension and improving body movement and coordination, affecting the body temperature, regulating stress-related hormones, boosting the immune function, changing our perception of space and time, strengthening our memory and learning, boosting productivity, enhancing romance and sexuality, stimulating digestion, fostering endurance, enhancing unconscious receptivity to symbolism, and generating a sense of safety and well-being. The next few paragraphs will address each way that music has an affect on our body so one can get a more full understanding of how something like music can affect our bodies in such a large way. (Campbell Index)
Music masks unpleasant sounds and feelings in many ways. A simple example of how this is done is when you take a trip to the dentist. If you're going to get a root canal or something else that would involve a drill, you usually don't want to get it done because most people are terrified of drills, and the sound of the drill. And we all know the music the dentist plays in the office. We all dread it. But what we don't know is that it is this music that can most of the time disguise or even balance out the sounds of the dentist's drill. But what the music doesn't necessarily do is calm you down while you're in the waiting room waiting for the moment you go into that room, sit in the chair, and have the doctor start to drill away on your teeth. (Campbell 64)
Music can slow down and equalize brain waves. There are 4 kinds of waves that the brain has. Beta waves, Alpha waves, Theta waves, and Delta waves. All of these waves are measured in hertz. Beta waves range from 14-20 hertz, Alpha waves range from 9 to 13 hertz, Theta waves from 4 to 7 hertz, and Delta from .5-3 hertz. When we focus on daily activities, or experience emotions that are strong, that's when Beta waves occur. Calmness and having a heightened awareness are part of the Alpha waves, and if you're in meditation, sleeping, or in an inspiring mood where you're very creative, that's when you're using theta waves, and when you're in deep sleep, and deep meditation, that's when delta waves are used. The slower the brain waves, the more relaxed, contended, and peaceful we feel. Common household music, medium paced music, generally has a pulse of about 60 beats per minute, which in turn can shift from the beta waves to the alpha waves. This is in certain types of music like Baroque, and New Age type music. This will increase alertness and things of that sort. If you're listening to a Shamanic drumbeat, your waves may drop into the theta range, which would in turn, alert your state of consciousness. Because a Shamanic drumbeat alters your hearing, because it's so different than other types of music. Different types of music, alert different waves, which then react differently, which makes you react differently. “If you are daydreaming or find yourself in an emotional, unfocused mood, a little Mozart or Baroque music in the background for ten to fifteen minutes can help to steady your conscious awareness and increase your mental organization.” There isn't any bias or opposing viewpoints on this part, mainly because it's all proven fact. One can't argue with what has already been proven, because it's right. Scientists now know that the brain reacts differently to different types of music. (Campbell 65,66)
Music affects respiration, there's no doubt about it. Everyday breathing is rhythmic. When one breathes deep, and at a slow rate, this helps calmness, and lets you have a better control of emotions, you can think deeper, and speeds up your metabolism. If one breathes fast, quick, and shallow, it leads to that person having shallow scattered thinking, and you'll have more of a tendency to make mistakes in what you're doing while you're breathing so hard. (Campbell 66).
The music you listen to affects the way you breathe and react to the music. If you react by dancing and banging your head around, you're usually listening to fast paced music, which will then speed up your breathing. (Campbell 67) Bias in this is that this doesn't happen for everybody. Some people listen to fast music and relax to it. I am one of those people. But that doesn't mean that the music still doesn't have an affect on my breathing. It really just depends on the music you listen to and who you are.
