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How Hip-Hop Can Bring Shakespeare to Life
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How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes
Sponsored
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She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61608":{"type":"posts","id":"mindshift_61608","meta":{"index":"posts_1591205157","site":"mindshift","id":"61608","score":null,"sort":[1684169434000]},"guestAuthors":[],"slug":"poetry-is-everywhere-strategies-for-teaching-poetry-through-music-murals-and-more","title":"Poetry is everywhere: Strategies for teaching poetry through music, murals and more","publishDate":1684169434,"format":"standard","headTitle":"Poetry is everywhere: Strategies for teaching poetry through music, murals and more | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Poetry is a mindfulness practice for award-winning author and poet \u003ca href=\"https://www.clintsmithiii.com/\" target=\"_blank\" rel=\"noopener\">Clint Smith\u003c/a>. But as a young person, Smith felt that poetry “was something that wasn’t for people like [him].” In a recent interview with KQED Forum, Smith said that poetry can feel intimidating when presented as if it’s a “geometric proof” or “a code that [students] are supposed to unlock.” He recommended that teachers instead emphasize that no interpretation is wrong. Online resources, too, can show young learners “that there are poets who are alive” and “reflect the diversity and plurality of the human experience of our society.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t have to be published to write a poem,” said Smith. “Poetry is in all of us.” He said it’s important for educators to “make poetry feel like an invitation rather than intimidation.” Below, three poetry teachers from around the country shared how they expand the boundaries of poetry in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Music and murals\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003ca href=\"https://twitter.com/CMattern21\" target=\"_blank\" rel=\"noopener\">Carrie Mattern\u003c/a>’s high school classroom in Flint, Michigan, students are introduced to poetry through Tupac’s book, “The Rose That Grew From Concrete.” She also includes rapper, poet and activist Akala’s video lecture, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Hip Hop and Shakespeare,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in her lesson plan. In the lecture, Akala quizzes listeners on whether a line is from hip hop or Shakespeare. Students quickly recognize rhyme, sentence structure and diction, Mattern said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern’s “Is it poetry?” activity prompts students, in small groups, to move from station to station and identify different pieces of writing as poetic or not. This promotes collaboration and movement in the classroom, but also according to Mattern, “illustrates all the things poetry could be.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern recommended Melissa Alter Smith’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">#TeachingLivingPoets movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pointed to Clint Smith, Jose Olivarez, Fatimah Asghar, Danez Smith, Nate Marshall and Idris Goodwin as some of the contemporary poets who her students read in class. Mattern’s students also participate in a project \u003c/span>\u003ca href=\"https://www.mlive.com/news/flint/2023/04/poetry-writing-about-flint-murals-allows-for-creative-freedom-in-this-high-school-classroom.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interacting with murals in the Flint community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern said that connecting with your \u003c/span>\u003ca href=\"https://poets.org/text/current-us-and-state-poets-laureate\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">local poet laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another excellent way to engage with poetry within your community. Here’s what some of Mattern’s high school seniors said when asked what inspires them to be poets: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I really enjoy writing stories and weaving tales; poetry is another way for me to do that.” – Dream\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Poetry allows me to be more expressive. It is my creative outlet.” – Ashley\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I like to express my ideas anywhere I can; whether it be poetry, art, or anything really.” – Jailen\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pocket poems and temporary tattoos\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChristinaLinsin\" target=\"_blank\" rel=\"noopener\">Christina Linsin\u003c/a>, a poet, teacher and librarian in Virginia, has used music as an introduction to poetry for younger students. “It’s something that [students] are so familiar with and it does connect so well with the origins of poetry,” she said. When she worked at a middle school, Linsin would pick songs that were relevant to her students. After listening, students analyzed each song and identified literary elements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as a high school teacher, Linsin had a new idea while contemplating a poetry tattoo of her own. Why not create temporary poetry tattoos for her students? Linsin customized and ordered the temporary tattoos online and brought them to class for her students to wear during National Poetry Month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also participates in \u003c/span>\u003ca href=\"https://poets.org/national-poetry-month/poem-your-pocket-day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Poem in Your Pocket day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, printing and handing out poems for students to carry in their pockets and ask one another to read aloud. Through \u003c/span>\u003cspan style=\"font-weight: 400\">the Academ\u003c/span>\u003cspan style=\"font-weight: 400\">y\u003c/span>\u003cspan style=\"font-weight: 400\"> of American Poets’ \u003ca href=\"https://poets.org/national-poetry-month/dear-poet-2023\" target=\"_blank\" rel=\"noopener\">Dear Poet\u003c/a> project\u003c/span>\u003cspan style=\"font-weight: 400\">, students write a letter to a poet in response to one of their works. “There’s no better way to make poetry alive for these kids,” Linsin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As someone whose love of reading was modeled by her mother, Linsin was drawn to the emotion and concision of poetry at a young age. One day in class, a teacher saw that she was reading Sylvia Plath and recommended that she pick up \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/55993/renascence\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Renascence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Edna St. Vincent Millay. “I was hooked forever,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Countless possibilities\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Anthony Fangary, poetry is about vulnerability and honesty. Fangary has taught poetry to students of all ages in schools and community settings. (Editor’s note: Fangary works in a non-editorial role at KQED. He is not part of the MindShift team.) To avoid teaching inaccessible poetry, such as works that are hundreds of years old and use unrecognizable language, he introduces contemporary poets as well as non-traditional poetry, like an \u003ca href=\"https://www.npr.org/series/tiny-desk-concerts/\">NPR Tiny Desk Concert\u003c/a>. He aims to facilitate discussion by asking students questions like, “Where is the art?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emphasizing that there are “countless possibilities” in poetry, Fangary has utilized different styles of poetry to get students excited about the subject. From \u003c/span>\u003ca href=\"https://poets.org/glossary/epistolary-poem\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">epistolary poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, writing a letter to someone, to \u003c/span>\u003ca href=\"https://poets.org/glossary/ekphrasis\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ekphrastic poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a poetic reaction to a painting, to \u003c/span>\u003ca href=\"https://poets.org/glossary/erasure\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">erasure poems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, identifying and erasing the most significant parts of a poem, Fangary says that “the absence of language can be more powerful than the presence of language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student check-ins are also an important part of poetry education for Fangary. Taking the time to ask questions like, “Based on how you feel today, what kind of animal are you?” allows students to think about themselves and their lives through a creative lens.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread? These educators all find ways to help students connect with poetry in their everyday lives and communities. “The pedagogy has to reflect what the kids are dealing with today,” said Fangary. As Smith said on Forum, “poetry is everywhere,” and students “have an opportunity to be participants in that.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Poetry can feel intimidating and impenetrable for students. Teachers can help students find a way into poetry by seeing the poetry in other art forms and by contemporary writers.","status":"publish","parent":0,"modified":1684498945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":997},"headData":{"title":"Poetry is everywhere: Strategies for teaching poetry through music, murals and more | KQED","description":"Poetry can sometimes feel impenetrable for students, but teachers can help them find a way in by seeing poetry in other art forms and from contemporary writers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Poetry can sometimes feel impenetrable for students, but teachers can help them find a way in by seeing poetry in other art forms and from contemporary writers."},"templateType":"standard","featuredImageType":"standard","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61608/poetry-is-everywhere-strategies-for-teaching-poetry-through-music-murals-and-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Poetry is a mindfulness practice for award-winning author and poet \u003ca href=\"https://www.clintsmithiii.com/\" target=\"_blank\" rel=\"noopener\">Clint Smith\u003c/a>. But as a young person, Smith felt that poetry “was something that wasn’t for people like [him].” In a recent interview with KQED Forum, Smith said that poetry can feel intimidating when presented as if it’s a “geometric proof” or “a code that [students] are supposed to unlock.” He recommended that teachers instead emphasize that no interpretation is wrong. Online resources, too, can show young learners “that there are poets who are alive” and “reflect the diversity and plurality of the human experience of our society.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You don’t have to be published to write a poem,” said Smith. “Poetry is in all of us.” He said it’s important for educators to “make poetry feel like an invitation rather than intimidation.” Below, three poetry teachers from around the country shared how they expand the boundaries of poetry in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Music and murals\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003ca href=\"https://twitter.com/CMattern21\" target=\"_blank\" rel=\"noopener\">Carrie Mattern\u003c/a>’s high school classroom in Flint, Michigan, students are introduced to poetry through Tupac’s book, “The Rose That Grew From Concrete.” She also includes rapper, poet and activist Akala’s video lecture, \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Hip Hop and Shakespeare,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in her lesson plan. In the lecture, Akala quizzes listeners on whether a line is from hip hop or Shakespeare. Students quickly recognize rhyme, sentence structure and diction, Mattern said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern’s “Is it poetry?” activity prompts students, in small groups, to move from station to station and identify different pieces of writing as poetic or not. This promotes collaboration and movement in the classroom, but also according to Mattern, “illustrates all the things poetry could be.