Music affects the heartbeat, pulse rate, and blood pressure. It's pretty obvious how this works. From the previous paragraph where the breathing was affected, it's nearly the same thing. The heartbeat responds to sound and music just as we would. It picks up on the frequency, tempo, volume, and it tends to speed up according to the pace of the music. It's not necessarily going to go with the beat, but it will slow down or speed up to a fast or slow song, but only within a certain range. Because the heart can only go so fast or so slow and still be safe, and it sure wouldn't kill itself. Just like the breathing rates in the last paragraph, the slower heartbeat makes it so the mind is calm, it reduces stress and tension, and helps the body heal itself. There are studies on this particular statement, but nearly all the studies are the same. Two groups do one thing, one is exposed to either silence or a neutral music, and the other to the music you're trying to prove something for, and it comes out positive for the hard rock, or the elevator music, or whatever music one may have tested. The heartbeat, affects the pulse rate, because they're related, so that's how it affects the pulse rate. Music can change the blood pressure also. �Dr. Shirley Thompson, an associated professor of epidemiology at the University of South Carolina School of Public Health, reports that excessive noise may raise blood pressure by as much as 10 percent.� It's not likely that all the types of music you listen to will raise your blood pressure until it's unhealthy, these are just minor changes that don't really mean anything; it just shows what music can do to our body. (Campbell 67)
Music reduces muscle tension and improves body movement and coordination. There was a study conducted in Colorado State University in 1991. twenty-four undergraduate women had to swing their arms and hit a target with an object on completion of the downswing. They played music during this and the researchers found that when the women coordinated their movements and swings with the beat, instead of going at their own rate, they had more control over their muscles, and it also enhanced their mood and motivation. (Campbell 69)
Music affects the body temperature. For a very common example, think of a creaking screen door, or fingernails on a chalkboard, and how those noises send chills up your spine and give you Goosebumps and often make you shiver. All sounds and music can put out an influence on our body temperature and make our body adapt to changes in heat and cold. �Transcendent music can flood us with warmth. Loud music with a strong beat can rise our body heat a few degrees, while soft music with a weak beat can lower it. Music does this by influencing blood circulation, pulse rate, breathing, and sweating.� (Campbell 71)
Music can regulate stress-related hormones. The level of stress hormones in the blood declines significantly in those listening to relaxing, ambient music report anesthesiologists. Sometimes this music can overcome the need for medication. People with hard stress related jobs often times go to music for relaxation. (Campbell 72)
Music and sound can boost the immune function. Current research in immunology suggests that an insufficient amount oxygen in the blood may be a major cause of immune deficiency. Music comes into this problem simply. Music, can actually oxygenate the cells. “Buddha Gerace, a voice researcher in Lake Montezuma, Arizona, has developed vocal exercises that can increase the lymphatic circulation to as high as three times the normal rate. In fifty years of teaching voice, Gerace has witnessed many remarkable changes, and he credits his exercises with helping actor Henry Fonda boost his immune function and recover from vocal trouble during the Broadway production of Mister Roberts.� (Campbell 73)
Music changes our perception of space. Music can do all kinds of wonderful things for us. It's a wonder why most people don't realize that music helps them that much. Some people listen to music all day, all the time, and they just think its music. It does something for them. That's what they say. But more people should fully understand that music might be the reason they haven't been sick in a year, or why they have such a low blood pressure for the way they eat.
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Wednesday, April 27, 2011
History of the Flute
History of Instrument
The early Latin word for flute was "tibia", the same word for a shinbone. The early flute was made of bone, rather than wood which could split or break. It was associated with the recorder about 5,000 years ago. A flute held sideways existed in China 3,000 years ago, and may have existed in ancient Egypt. It kept changing until it was used in an orchestra in France in the 1600’s. It has been popular in modern times as well, with many solos written for it.
Flutes descended from the recorder, and were once made of wood (most piccolos today are still made of wood). They can be made of all types of metal, including silver, gold or platinum, or a combination. A favorite flute of the Chicago Symphony’s principal flutist some years ago had the head and main body of platinum, the chimney (hole into which the air goes) of gold, and the foot joint (small third section) of silver.
Have you ever blown over an empty Coke bottle? It’s the same principle with the flute. But the flute’s much prettier to look at. And it’s more complicated to play, too! It’s the highest of the woodwinds (with the exception of the piccolo, which is not always included in the orchestra). The flute is the soprano of the woodwinds, and is 27 inches long. It is held sideways, and tones are made when air is blown across the sharp edge of a hole near one side. The fingers of a flutist are placed on pads which open or close other holes, hopefully creating the sound you want. The flute it thought of as being sharply pitched, but at the high end of its range it is soft and mellow.
A piccolo is a small flute, the word "piccolo" being the Italian word for "little". It’s half the size of a flute, and its notes are one octave higher. The sound is quite brilliant and can be heard over the sound of the entire orchestra. It is the highest pitched of all orchestral instruments, and is still often made of wood.
Guess who was the first major composer to use the piccolo in his orchestral music? It was Beethoven!
Range of the Flute:
The flute range is from middle C up three octaves. The piccolo is pitched an octave higher.
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The History of the Flute VIDEO
Tuesday, April 26, 2011
In-Home Group Music Lessons
Interested in having in-home music lessons but looking to also cut costs?
With 2 or more children you can have in-home group music lessons on any instrument with any age at any level.
Get more info here
Monday, April 25, 2011
Technological Music Education: Computers Taking Over Instruments?
There is no doubt in how important technology has become in music education. Especially during a time when music education is under attack by state budget cuts, technology has helped tremendously in bringing music back to students outside of the classrooms. With these changing tides, music educators are teaching less in the way they were taught, and are instead taking the role of entrepreneurship in order to devise lesson plans and strategies that are modern and appealing to children of both today's and the future's generation. However, with that, certain technology has become more than just a complement to the pre-existing forms of music education. In some recent developments, the traditional, or "Classical" style of music is gradually becoming succumbed to popular genres and digital products, replacing acoustic instruments, music theory, and people altogether. Because of this, music educational technology has earned its criticism and has recently gained more opposition. Although these critics claim that technology is a potentially dangerous form of entertainment that can detract from real learning, music educational technology has its advantages as long as it is used as a way of embracing relevant, existing paradigms related to constructivist learning and a postmodern society.
Studies prove that the use of technology in music education aids students to think and learn better on their own without an instructor or textbook. This is not to say that technology replaces the teacher or classroom. But rather, instead of a teacher-centered lesson plan where the student copies the teacher, technology allows for students to reflect on their individual needs and freely create music on their own. An excellent tool that allows such education and creativity is the iPad. This mini computer fixed in a tablet form, makes learning portable, accessible, and enjoyable for students. With a touch of the fingertip, users have access to the Internet and encyclopedia of unending resources and lessons. Among the many apps provided for the iPad, Garageband is a very popular program that is free to download and suitable for the novice to expert musician. With this program, users can play with a variety of instrumental sounds, create, and record music. When students interact with music in this format, they can be fully engaged in the process. Webster described the use of technology in music education, "There is no better way to teach music as art than to routinely encourage our students to create music thoughtfully through performance, improvisation, composition, and active listening." Students can now create music as easy as playing in a sandbox and they can do it effectively at home on the computer.
Although the iPad is a great platform for music learning and creativity, it is by no means, a replacement for instruments as shown in the video, "iPad Orchestra", to the right. The ease of use of the iPad and other technology, has allowed computers to take over many "real" things including instruments and even people/musicians. There is no clear indication that these iPads are a major threat to Classical instruments just yet, but this growing trend of digitalizing real things has been a growing concern in not just music but all other industries.
Another piece of technology used in music education is the use of video recording. With video recording and the Internet, music lessons are more accessible and affordable than ever. Music educators and advocates post videos of tutorials and lessons on sites such as Youtube for free. Videos and other forms of technology is an attractive medium for students and much of the technology used in a music technology classroom can be purchased and utilized at home. Therefore learning via web can appeal to students more than learning in strict private lessons. In addition to posting videos on the web, many instructors utilize video recording to assess the progress of their students. From my own experience as a private instructor, I found this tool to be very effective in not only keeping track of students' progress for myself, but also in teaching the students because I can point out certain things while they listen and watch themselves perform. Since utilizing video recording, I saw drastic improvements in my students not only because they are teaching themselves as they listen and watch themselves play, but also because they enjoyed utilizing their video cameras and smartphones for better uses such as these
In conclusion, technology should be a complement that adjusts to the already existing elements in music education. It shouldn't replace or dictate how teachers instruct their students but rather aid teachers to effectively utilize the given resources on the web and elsewhere to the students.
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Saturday, April 23, 2011
6 Ways to Help Save Music & the Arts in Schools
The notion of entirely losing arts education in public schools in the creative beacon of Los Angeles should be shocking, but is chillingly real this year. This threat is critical - cutting arts education from the curriculum not only will decrease the quality of local artistry, it will also be a blow to fostering the creativity and innovation required to continue the growth of avant garde, life-changing industries that keep California on the cutting edge of progress.
Here's the Hard Math on the Plight of Music Education:
· California students lag behind the national average in hours of arts instruction -- up to 50% less in music and visual arts instruction at the elementary level.
· January 2010 - In the midst of the budget crisis, the Los Angeles Unified School District (LAUSD) proposes to eliminate 50% of its current arts teachers in 2010-2011, and the remaining 50% by 2012.
· ETM-LA strives to fill in the gaps so 100% of the children enrolled in its partner schools receive music as part of their core curriculum.
In our fourth year, ETM-LA commits to fighting alongside the principals, district and community to maintain sustainable, standards-based music programs reaching every child in our partner schools. You can help ETM-LA keep music in schools, and ensure that Los Angeles' tradition of innovation and creativity continues to flourish. Music should be a core subject, and part of a well-rounded education that all children deserve. Please join us in this vital campaign!
SIX THINGS YOU CAN DO TO HELP:
1) Send a letter to your school board representative: http://www.artsforla.org
2) Sign a petition created by LAUSD arts educators: www.petitiononline.com
3) Learn the facts about why kids need music education: artsedge.kennedy-center.org
4) Know and share the story with friends and colleagues: latimesblogs.latimes.com
5) Adopt a class at an ETM-LA partner school, or make a donation: www.supportetmla.org
6) Volunteer with ETM-LA: www.etmla.org/how_to_help
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Friday, April 22, 2011
Do You Really Know the State of Education in America?
Do You Really Know the State of Education in America?
Take this on-line quiz to check your knowledge!
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