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern recommended Melissa Alter Smith’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57806/how-teaching-the-work-of-living-poets-can-make-english-class-more-exciting-and-inclusive\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">#TeachingLivingPoets movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pointed to Clint Smith, Jose Olivarez, Fatimah Asghar, Danez Smith, Nate Marshall and Idris Goodwin as some of the contemporary poets who her students read in class. Mattern’s students also participate in a project \u003c/span>\u003ca href=\"https://www.mlive.com/news/flint/2023/04/poetry-writing-about-flint-murals-allows-for-creative-freedom-in-this-high-school-classroom.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interacting with murals in the Flint community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mattern said that connecting with your \u003c/span>\u003ca href=\"https://poets.org/text/current-us-and-state-poets-laureate\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">local poet laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another excellent way to engage with poetry within your community. Here’s what some of Mattern’s high school seniors said when asked what inspires them to be poets: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I really enjoy writing stories and weaving tales; poetry is another way for me to do that.” – Dream\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Poetry allows me to be more expressive. It is my creative outlet.” – Ashley\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I like to express my ideas anywhere I can; whether it be poetry, art, or anything really.” – Jailen\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Pocket poems and temporary tattoos\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ChristinaLinsin\" target=\"_blank\" rel=\"noopener\">Christina Linsin\u003c/a>, a poet, teacher and librarian in Virginia, has used music as an introduction to poetry for younger students. “It’s something that [students] are so familiar with and it does connect so well with the origins of poetry,” she said. When she worked at a middle school, Linsin would pick songs that were relevant to her students. After listening, students analyzed each song and identified literary elements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two years ago, as a high school teacher, Linsin had a new idea while contemplating a poetry tattoo of her own. Why not create temporary poetry tattoos for her students? Linsin customized and ordered the temporary tattoos online and brought them to class for her students to wear during National Poetry Month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also participates in \u003c/span>\u003ca href=\"https://poets.org/national-poetry-month/poem-your-pocket-day\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">National Poem in Your Pocket day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, printing and handing out poems for students to carry in their pockets and ask one another to read aloud. Through \u003c/span>\u003cspan style=\"font-weight: 400\">the Academ\u003c/span>\u003cspan style=\"font-weight: 400\">y\u003c/span>\u003cspan style=\"font-weight: 400\"> of American Poets’ \u003ca href=\"https://poets.org/national-poetry-month/dear-poet-2023\" target=\"_blank\" rel=\"noopener\">Dear Poet\u003c/a> project\u003c/span>\u003cspan style=\"font-weight: 400\">, students write a letter to a poet in response to one of their works. “There’s no better way to make poetry alive for these kids,” Linsin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As someone whose love of reading was modeled by her mother, Linsin was drawn to the emotion and concision of poetry at a young age. One day in class, a teacher saw that she was reading Sylvia Plath and recommended that she pick up \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/55993/renascence\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Renascence”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Edna St. Vincent Millay. “I was hooked forever,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Countless possibilities\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Anthony Fangary, poetry is about vulnerability and honesty. Fangary has taught poetry to students of all ages in schools and community settings. (Editor’s note: Fangary works in a non-editorial role at KQED. He is not part of the MindShift team.) To avoid teaching inaccessible poetry, such as works that are hundreds of years old and use unrecognizable language, he introduces contemporary poets as well as non-traditional poetry, like an \u003ca href=\"https://www.npr.org/series/tiny-desk-concerts/\">NPR Tiny Desk Concert\u003c/a>. He aims to facilitate discussion by asking students questions like, “Where is the art?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emphasizing that there are “countless possibilities” in poetry, Fangary has utilized different styles of poetry to get students excited about the subject. From \u003c/span>\u003ca href=\"https://poets.org/glossary/epistolary-poem\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">epistolary poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, writing a letter to someone, to \u003c/span>\u003ca href=\"https://poets.org/glossary/ekphrasis\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">ekphrastic poetry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a poetic reaction to a painting, to \u003c/span>\u003ca href=\"https://poets.org/glossary/erasure\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">erasure poems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, identifying and erasing the most significant parts of a poem, Fangary says that “the absence of language can be more powerful than the presence of language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student check-ins are also an important part of poetry education for Fangary. Taking the time to ask questions like, “Based on how you feel today, what kind of animal are you?” allows students to think about themselves and their lives through a creative lens.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The common thread? These educators all find ways to help students connect with poetry in their everyday lives and communities. “The pedagogy has to reflect what the kids are dealing with today,” said Fangary. As Smith said on Forum, “poetry is everywhere,” and students “have an opportunity to be participants in that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61608/poetry-is-everywhere-strategies-for-teaching-poetry-through-music-murals-and-more","authors":["11759"],"categories":["mindshift_193"],"tags":["mindshift_21619","mindshift_21620","mindshift_364","mindshift_21583","mindshift_21016"],"featImg":"mindshift_61610","label":"mindshift"},"mindshift_53880":{"type":"posts","id":"mindshift_53880","meta":{"index":"posts_1591205157","site":"mindshift","id":"53880","score":null,"sort":[1563175576000]},"guestAuthors":[],"slug":"how-making-music-can-help-students-cope-with-trauma","title":"How Making Music Can Help Students Cope with Trauma","publishDate":1563175576,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://acestoohigh.com/2018/02/26/a-kaiser-pediatrician-wise-to-aces-science-for-years-finally-gets-to-use-it/\">Studies\u003c/a> about the Ten Adverse Childhood Experiences (ACEs) have shown that most people have experienced one of these \u003ca href=\"https://acestoohigh.com/got-your-ace-score/\">traumas\u003c/a> in childhood, such as being abused, having a parent who is incarcerated, experiencing homelessness, among others. The trauma one experiences in childhood can affect adult mental and physical health in later years, especially if a person has multiple ACEs. While the harm can have lasting impacts, health professionals have identified ways to mitigate the effects by nurturing supportive relationships with adult caregivers.\u003c/p>\n\u003cp>Schools can also play a supportive role by helping kids who have experienced trauma. And at the \u003ca href=\"http://hsra.org/\">High School for Recording Arts (HSRA)\u003c/a> in St. Paul, Minnesota, making music is a means of healing.\u003c/p>\n\u003cp>“Writing lyrics feels safer than directly speaking about what she’s been through,” says \u003ca href=\"http://hsra.org/Staff.aspx\">Tabitha Wheeler\u003c/a>, a social worker at the school describing a teen who composed a song about her psychological pain and childhood trauma.\u003c/p>\n\u003cp>It’s crucial for adolescents and young adults to receive mental health care and emotional support. However, teens aren’t always eager to speak about their suffering. But when it comes to treating the continuum of trauma, \u003ca href=\"https://journals.uregina.ca/ineducation/article/view/305\">studies\u003c/a> show art and music—known as expressive arts therapy—can calm the body’s stress response, which can help adolescents feel safer in the classroom.\u003c/p>\n\u003cp>Through the use of art, music and writing, teachers and faculty at HSRA rely on \"creative pedagogical practices\" to help students connect with their intellectual talents, which can foster academic confidence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We see full-on art and music engagement as tools for academic re-engagement,” said \u003ca href=\"http://hsra.org/Staff.aspx\">Joey Cienian\u003c/a>, director of educational programming at HSRA.\u003c/p>\n\u003cp>For other HSRA students, the recording studio becomes a learning lab where they create brilliant poetry, compose music or play an instrument.\u003c/p>\n\u003cp>“When talking about their mental health, our students can't always say, 'This is how I'm feeling,' because they've been hurt by people in positions of power,” explains Cienian. Engaging in music and art is one way the kids can self-soothe.\u003c/p>\n\u003cp>(Rap artist Nimic Revenue is a recent graduate of HRSA)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=C4pAT2lOsjo\u003c/p>\n\u003cp>While it might sound unconventional, music has been used as a form of \u003ca href=\"http://www.positivehealth.com/article/sound-and-music/the-healing-power-of-sound\">medicine\u003c/a> for decades. Thousands of years ago, the Greeks believed the soft, melodic sounds of the flute could heal physical illnesses like gout and sciatica. More recently, music has found its place in the classroom, helping students with \u003ca href=\"https://tspace.library.utoronto.ca/handle/1807/77125\">Autism Spectrum Disorder\u003c/a> and \u003ca href=\"https://www.additudemag.com/music-therapy-for-adhd-how-rhythm-builds-focus/\">Attention-Deficit Disorder\u003c/a>.\u003c/p>\n\u003cp>At HSRA, music and art allow students to share their narratives. “We want our students to embrace their authenticity, which can come from tapping into creative expression,” says Cienian.\u003c/p>\n\u003cp>He adds that many HSRA students aren’t comfortable discussing their hardships, but they’re ready to enter the studio and make beats or record a track.\u003c/p>\n\u003cp>“Recently, a student felt uneasy telling his teachers and counselors about his mental health concerns and family history,” shares Cienian. Instead, he went to the recording studio and began writing rap lyrics in a notebook.\u003c/p>\n\u003cp>A teacher walked by and saw the student. Taking the opportunity to connect, they sat together while the student shared his writing, which illuminated the family chaos and mental health symptoms he was experiencing.\u003c/p>\n\u003cp>“After the meeting, the teacher had a better sense of the student’s needs, which made it easier to add additional emotional and academic support,” says Cienian. For this student, the connection was healing because he felt understood, not judged.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Cienian shares that HSRA teachers and faculty strive to bring students into a program where respect, community and education are valued. “They’re simple values, but they’re profound in action. And when students find their voice, it’s empowering,” he adds.\u003c/p>\n\n","blocks":[],"excerpt":"For teens who aren't eager to talk to directly to adults about what they're experiencing, making music can offer an outlet for expression and understanding. ","status":"publish","parent":0,"modified":1563175576,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":645},"headData":{"title":"How Making Music Can Help Students Cope with Trauma | KQED","description":"For teens who aren't eager to talk to directly to adults about what they're experiencing, making music can offer an outlet for expression and understanding. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53880 https://ww2.kqed.org/mindshift/?p=53880","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/15/how-making-music-can-help-students-cope-with-trauma/","disqusTitle":"How Making Music Can Help Students Cope with Trauma","nprByline":"Juli Fraga","path":"/mindshift/53880/how-making-music-can-help-students-cope-with-trauma","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://acestoohigh.com/2018/02/26/a-kaiser-pediatrician-wise-to-aces-science-for-years-finally-gets-to-use-it/\">Studies\u003c/a> about the Ten Adverse Childhood Experiences (ACEs) have shown that most people have experienced one of these \u003ca href=\"https://acestoohigh.com/got-your-ace-score/\">traumas\u003c/a> in childhood, such as being abused, having a parent who is incarcerated, experiencing homelessness, among others. The trauma one experiences in childhood can affect adult mental and physical health in later years, especially if a person has multiple ACEs. While the harm can have lasting impacts, health professionals have identified ways to mitigate the effects by nurturing supportive relationships with adult caregivers.\u003c/p>\n\u003cp>Schools can also play a supportive role by helping kids who have experienced trauma. And at the \u003ca href=\"http://hsra.org/\">High School for Recording Arts (HSRA)\u003c/a> in St. Paul, Minnesota, making music is a means of healing.\u003c/p>\n\u003cp>“Writing lyrics feels safer than directly speaking about what she’s been through,” says \u003ca href=\"http://hsra.org/Staff.aspx\">Tabitha Wheeler\u003c/a>, a social worker at the school describing a teen who composed a song about her psychological pain and childhood trauma.\u003c/p>\n\u003cp>It’s crucial for adolescents and young adults to receive mental health care and emotional support. However, teens aren’t always eager to speak about their suffering. But when it comes to treating the continuum of trauma, \u003ca href=\"https://journals.uregina.ca/ineducation/article/view/305\">studies\u003c/a> show art and music—known as expressive arts therapy—can calm the body’s stress response, which can help adolescents feel safer in the classroom.\u003c/p>\n\u003cp>Through the use of art, music and writing, teachers and faculty at HSRA rely on \"creative pedagogical practices\" to help students connect with their intellectual talents, which can foster academic confidence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We see full-on art and music engagement as tools for academic re-engagement,” said \u003ca href=\"http://hsra.org/Staff.aspx\">Joey Cienian\u003c/a>, director of educational programming at HSRA.\u003c/p>\n\u003cp>For other HSRA students, the recording studio becomes a learning lab where they create brilliant poetry, compose music or play an instrument.\u003c/p>\n\u003cp>“When talking about their mental health, our students can't always say, 'This is how I'm feeling,' because they've been hurt by people in positions of power,” explains Cienian. Engaging in music and art is one way the kids can self-soothe.\u003c/p>\n\u003cp>(Rap artist Nimic Revenue is a recent graduate of HRSA)\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/C4pAT2lOsjo'\n title='//www.youtube.com/embed/C4pAT2lOsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>While it might sound unconventional, music has been used as a form of \u003ca href=\"http://www.positivehealth.com/article/sound-and-music/the-healing-power-of-sound\">medicine\u003c/a> for decades. Thousands of years ago, the Greeks believed the soft, melodic sounds of the flute could heal physical illnesses like gout and sciatica. More recently, music has found its place in the classroom, helping students with \u003ca href=\"https://tspace.library.utoronto.ca/handle/1807/77125\">Autism Spectrum Disorder\u003c/a> and \u003ca href=\"https://www.additudemag.com/music-therapy-for-adhd-how-rhythm-builds-focus/\">Attention-Deficit Disorder\u003c/a>.\u003c/p>\n\u003cp>At HSRA, music and art allow students to share their narratives. “We want our students to embrace their authenticity, which can come from tapping into creative expression,” says Cienian.\u003c/p>\n\u003cp>He adds that many HSRA students aren’t comfortable discussing their hardships, but they’re ready to enter the studio and make beats or record a track.\u003c/p>\n\u003cp>“Recently, a student felt uneasy telling his teachers and counselors about his mental health concerns and family history,” shares Cienian. Instead, he went to the recording studio and began writing rap lyrics in a notebook.\u003c/p>\n\u003cp>A teacher walked by and saw the student. Taking the opportunity to connect, they sat together while the student shared his writing, which illuminated the family chaos and mental health symptoms he was experiencing.\u003c/p>\n\u003cp>“After the meeting, the teacher had a better sense of the student’s needs, which made it easier to add additional emotional and academic support,” says Cienian. For this student, the connection was healing because he felt understood, not judged.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Cienian shares that HSRA teachers and faculty strive to bring students into a program where respect, community and education are valued. “They’re simple values, but they’re profound in action. And when students find their voice, it’s empowering,” he adds.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53880/how-making-music-can-help-students-cope-with-trauma","authors":["byline_mindshift_53880"],"categories":["mindshift_1"],"tags":["mindshift_20784","mindshift_1040","mindshift_21279","mindshift_20865","mindshift_20696","mindshift_364"],"featImg":"mindshift_53969","label":"mindshift"},"mindshift_48363":{"type":"posts","id":"mindshift_48363","meta":{"index":"posts_1591205157","site":"mindshift","id":"48363","score":null,"sort":[1496380632000]},"guestAuthors":[],"slug":"using-music-and-rhythm-to-help-kids-with-grammar-and-language","title":"Using Music And Rhythm To Help Kids With Grammar And Language","publishDate":1496380632,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Reyna Gordon was an aspiring opera singer fresh out of college when she began contemplating the questions that would eventually define her career.\u003c/p>\n\u003cp>\"I moved to Italy when I finished my bachelor of music, and I started to take more linguistic classes and to think about language in the brain, and music in the brain,\" she says. \"What was happening in our brains when we were listening to music, when we were singing? What was happening in my brain when I was singing?\"\u003c/p>\n\u003cp>Those questions led her to a graduate program in neuroscience in Marseilles, France.\u003c/p>\n\u003cp>Today, Gordon is director of the \u003ca href=\"https://www.vumc.org/music-cognition-lab/\" target=\"_blank\" rel=\"noopener\">Music Cognition Lab\u003c/a> in the Department of Otolaryngology at Vanderbilt University Medical Center. She studies the connections between rhythm and grammar, and how rhythm and music training might help children with atypical language development.\u003c/p>\n\u003cp>Gordon \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25195623\">has previously published research\u003c/a> showing a correlation in children between good rhythm skills and a good grasp of grammar. She found children who can detect rhythmic variations in music have an easier time putting sentences together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One thing that rhythm and grammar have in common is that they both unfold over time, and our brains form expectancies about what's coming up based on what we just heard,\" says Gordon.\u003c/p>\n\u003cp>Consider the following sentence: The boy read the book that his mother gave to him. \"When we hear 'The boy read,' then we're expecting an object after that,\" Gordon says. \"Then when we hear 'The boy read the book \u003cem>that,\u003c/em>' then we're expecting an additional clause – something else about the book.\"\u003c/p>\n\u003cp>By age 5, Gordon says children typically understand and use complex sentences. But \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5075245/\">studies have shown\u003c/a> that about 7 percent of children have what's known as \u003ca href=\"https://www.nidcd.nih.gov/health/specific-language-impairment\">specific language impairment\u003c/a> or developmental language disorder, which hinders their language skills even though they have IQs in the normal range and don't have autism or hearing impairment.\u003c/p>\n\u003cp>It often goes undiagnosed. \"They have some grammar, but they haven't acquired it at the same rates as their peers,\" Gordon says. \"So expressing complex ideas, especially as they start to go through school, is difficult.\"\u003c/p>\n\u003cp>In her lab, Gordon studies children with and without language impairment. Some of the kids might already be seeing speech therapists. Gordon wants to see if, in addition, music and rhythm training can help them.\u003c/p>\n\u003cp>On a recent afternoon, 7-year-old Adalyn Patel paged through a picture book with research analyst Allison Aaron, who asked her to describe what she saw and offered prompts.\u003c/p>\n\u003cp>\"The dog ran to the door and was barking,\" Aaron said to Patel. \"What does the boy think? Start with 'He...'\"\u003c/p>\n\u003cp>Patel answered, \"He thinks the dog is barking at something that's, that's not there.\" A child with atypical language development might answer the same prompt with just a couple of words.\u003c/p>\n\u003cfigure id=\"attachment_48365\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Research analyst Allison Aaron and Assistant Professor Reyna Gordon are studying how music and rhythm training could help children who struggle with language development. Their work is part of Vanderbilt's Program for Music, Mind and Society. \u003ccite>(NPR/Andrea Hsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one rhythm test, kids listen to several musical rhythms and say whether they are the same or different. In another, they mimic a string of spoken syllables, with variations in timing and intonation.\u003c/p>\n\u003cp>Gordon and her team invite families of children who show weaknesses in these assessments to take part in a training program called\u003ca href=\"https://medschool.vanderbilt.edu/music-cognition-lab/can-music-training-help-children-develop-language-and-learning-skills\"> MILEStone\u003c/a>, or Music Impacting Language Expertise. It's a 5-month program the lab created that involves weekly Suzuki violin lessons and a weekly movement class.\u003c/p>\n\u003cp>\"There may be something that music training can do to help boost things. Maybe we're able to boost their auditory processing skills in the brain, or something about their rhythm sensitivity in their everyday listening to language, \" Gordon says. \"We don't know yet, so we actually have a whole series of questions to look at. And while we're in these initial stages I think that music is a fun thing, and if the families are enjoying it, it's a good program to do.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gordon and her colleagues plan to present some initial findings from their research at \u003ca href=\"http://www.fondazione-mariani.org/en/neuromusic/conferences/boston-june-2017.html\">a conference on music, sound and health\u003c/a> in Boston this summer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Using+Music+And+Rhythm+To+Help+Kids+With+Grammar+And+Language&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Researchers at Vanderbilt University Medical Center are studying how music and rhythm activities could help children who struggle with grammar and language development.","status":"publish","parent":0,"modified":1556749848,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":721},"headData":{"title":"Using Music And Rhythm To Help Kids With Grammar And Language | KQED","description":"Researchers at Vanderbilt University Medical Center are studying how music and rhythm activities could help children who struggle with grammar and language development.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48363 https://ww2.kqed.org/mindshift/?p=48363","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/01/using-music-and-rhythm-to-help-kids-with-grammar-and-language/","disqusTitle":"Using Music And Rhythm To Help Kids With Grammar And Language","nprByline":"Robert Siegel and Andrea Hsu","nprImageAgency":"Andrea Hsu/NPR","nprStoryId":"530723046","nprApiLink":"http://api.npr.org/query?id=530723046&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/06/01/530723046/using-music-and-rhythm-to-help-kids-with-grammar-and-language?ft=nprml&f=530723046","nprRetrievedStory":"1","nprPubDate":"Thu, 01 Jun 2017 17:14:00 -0400","nprStoryDate":"Thu, 01 Jun 2017 17:04:00 -0400","nprLastModifiedDate":"Thu, 01 Jun 2017 17:07:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/06/20170601_atc_using_music_and_rhythm_to_help_kids_with_grammar_skills.mp3?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","nprAudioM3u":"http://api.npr.org/m3u/1531099103-eb1dba.m3u?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","audioTrackLength":496,"path":"/mindshift/48363/using-music-and-rhythm-to-help-kids-with-grammar-and-language","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/06/20170601_atc_using_music_and_rhythm_to_help_kids_with_grammar_skills.mp3?orgId=1&topicId=1128&d=495&p=2&story=530723046&t=progseg&e=531016483&seg=4&ft=nprml&f=530723046","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Reyna Gordon was an aspiring opera singer fresh out of college when she began contemplating the questions that would eventually define her career.\u003c/p>\n\u003cp>\"I moved to Italy when I finished my bachelor of music, and I started to take more linguistic classes and to think about language in the brain, and music in the brain,\" she says. \"What was happening in our brains when we were listening to music, when we were singing? What was happening in my brain when I was singing?\"\u003c/p>\n\u003cp>Those questions led her to a graduate program in neuroscience in Marseilles, France.\u003c/p>\n\u003cp>Today, Gordon is director of the \u003ca href=\"https://www.vumc.org/music-cognition-lab/\" target=\"_blank\" rel=\"noopener\">Music Cognition Lab\u003c/a> in the Department of Otolaryngology at Vanderbilt University Medical Center. She studies the connections between rhythm and grammar, and how rhythm and music training might help children with atypical language development.\u003c/p>\n\u003cp>Gordon \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/25195623\">has previously published research\u003c/a> showing a correlation in children between good rhythm skills and a good grasp of grammar. She found children who can detect rhythmic variations in music have an easier time putting sentences together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One thing that rhythm and grammar have in common is that they both unfold over time, and our brains form expectancies about what's coming up based on what we just heard,\" says Gordon.\u003c/p>\n\u003cp>Consider the following sentence: The boy read the book that his mother gave to him. \"When we hear 'The boy read,' then we're expecting an object after that,\" Gordon says. \"Then when we hear 'The boy read the book \u003cem>that,\u003c/em>' then we're expecting an additional clause – something else about the book.\"\u003c/p>\n\u003cp>By age 5, Gordon says children typically understand and use complex sentences. But \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5075245/\">studies have shown\u003c/a> that about 7 percent of children have what's known as \u003ca href=\"https://www.nidcd.nih.gov/health/specific-language-impairment\">specific language impairment\u003c/a> or developmental language disorder, which hinders their language skills even though they have IQs in the normal range and don't have autism or hearing impairment.\u003c/p>\n\u003cp>It often goes undiagnosed. \"They have some grammar, but they haven't acquired it at the same rates as their peers,\" Gordon says. \"So expressing complex ideas, especially as they start to go through school, is difficult.\"\u003c/p>\n\u003cp>In her lab, Gordon studies children with and without language impairment. Some of the kids might already be seeing speech therapists. Gordon wants to see if, in addition, music and rhythm training can help them.\u003c/p>\n\u003cp>On a recent afternoon, 7-year-old Adalyn Patel paged through a picture book with research analyst Allison Aaron, who asked her to describe what she saw and offered prompts.\u003c/p>\n\u003cp>\"The dog ran to the door and was barking,\" Aaron said to Patel. \"What does the boy think? Start with 'He...'\"\u003c/p>\n\u003cp>Patel answered, \"He thinks the dog is barking at something that's, that's not there.\" A child with atypical language development might answer the same prompt with just a couple of words.\u003c/p>\n\u003cfigure id=\"attachment_48365\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48365\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/img_2884-3b15c66a68ccd45f617f79369957c73866d53a16-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Research analyst Allison Aaron and Assistant Professor Reyna Gordon are studying how music and rhythm training could help children who struggle with language development. Their work is part of Vanderbilt's Program for Music, Mind and Society. \u003ccite>(NPR/Andrea Hsu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In one rhythm test, kids listen to several musical rhythms and say whether they are the same or different. In another, they mimic a string of spoken syllables, with variations in timing and intonation.\u003c/p>\n\u003cp>Gordon and her team invite families of children who show weaknesses in these assessments to take part in a training program called\u003ca href=\"https://medschool.vanderbilt.edu/music-cognition-lab/can-music-training-help-children-develop-language-and-learning-skills\"> MILEStone\u003c/a>, or Music Impacting Language Expertise. It's a 5-month program the lab created that involves weekly Suzuki violin lessons and a weekly movement class.\u003c/p>\n\u003cp>\"There may be something that music training can do to help boost things. Maybe we're able to boost their auditory processing skills in the brain, or something about their rhythm sensitivity in their everyday listening to language, \" Gordon says. \"We don't know yet, so we actually have a whole series of questions to look at. And while we're in these initial stages I think that music is a fun thing, and if the families are enjoying it, it's a good program to do.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Gordon and her colleagues plan to present some initial findings from their research at \u003ca href=\"http://www.fondazione-mariani.org/en/neuromusic/conferences/boston-june-2017.html\">a conference on music, sound and health\u003c/a> in Boston this summer.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Using+Music+And+Rhythm+To+Help+Kids+With+Grammar+And+Language&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48363/using-music-and-rhythm-to-help-kids-with-grammar-and-language","authors":["byline_mindshift_48363"],"categories":["mindshift_192"],"tags":["mindshift_21052","mindshift_20646","mindshift_397","mindshift_20784","mindshift_1040","mindshift_364"],"featImg":"mindshift_48364","label":"mindshift"},"mindshift_47841":{"type":"posts","id":"mindshift_47841","meta":{"index":"posts_1591205157","site":"mindshift","id":"47841","score":null,"sort":[1492088194000]},"guestAuthors":[],"slug":"how-play-is-at-the-heart-of-many-world-changing-inventions","title":"How Play Is At The Heart of Many World-Changing Inventions","publishDate":1492088194,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The phrase \"necessity is the mother of all invention,\" is often used to describe how creative humans can be when they are trying to survive or protect something they love. But humanity also has a long history of coming up with new ideas and fantastical inventions when the creator has space to explore and discover.\u003c/p>\n\u003cp>\"There's a long list of world-changing inventions that come out of play,\" says writer \u003ca href=\"https://www.ted.com/speakers/steven_johnson\">Steven Johnson\u003c/a> in this \u003ca href=\"https://ed.ted.com/on/amrqb8TV#discussion\">TED-Ed video\u003c/a>. He uses the modern computer as an example. While many people point to the military's use of early computers to crack code, \u003ca href=\"http://www.ted.com/talks/steven_johnson_where_good_ideas_come_from\">Johnson\u003c/a> takes the origin story much further back to the first programmable music machines, which used pins on a rotating cylinder to play a tune. Johnson contends programmable machines were kept alive for 700 years by people's delight in music, not for any practical necessity.\u003c/p>\n\u003cp>Still, the existence of programmable music machines led to other inventions that have had huge effects on the development of civilization. Johnson contends that the delight and amusement that come from play can have profound effects, and that space should be made in schools and businesses to encourage playful exploring if humans want to make progress.\u003c/p>\n\u003cp>\"You'll find the future wherever people are having the most fun,\" Johnson says.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hLltkC-G5dY\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Play isn't just good for social emotional development and regulation, throughout history it has been a powerful driver of invention.","status":"publish","parent":0,"modified":1492088466,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":228},"headData":{"title":"How Play Is At The Heart of Many World-Changing Inventions | KQED","description":"Play isn't just good for social emotional development and regulation, throughout history it has been a powerful driver of invention.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47841 https://ww2.kqed.org/mindshift/?p=47841","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/13/how-play-is-at-the-heart-of-many-world-changing-inventions/","disqusTitle":"How Play Is At The Heart of Many World-Changing Inventions","path":"/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The phrase \"necessity is the mother of all invention,\" is often used to describe how creative humans can be when they are trying to survive or protect something they love. But humanity also has a long history of coming up with new ideas and fantastical inventions when the creator has space to explore and discover.\u003c/p>\n\u003cp>\"There's a long list of world-changing inventions that come out of play,\" says writer \u003ca href=\"https://www.ted.com/speakers/steven_johnson\">Steven Johnson\u003c/a> in this \u003ca href=\"https://ed.ted.com/on/amrqb8TV#discussion\">TED-Ed video\u003c/a>. He uses the modern computer as an example. While many people point to the military's use of early computers to crack code, \u003ca href=\"http://www.ted.com/talks/steven_johnson_where_good_ideas_come_from\">Johnson\u003c/a> takes the origin story much further back to the first programmable music machines, which used pins on a rotating cylinder to play a tune. Johnson contends programmable machines were kept alive for 700 years by people's delight in music, not for any practical necessity.\u003c/p>\n\u003cp>Still, the existence of programmable music machines led to other inventions that have had huge effects on the development of civilization. Johnson contends that the delight and amusement that come from play can have profound effects, and that space should be made in schools and businesses to encourage playful exploring if humans want to make progress.\u003c/p>\n\u003cp>\"You'll find the future wherever people are having the most fun,\" Johnson says.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hLltkC-G5dY'\n title='//www.youtube.com/embed/hLltkC-G5dY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_364","mindshift_498","mindshift_875"],"featImg":"mindshift_47843","label":"mindshift"},"mindshift_46824":{"type":"posts","id":"mindshift_46824","meta":{"index":"posts_1591205157","site":"mindshift","id":"46824","score":null,"sort":[1480320269000]},"guestAuthors":[],"slug":"what-types-of-sound-experiences-enable-children-to-learn-best","title":"What Types of Sound Experiences Enable Children to Learn Best?","publishDate":1480320269,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=YYw17xCTPTI\u003c/p>\n\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n","blocks":[],"excerpt":"Certain types of sound can help a child develop her ability to learn. What's not so great? An excess of meaningless sound, like white noise and noise pollution.","status":"publish","parent":0,"modified":1480320412,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1027},"headData":{"title":"What Types of Sound Experiences Enable Children to Learn Best? | KQED","description":"Certain types of sound can help a child develop her ability to learn. What's not so great? An excess of meaningless sound, like white noise and noise pollution.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46824 http://ww2.kqed.org/mindshift/?p=46824","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/28/what-types-of-sound-experiences-enable-children-to-learn-best/","disqusTitle":"What Types of Sound Experiences Enable Children to Learn Best?","path":"/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YYw17xCTPTI'\n title='//www.youtube.com/embed/YYw17xCTPTI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best","authors":["4613"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_21052","mindshift_20784","mindshift_1040","mindshift_364","mindshift_74","mindshift_1037"],"featImg":"mindshift_47038","label":"mindshift"},"mindshift_46215":{"type":"posts","id":"mindshift_46215","meta":{"index":"posts_1591205157","site":"mindshift","id":"46215","score":null,"sort":[1472735035000]},"guestAuthors":[],"slug":"how-hip-hop-can-bring-shakespeare-to-life","title":"How Hip-Hop Can Bring Shakespeare to Life","publishDate":1472735035,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Artistic director Michael Kelly had been bringing Shakespeare to schools in the greater Toronto area since 1987 with his company \u003ca href=\"http://www.shakespeareinaction.org/\">Shakespeare in Action\u003c/a>, creating presentations and workshops for ages kindergarten through high school. Though the programs had changed and morphed over the years, the students remained enthusiastic and receptive to their style, which was first teaching kids about Shakespeare’s life and the times in which he lived and wrote, followed by getting kids up on their feet and speaking Shakespeare.\u003c/p>\n\u003cp>“The axiom I go by is, you learn Shakespeare by doing Shakespeare,” he said. “And the idea [of the workshops] was to get kids up on their feet and speak Shakespeare aloud.”\u003c/p>\n\u003cp class=\"p1\">Then two years ago, at the suggestion of a fellow actor, Kelly decided to take a different tack: Incorporate music, specifically hip-hop, into a typical workshop. He pulled apart one of his traditional presentations featuring Shakespearean speeches from different plays, and revamped it with hip-hop beats and music. They focused on the rhythm and poetry of both art forms, and even designed a rap version of the \"To be or not to be\" soliloquy from \u003ci>Hamlet\u003c/i>, comparing it with the themes of some present-day hip-hop songs. “We will say [to the students], ‘Oh, isn’t that interesting? 400 years ago this guy was talking about this [suicide, indecision], so really, nothing has changed, has it?”\u003c/p>\n\u003cp class=\"p1\">When they brought it to high schools, “Shakespeare Meets Hip-Hop” was an instant success. “The presentation itself, they loved,” Kelly said. “They’d go bananas when we would do it, and they loved all the musical stuff we put in there.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tvVg2O0q0rQ\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">No one has championed the connection between the centuries-old literature of Shakespeare and hip-hop music more than MOBO Award-winning UK rapper Akala, born Kingslee Daley, who was so moved by the similarities between the two that he founded \u003ca href=\"http://www.hiphopshakespeare.com/\">The Hip-Hop Shakespeare Company\u003c/a> (THSC) in London. Focusing on productions that meld the two styles in experimental ways, THSC also provides workshops aimed at students to expand their understanding of what Shakespeare is, and what it could be.\u003c/p>\n\u003cp class=\"p1\">Akala said he’d first seen Shakespeare’s genius and “subversive potential” when he was a teenager, for which he credits good English and drama teachers at his inner-city London high school. “I grew up listening to Chuck D and Jimi Hendrix and Bob Marley, and all kinds of really deep, political social commentary forms of music,” he said. “So when I encountered Shakespeare in school, I immediately recognized the kind of genius in his work -- elaborate characterization and the rhythm, particularly.”\u003c/p>\n\u003cp class=\"p1\">Part of the unofficial mission of THSC is to knock Shakespeare off its “high art” pedestal, which it certainly wasn’t considered in its time. Akala said that Shakespeare was viewed by Elizabethans the way hip-hop is viewed today by middle-class Americans or British: “It was considered a little bit risky, a little bit naughty and dangerous.”\u003c/p>\n\u003cp class=\"p1\">Both art forms also feature some raw human behaviors and emotions — sex, jealousy, plotting and killing, to name just a few. But when first approaching it in high school, that’s a side that students don’t often see.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare, like all great poetry, deals with what it means to be human: love, tragedy, war, violence,” Akala said. “Think of \u003ci>Titus Andronicus -- \u003c/i>one guy doesn’t like some other guys, so he cuts them up and puts them in a pie and feeds them to the other guys’ parents. If Biggie Smalls told that same story, people would say, ‘Why is Biggie promoting violence?’ ”\u003c/p>\n\u003cp class=\"p1\">Both Shakespeare and hip-hop stretch and shape the usage of the English language, using imagery and especially rhythm to tell the story in a powerful way. In a recent \u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\">TEDx Talk\u003c/a>, Akala gave multiple examples of hip-hop songs that mimic the iambic rhythm (de-DUM de-DUM) that Shakespeare used for the vast majority of his verse -- the language and rhythm fused together in a style so similar that the audience had difficulty deciphering which verse was Shakespeare and which was hip-hop. Watch Akala perform \u003cem>Sonnet 18\u003c/em> at 5:20 here:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=DSbtkLA3GrY\u003c/p>\n\u003cp class=\"p1\">Peggy O’Brien, director of education at the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in Washington, D.C., said often the study of Shakespeare can focus too much on what the words mean and not enough on what they sound and feel like.\u003c/p>\n\u003cp class=\"p1\">“[Shakespeare] is the only book that we give to students that has footnotes everywhere, footnotes and glossaries, where we tell kids practically what every word means,” she said. “And so what happens is, we focus only on the meaning, and we forget that a ton of what Shakespeare is about is what it sounds like with the language, the meter and the rhyme. But hip-hop and freestyle and beatbox, which is all about meter and rhyme, is a fabulous way to enter that world. And you can get to meaning after that.”\u003c/p>\n\u003cp class=\"p1\">O’Brien said that Shakespeare has been adapted to different times in history since nearly the moment he wrote the plays, and calls the trend to bring hip-hop and Shakespeare together a great one. When asked if teachers can use hip-hop to connect students to Shakespeare, she said, “Students can use hip-hop to connect \u003cem>themselves\u003c/em> to Shakespeare. If Shakespeare were around today, he’d be doing what Lin-Manuel Miranda has done.” Miranda used hip-hop to tell the story of the \"$10 founding father,\" Alexander Hamilton in this year’s smash Broadway musical, \u003ci>Hamilton\u003c/i>.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WNFf7nMIGnE\u003c/p>\n\u003cp class=\"p1\">But beyond finding the rhyming parallels between Jay-Z and the Bard, Akala seems to be on a broader mission, and that’s to bring a message to students that Shakespeare, or what many consider any “great” art, doesn’t belong to any one group. Growing up in London as the grandson of Jamaican immigrants, Akala felt commonalities with the roots of American hip-hop, which was born in the tumultuous neighborhoods of the Bronx in the 1970s.\u003c/p>\n\u003cp class=\"p1\">“Coming from a socioeconomically privileged background doesn’t make you more intelligent than anyone else. You just have more access,” he said. “In the sense of, if you’re not white and you don’t speak in a particular way and you don’t have money, then you’re not a 'legitimate' custodian of the knowledge. For people from my background -- children of working-class, immigrant populations -- we were inspired by Wu-Tang Clan, from the projects of Staten Island. Listen to the words that Wu Tang had the audacity to use: words like \u003ci>cometh\u003c/i> and \u003ci>benevolent\u003c/i>. They talked about Socrates. And for me, growing up thousands of miles away from New York in London, it gave me a sense at 13 years old that intelligence was sexy, that it was interesting and attractive.”\u003c/p>\n\u003cp class=\"p1\">In Kelly’s experience performing \"Shakespeare Meets Hip-Hop\" in schools, students get the connection. “Both rappers and Shakespeare, they’re talking about the struggle of humanity. That’s what’s interesting about the two art forms,” he said.\u003c/p>\n\u003cp class=\"p1\">O’Brien is eager to incorporate hip-hop into the programs at the Folger, and said she’s actively looking for musicians and hip-hop artists to work with.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“It’s a captive audience because kids have to take Shakespeare in school,” she said. “So if we can get that first intro to Shakespeare [through hip-hop], not even the language adapted, but just the way he wrote it through the meter and the rhyme -- that’s a great way to open that door.”\u003c/p>\n\n","blocks":[],"excerpt":"Performing Shakespeare through the lens of hip hop and youth culture is helping the bard's words and messages find relevance among students.","status":"publish","parent":0,"modified":1472735415,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":1365},"headData":{"title":"How Hip-Hop Can Bring Shakespeare to Life | KQED","description":"Performing Shakespeare through the lens of hip hop and youth culture is helping the bard's words and messages find relevance among students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46215 http://ww2.kqed.org/mindshift/?p=46215","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/01/how-hip-hop-can-bring-shakespeare-to-life/","disqusTitle":"How Hip-Hop Can Bring Shakespeare to Life","path":"/mindshift/46215/how-hip-hop-can-bring-shakespeare-to-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Artistic director Michael Kelly had been bringing Shakespeare to schools in the greater Toronto area since 1987 with his company \u003ca href=\"http://www.shakespeareinaction.org/\">Shakespeare in Action\u003c/a>, creating presentations and workshops for ages kindergarten through high school. Though the programs had changed and morphed over the years, the students remained enthusiastic and receptive to their style, which was first teaching kids about Shakespeare’s life and the times in which he lived and wrote, followed by getting kids up on their feet and speaking Shakespeare.\u003c/p>\n\u003cp>“The axiom I go by is, you learn Shakespeare by doing Shakespeare,” he said. “And the idea [of the workshops] was to get kids up on their feet and speak Shakespeare aloud.”\u003c/p>\n\u003cp class=\"p1\">Then two years ago, at the suggestion of a fellow actor, Kelly decided to take a different tack: Incorporate music, specifically hip-hop, into a typical workshop. He pulled apart one of his traditional presentations featuring Shakespearean speeches from different plays, and revamped it with hip-hop beats and music. They focused on the rhythm and poetry of both art forms, and even designed a rap version of the \"To be or not to be\" soliloquy from \u003ci>Hamlet\u003c/i>, comparing it with the themes of some present-day hip-hop songs. “We will say [to the students], ‘Oh, isn’t that interesting? 400 years ago this guy was talking about this [suicide, indecision], so really, nothing has changed, has it?”\u003c/p>\n\u003cp class=\"p1\">When they brought it to high schools, “Shakespeare Meets Hip-Hop” was an instant success. “The presentation itself, they loved,” Kelly said. “They’d go bananas when we would do it, and they loved all the musical stuff we put in there.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tvVg2O0q0rQ'\n title='//www.youtube.com/embed/tvVg2O0q0rQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">No one has championed the connection between the centuries-old literature of Shakespeare and hip-hop music more than MOBO Award-winning UK rapper Akala, born Kingslee Daley, who was so moved by the similarities between the two that he founded \u003ca href=\"http://www.hiphopshakespeare.com/\">The Hip-Hop Shakespeare Company\u003c/a> (THSC) in London. Focusing on productions that meld the two styles in experimental ways, THSC also provides workshops aimed at students to expand their understanding of what Shakespeare is, and what it could be.\u003c/p>\n\u003cp class=\"p1\">Akala said he’d first seen Shakespeare’s genius and “subversive potential” when he was a teenager, for which he credits good English and drama teachers at his inner-city London high school. “I grew up listening to Chuck D and Jimi Hendrix and Bob Marley, and all kinds of really deep, political social commentary forms of music,” he said. “So when I encountered Shakespeare in school, I immediately recognized the kind of genius in his work -- elaborate characterization and the rhythm, particularly.”\u003c/p>\n\u003cp class=\"p1\">Part of the unofficial mission of THSC is to knock Shakespeare off its “high art” pedestal, which it certainly wasn’t considered in its time. Akala said that Shakespeare was viewed by Elizabethans the way hip-hop is viewed today by middle-class Americans or British: “It was considered a little bit risky, a little bit naughty and dangerous.”\u003c/p>\n\u003cp class=\"p1\">Both art forms also feature some raw human behaviors and emotions — sex, jealousy, plotting and killing, to name just a few. But when first approaching it in high school, that’s a side that students don’t often see.\u003c/p>\n\u003cp class=\"p1\">“Shakespeare, like all great poetry, deals with what it means to be human: love, tragedy, war, violence,” Akala said. “Think of \u003ci>Titus Andronicus -- \u003c/i>one guy doesn’t like some other guys, so he cuts them up and puts them in a pie and feeds them to the other guys’ parents. If Biggie Smalls told that same story, people would say, ‘Why is Biggie promoting violence?’ ”\u003c/p>\n\u003cp class=\"p1\">Both Shakespeare and hip-hop stretch and shape the usage of the English language, using imagery and especially rhythm to tell the story in a powerful way. In a recent \u003ca href=\"https://www.youtube.com/watch?v=DSbtkLA3GrY\">TEDx Talk\u003c/a>, Akala gave multiple examples of hip-hop songs that mimic the iambic rhythm (de-DUM de-DUM) that Shakespeare used for the vast majority of his verse -- the language and rhythm fused together in a style so similar that the audience had difficulty deciphering which verse was Shakespeare and which was hip-hop. Watch Akala perform \u003cem>Sonnet 18\u003c/em> at 5:20 here:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DSbtkLA3GrY'\n title='//www.youtube.com/embed/DSbtkLA3GrY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Peggy O’Brien, director of education at the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in Washington, D.C., said often the study of Shakespeare can focus too much on what the words mean and not enough on what they sound and feel like.\u003c/p>\n\u003cp class=\"p1\">“[Shakespeare] is the only book that we give to students that has footnotes everywhere, footnotes and glossaries, where we tell kids practically what every word means,” she said. “And so what happens is, we focus only on the meaning, and we forget that a ton of what Shakespeare is about is what it sounds like with the language, the meter and the rhyme. But hip-hop and freestyle and beatbox, which is all about meter and rhyme, is a fabulous way to enter that world. And you can get to meaning after that.”\u003c/p>\n\u003cp class=\"p1\">O’Brien said that Shakespeare has been adapted to different times in history since nearly the moment he wrote the plays, and calls the trend to bring hip-hop and Shakespeare together a great one. When asked if teachers can use hip-hop to connect students to Shakespeare, she said, “Students can use hip-hop to connect \u003cem>themselves\u003c/em> to Shakespeare. If Shakespeare were around today, he’d be doing what Lin-Manuel Miranda has done.” Miranda used hip-hop to tell the story of the \"$10 founding father,\" Alexander Hamilton in this year’s smash Broadway musical, \u003ci>Hamilton\u003c/i>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WNFf7nMIGnE'\n title='//www.youtube.com/embed/WNFf7nMIGnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">But beyond finding the rhyming parallels between Jay-Z and the Bard, Akala seems to be on a broader mission, and that’s to bring a message to students that Shakespeare, or what many consider any “great” art, doesn’t belong to any one group. Growing up in London as the grandson of Jamaican immigrants, Akala felt commonalities with the roots of American hip-hop, which was born in the tumultuous neighborhoods of the Bronx in the 1970s.\u003c/p>\n\u003cp class=\"p1\">“Coming from a socioeconomically privileged background doesn’t make you more intelligent than anyone else. You just have more access,” he said. “In the sense of, if you’re not white and you don’t speak in a particular way and you don’t have money, then you’re not a 'legitimate' custodian of the knowledge. For people from my background -- children of working-class, immigrant populations -- we were inspired by Wu-Tang Clan, from the projects of Staten Island. Listen to the words that Wu Tang had the audacity to use: words like \u003ci>cometh\u003c/i> and \u003ci>benevolent\u003c/i>. They talked about Socrates. And for me, growing up thousands of miles away from New York in London, it gave me a sense at 13 years old that intelligence was sexy, that it was interesting and attractive.”\u003c/p>\n\u003cp class=\"p1\">In Kelly’s experience performing \"Shakespeare Meets Hip-Hop\" in schools, students get the connection. “Both rappers and Shakespeare, they’re talking about the struggle of humanity. That’s what’s interesting about the two art forms,” he said.\u003c/p>\n\u003cp class=\"p1\">O’Brien is eager to incorporate hip-hop into the programs at the Folger, and said she’s actively looking for musicians and hip-hop artists to work with.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“It’s a captive audience because kids have to take Shakespeare in school,” she said. “So if we can get that first intro to Shakespeare [through hip-hop], not even the language adapted, but just the way he wrote it through the meter and the rhyme -- that’s a great way to open that door.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46215/how-hip-hop-can-bring-shakespeare-to-life","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20976","mindshift_20682","mindshift_364","mindshift_21016","mindshift_978"],"featImg":"mindshift_46256","label":"mindshift"},"mindshift_46193":{"type":"posts","id":"mindshift_46193","meta":{"index":"posts_1591205157","site":"mindshift","id":"46193","score":null,"sort":[1472217814000]},"guestAuthors":[],"slug":"whats-going-on-inside-the-brain-when-we-play-music","title":"What's Going On Inside the Brain When We Play Music?","publishDate":1472217814,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Humans love music, especially when there's \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/24/how-repetition-in-music-affects-your-thinking/\" target=\"_blank\">repetition that catches the attention\u003c/a>. And even though many people listen to music to relax, the brain is doing a lot of work to break apart and understand the music before putting it all together again. Brain scans of people listening to music show many different parts of the brain firing at once, but that's nothing compared to what's going on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/07/22/unpacking-the-science-how-playing-music-changes-the-learning-brain/\" target=\"_blank\">inside the brains of musicians\u003c/a> themselves.\u003c/p>\n\u003cp>\"Playing music is the brain's equivalent of a full body workout,\" says educator Anita Collins in a \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">TED-Ed video\u003c/a> on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once and since fine motor skills require both hemispheres of the brain, the act of playing music may strengthen the bridge between the two sides. In studies comparing playing music to other activities, including other forms of art, playing an instrument is uniquely powerful for the brain.\u003c/p>\n\u003cp>Watch the \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">video\u003c/a> to learn all about the benefits of learning to play an instrument.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/R0JKCYZ8hng?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Playing an instrument requires almost every part of the brain at the same time. The diversity of neuro-pathways developed may help musicians solve problems more effectively and creatively.","status":"publish","parent":0,"modified":1472217814,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/R0JKCYZ8hng"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":179},"headData":{"title":"What's Going On Inside the Brain When We Play Music? | KQED","description":"Playing an instrument requires almost every part of the brain at the same time. The diversity of neuro-pathways developed may help musicians solve problems more effectively and creatively.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46193 http://ww2.kqed.org/mindshift/?p=46193","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/26/whats-going-on-inside-the-brain-when-we-play-music/","disqusTitle":"What's Going On Inside the Brain When We Play Music?","path":"/mindshift/46193/whats-going-on-inside-the-brain-when-we-play-music","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Humans love music, especially when there's \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/24/how-repetition-in-music-affects-your-thinking/\" target=\"_blank\">repetition that catches the attention\u003c/a>. And even though many people listen to music to relax, the brain is doing a lot of work to break apart and understand the music before putting it all together again. Brain scans of people listening to music show many different parts of the brain firing at once, but that's nothing compared to what's going on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/07/22/unpacking-the-science-how-playing-music-changes-the-learning-brain/\" target=\"_blank\">inside the brains of musicians\u003c/a> themselves.\u003c/p>\n\u003cp>\"Playing music is the brain's equivalent of a full body workout,\" says educator Anita Collins in a \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">TED-Ed video\u003c/a> on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once and since fine motor skills require both hemispheres of the brain, the act of playing music may strengthen the bridge between the two sides. In studies comparing playing music to other activities, including other forms of art, playing an instrument is uniquely powerful for the brain.\u003c/p>\n\u003cp>Watch the \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">video\u003c/a> to learn all about the benefits of learning to play an instrument.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/R0JKCYZ8hng?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46193/whats-going-on-inside-the-brain-when-we-play-music","authors":["4354"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_767","mindshift_20784","mindshift_1040","mindshift_364","mindshift_875"],"featImg":"mindshift_46194","label":"mindshift"},"mindshift_44137":{"type":"posts","id":"mindshift_44137","meta":{"index":"posts_1591205157","site":"mindshift","id":"44137","score":null,"sort":[1457942898000]},"guestAuthors":[],"slug":"how-teachers-are-using-hamilton-the-musical-in-the-classroom","title":"How Teachers Are Using 'Hamilton' the Musical in the Classroom","publishDate":1457942898,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eighth-grade history teacher Lois MacMillan makes no secret of her enthusiasm for Alexander Hamilton. She wears a T-shirt that says, “If Hamilton can write 51 essays in six months I can probably make it through the day” — a little-known reference to his prolific \u003cem>Federalist Papers\u003c/em> output. She debates fellow teachers about the relative historical significance of Hamilton versus Thomas Jefferson and John Adams. And when the soundtrack for the hit Broadway musical \u003cem>Hamilton\u003c/em> came out in September, more than a dozen former students made sure she knew, intuiting that MacMillan, who considers Hamilton her “historical boyfriend,” would adore it.\u003c/p>\n\u003cp>And she does: After hearing the \u003ca href=\"http://atlanticrecords.com/HamiltonMusic/\">46-song soundtrack\u003c/a>, she knew instantly that the music needed to find its way into her classroom.\u003c/p>\n\u003cp>MacMillan isn’t the only teacher to feature the soundtrack from \u003cem>Hamilton\u003c/em>, Lin-Manuel Miranda’s mesmerizing hip-hop and rap musical about Alexander Hamilton, in her classroom, though she may be the most decorated and far-flung. An Oregon history teacher of the year in 2006, MacMillan is one of a growing number of intrepid U.S. history teachers, most of whom haven’t set foot in the Richard Rodgers Theatre on 46\u003csup>th\u003c/sup> Street, who are harnessing the \u003cem>Hamilton\u003c/em> phenomenon to inspire their students.\u003c/p>\n\u003cp>“This has just given us a cool factor beyond any means,” said Justin Emrich, an eighth-grade social studies teacher at the Olentangy Berkshire Middle School in Galena, Ohio, who brought \u003cem>Hamilton\u003c/em> to his students after seeing a \u003ca href=\"https://www.google.com/?gws_rd=ssl#q=lin-manuel%20miranda%20at%20white%20hosue%20site%3Ayoutube.com\">clip\u003c/a> of Lin-Manuel Miranda performing at the White House. “They are obsessed with this thing right now,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WNFf7nMIGnE\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers are using the music in various ways, with multiple educational goals. Andrea Moverman, who teaches U.S. history to 11\u003csup>th \u003c/sup>graders at Millennium Brooklyn High School, used snippets of songs to provoke interest in the Revolutionary War.\u003c/p>\n\u003cp>“I played the beginning of ‘\u003ca href=\"https://www.youtube.com/watch?v=Ovje92D742s\">Guns and Ships,\u003c/a>’ and then asked them, ‘What was our secret weapon?’ ” she said, referring to Hamilton’s friend and ally, Marquis de Lafayette, which the song soon reveals. “The kids wanted more,” she added. “They said, ‘Keep playing it!’ ”\u003c/p>\n\u003cp>To help her students understand the arguments for and against creating a national bank — a subject many kids might find snooze-worthy — Moverman played the song \u003ca href=\"https://www.youtube.com/watch?v=mBmTdJ4XTfs\">Cabinet Battle #1\u003c/a>, which pitted Alexander Hamilton in a rap duel against Thomas Jefferson. Her students’ delight over this exchange prompted Moverman to assign rap battles as projects; she divided kids into competing sides and asked them to craft arguments in rap form. One of her favorite rap battles: two opposing camps debating the legacy of Supreme Court Justice John Marshall, some representing plaintiffs and others defendants, and all relying on major court cases to make their case.\u003c/p>\n\u003cp>“I’ve rethought almost all my projects after this rap battle was so successful,” she said.\u003c/p>\n\u003cp>Lois MacMillan also assigned historical hip-hop raps for her eighth-graders, all of them grounded in historical documents. They performed their rap debates on a variety of issues — the soldiers’ conditions in the American Revolution, the virtues of Henry Knox, the legacy of various British kings — in front of their class.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hofnG_2xV1M\u003c/p>\n\u003cp>Teachers insist that the learning goes beyond composing and memorizing catchy lyrics. Using excerpts from biographies, Hamilton’s correspondence, clips from the soundtrack and other primary documents, Emrich’s eighth-graders try to discern if Hamilton’s character caused his death. MacMillan’s main educational goal in focusing on Hamilton is to underscore the primacy of writing. Alexander Hamilton wrote his way out of poverty, she said, and she reminds her students that skilled writing is the clearest sign of scholarship — and the best way to rise up and alter your circumstance.\u003c/p>\n\u003cp>For his part, history teacher Dr. Jim Cullen, who will be offering an elective course for 11\u003csup>th\u003c/sup> and 12\u003csup>th \u003c/sup>graders on the musical \u003cem>Hamilton\u003c/em> at the Ethical Culture Fieldston School in New York, will ask students to delve into three themes: looking at a period of history through one person’s eyes, studying the artistry of the play itself and exploring how non-historians understand the past. Like MacMillan and Emrich, Cullen uses primary sources to ground the course in scholarship. “They are learning at such a deep level,” Emrich said of his students.\u003c/p>\n\u003cp>\u003cem>Hamilton \u003c/em>is especially galvanizing for the student who believes that stories about 18\u003csup>th\u003c/sup> century America are distant and irrelevant. For many history teachers, making “ancient” subjects come alive is their biggest challenge. “As much as we’d like to make it exciting, history is mostly about a bunch of dead guys,” Emrich said.\u003c/p>\n\u003cp>\u003cem>Hamilton\u003c/em> works in the classroom — and the theater — because these founding fathers aren’t bloodless, two-dimensional cutouts who devoted their lives to abstract principles. Rather, they’re husbands, rivals, fathers, friends, lovers — all of them human, and afflicted with vices along with their virtues: pride, arrogance, anger, envy, lust and greed. Emrich’s students are so emotionally involved in the music and the story of Alexander Hamilton that some blew up when they learned about his extramarital affairs. “Some kids were destroyed by his infidelities; that’s how passionate they are,” Emrich said. One hopeful student wrote Miranda and invited him to the school.\u003c/p>\n\u003cp>Eighth-graders in MacMillan’s U.S. history class are equally enthralled with Hamilton, both the man and the music. “I’ve memorized the soundtrack,” said Alexandra Baksay, who added that she’s never felt for a historical figure the way she does about Alexander Hamilton. Her classmates, many of whom have read David MuCullough’s mammoth account of the Revolutionary War, \u003cem>1776\u003c/em>, while preparing their rap battle assignments, nicknamed her “AH” in honor of Hamilton.\u003c/p>\n\u003cp>“He was a super-inspiring person who took advantage of his brilliant mind and changed the world for the better,” said classmate Elie Lindsey. Briony Bowman chimed in: “The musical aspect made it a lot more fun, and easier to learn about Alexander Hamilton.” The complexity of the material she’s encountered while studying Hamilton, adds Jenna Robinson, has improved her understanding of language arts. And the racial diversity of the cast, Alexa said, “is really empowering.”\u003c/p>\n\u003cfigure id=\"attachment_44284\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-44284 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1.jpg\" alt=\"HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON\" width=\"1920\" height=\"1078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-1440x809.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-960x539.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Daveed Diggs as Thomas Jefferson and the ensemble of Hamilton. (Joan Marcus/Courtesy of Hamilton) \u003ccite>(Joan Marcus/Courtesy of Hamilton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>None of these students in Grants Pass, Oregon, has seen \u003cem>Hamilton\u003c/em> performed in New York. But starting in April, some 20,000 public school students in New York City will be given tickets to the play for a mere $10 each. The \u003ca href=\"https://www.gilderlehrman.org/about\">Gilder Lehrman Institute\u003c/a> of American History, a nonprofit devoted to improving history education, was awarded a substantial gift from the Rockefeller Foundation to make the play accessible for kids who otherwise wouldn’t likely see the show — a deprivation felt by many for the sold-out play. To make the performance more than a fleeting experience for the students, and to help teachers guide discussions, Gilder Lehrman has provided an online reservoir of \u003ca href=\"http://www.gilderlehrman.org/programs-exhibitions/alexander-hamilton-resources-gilder-lehrman-website\">resources\u003c/a> on Alexander Hamilton, including primary sources, videos and essays.\u003c/p>\n\u003cp>Teachers needn’t let geographic or economic obstacles, nor their unfamiliarity with modern music, keep them from introducing \u003cem>Hamilton\u003c/em> to their students.\u003c/p>\n\u003cp>“I had to learn what hip-hop was,” said MacMillan, who tends to prefer jazz. “It just turns on kids,” she added, especially those who find history sedating and lifeless. At least 100 kids at her school have downloaded the soundtrack; they play it nonstop at lunch, and several performed the opening number from the play at the school’s talent show. Andrea Moverman in Brooklyn encourages teachers to try just snippets of songs in the class if the whole soundtrack feels overwhelming; use it as a hook to engage and introduce a subject, she suggested. Justin Emrich, on the other hand, advises teachers to listen to the entire soundtrack.\u003c/p>\n\u003cp>“You will be emotionally connected to Hamilton at the end of the music, and you’ll want to use the soundtrack,” he said. Either way, he added, “You’ve got to use this thing! It’s awesome!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=NEgWUPDrv8g\u003c/p>\n\n","blocks":[],"excerpt":"Hamilton the musical is igniting kids' interest in history and teachers are finding a way to deliver its lessons to students. ","status":"publish","parent":0,"modified":1457942898,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1448},"headData":{"title":"How Teachers Are Using 'Hamilton' the Musical in the Classroom | KQED","description":"Hamilton the musical is igniting kids' interest in history and teachers are finding a way to deliver its lessons to students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44137 http://ww2.kqed.org/mindshift/?p=44137","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/14/how-teachers-are-using-hamilton-the-musical-in-the-classroom/","disqusTitle":"How Teachers Are Using 'Hamilton' the Musical in the Classroom","path":"/mindshift/44137/how-teachers-are-using-hamilton-the-musical-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eighth-grade history teacher Lois MacMillan makes no secret of her enthusiasm for Alexander Hamilton. She wears a T-shirt that says, “If Hamilton can write 51 essays in six months I can probably make it through the day” — a little-known reference to his prolific \u003cem>Federalist Papers\u003c/em> output. She debates fellow teachers about the relative historical significance of Hamilton versus Thomas Jefferson and John Adams. And when the soundtrack for the hit Broadway musical \u003cem>Hamilton\u003c/em> came out in September, more than a dozen former students made sure she knew, intuiting that MacMillan, who considers Hamilton her “historical boyfriend,” would adore it.\u003c/p>\n\u003cp>And she does: After hearing the \u003ca href=\"http://atlanticrecords.com/HamiltonMusic/\">46-song soundtrack\u003c/a>, she knew instantly that the music needed to find its way into her classroom.\u003c/p>\n\u003cp>MacMillan isn’t the only teacher to feature the soundtrack from \u003cem>Hamilton\u003c/em>, Lin-Manuel Miranda’s mesmerizing hip-hop and rap musical about Alexander Hamilton, in her classroom, though she may be the most decorated and far-flung. An Oregon history teacher of the year in 2006, MacMillan is one of a growing number of intrepid U.S. history teachers, most of whom haven’t set foot in the Richard Rodgers Theatre on 46\u003csup>th\u003c/sup> Street, who are harnessing the \u003cem>Hamilton\u003c/em> phenomenon to inspire their students.\u003c/p>\n\u003cp>“This has just given us a cool factor beyond any means,” said Justin Emrich, an eighth-grade social studies teacher at the Olentangy Berkshire Middle School in Galena, Ohio, who brought \u003cem>Hamilton\u003c/em> to his students after seeing a \u003ca href=\"https://www.google.com/?gws_rd=ssl#q=lin-manuel%20miranda%20at%20white%20hosue%20site%3Ayoutube.com\">clip\u003c/a> of Lin-Manuel Miranda performing at the White House. “They are obsessed with this thing right now,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WNFf7nMIGnE'\n title='//www.youtube.com/embed/WNFf7nMIGnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers are using the music in various ways, with multiple educational goals. Andrea Moverman, who teaches U.S. history to 11\u003csup>th \u003c/sup>graders at Millennium Brooklyn High School, used snippets of songs to provoke interest in the Revolutionary War.\u003c/p>\n\u003cp>“I played the beginning of ‘\u003ca href=\"https://www.youtube.com/watch?v=Ovje92D742s\">Guns and Ships,\u003c/a>’ and then asked them, ‘What was our secret weapon?’ ” she said, referring to Hamilton’s friend and ally, Marquis de Lafayette, which the song soon reveals. “The kids wanted more,” she added. “They said, ‘Keep playing it!’ ”\u003c/p>\n\u003cp>To help her students understand the arguments for and against creating a national bank — a subject many kids might find snooze-worthy — Moverman played the song \u003ca href=\"https://www.youtube.com/watch?v=mBmTdJ4XTfs\">Cabinet Battle #1\u003c/a>, which pitted Alexander Hamilton in a rap duel against Thomas Jefferson. Her students’ delight over this exchange prompted Moverman to assign rap battles as projects; she divided kids into competing sides and asked them to craft arguments in rap form. One of her favorite rap battles: two opposing camps debating the legacy of Supreme Court Justice John Marshall, some representing plaintiffs and others defendants, and all relying on major court cases to make their case.\u003c/p>\n\u003cp>“I’ve rethought almost all my projects after this rap battle was so successful,” she said.\u003c/p>\n\u003cp>Lois MacMillan also assigned historical hip-hop raps for her eighth-graders, all of them grounded in historical documents. They performed their rap debates on a variety of issues — the soldiers’ conditions in the American Revolution, the virtues of Henry Knox, the legacy of various British kings — in front of their class.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hofnG_2xV1M'\n title='//www.youtube.com/embed/hofnG_2xV1M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Teachers insist that the learning goes beyond composing and memorizing catchy lyrics. Using excerpts from biographies, Hamilton’s correspondence, clips from the soundtrack and other primary documents, Emrich’s eighth-graders try to discern if Hamilton’s character caused his death. MacMillan’s main educational goal in focusing on Hamilton is to underscore the primacy of writing. Alexander Hamilton wrote his way out of poverty, she said, and she reminds her students that skilled writing is the clearest sign of scholarship — and the best way to rise up and alter your circumstance.\u003c/p>\n\u003cp>For his part, history teacher Dr. Jim Cullen, who will be offering an elective course for 11\u003csup>th\u003c/sup> and 12\u003csup>th \u003c/sup>graders on the musical \u003cem>Hamilton\u003c/em> at the Ethical Culture Fieldston School in New York, will ask students to delve into three themes: looking at a period of history through one person’s eyes, studying the artistry of the play itself and exploring how non-historians understand the past. Like MacMillan and Emrich, Cullen uses primary sources to ground the course in scholarship. “They are learning at such a deep level,” Emrich said of his students.\u003c/p>\n\u003cp>\u003cem>Hamilton \u003c/em>is especially galvanizing for the student who believes that stories about 18\u003csup>th\u003c/sup> century America are distant and irrelevant. For many history teachers, making “ancient” subjects come alive is their biggest challenge. “As much as we’d like to make it exciting, history is mostly about a bunch of dead guys,” Emrich said.\u003c/p>\n\u003cp>\u003cem>Hamilton\u003c/em> works in the classroom — and the theater — because these founding fathers aren’t bloodless, two-dimensional cutouts who devoted their lives to abstract principles. Rather, they’re husbands, rivals, fathers, friends, lovers — all of them human, and afflicted with vices along with their virtues: pride, arrogance, anger, envy, lust and greed. Emrich’s students are so emotionally involved in the music and the story of Alexander Hamilton that some blew up when they learned about his extramarital affairs. “Some kids were destroyed by his infidelities; that’s how passionate they are,” Emrich said. One hopeful student wrote Miranda and invited him to the school.\u003c/p>\n\u003cp>Eighth-graders in MacMillan’s U.S. history class are equally enthralled with Hamilton, both the man and the music. “I’ve memorized the soundtrack,” said Alexandra Baksay, who added that she’s never felt for a historical figure the way she does about Alexander Hamilton. Her classmates, many of whom have read David MuCullough’s mammoth account of the Revolutionary War, \u003cem>1776\u003c/em>, while preparing their rap battle assignments, nicknamed her “AH” in honor of Hamilton.\u003c/p>\n\u003cp>“He was a super-inspiring person who took advantage of his brilliant mind and changed the world for the better,” said classmate Elie Lindsey. Briony Bowman chimed in: “The musical aspect made it a lot more fun, and easier to learn about Alexander Hamilton.” The complexity of the material she’s encountered while studying Hamilton, adds Jenna Robinson, has improved her understanding of language arts. And the racial diversity of the cast, Alexa said, “is really empowering.”\u003c/p>\n\u003cfigure id=\"attachment_44284\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-44284 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1.jpg\" alt=\"HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON\" width=\"1920\" height=\"1078\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-1440x809.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-1180x663.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/HamiltonBway0341r-Daveed-Diggs-as-Thomas-Jefferson-and-the-ensemble-of-HAMILTON-1-960x539.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Daveed Diggs as Thomas Jefferson and the ensemble of Hamilton. (Joan Marcus/Courtesy of Hamilton) \u003ccite>(Joan Marcus/Courtesy of Hamilton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>None of these students in Grants Pass, Oregon, has seen \u003cem>Hamilton\u003c/em> performed in New York. But starting in April, some 20,000 public school students in New York City will be given tickets to the play for a mere $10 each. The \u003ca href=\"https://www.gilderlehrman.org/about\">Gilder Lehrman Institute\u003c/a> of American History, a nonprofit devoted to improving history education, was awarded a substantial gift from the Rockefeller Foundation to make the play accessible for kids who otherwise wouldn’t likely see the show — a deprivation felt by many for the sold-out play. To make the performance more than a fleeting experience for the students, and to help teachers guide discussions, Gilder Lehrman has provided an online reservoir of \u003ca href=\"http://www.gilderlehrman.org/programs-exhibitions/alexander-hamilton-resources-gilder-lehrman-website\">resources\u003c/a> on Alexander Hamilton, including primary sources, videos and essays.\u003c/p>\n\u003cp>Teachers needn’t let geographic or economic obstacles, nor their unfamiliarity with modern music, keep them from introducing \u003cem>Hamilton\u003c/em> to their students.\u003c/p>\n\u003cp>“I had to learn what hip-hop was,” said MacMillan, who tends to prefer jazz. “It just turns on kids,” she added, especially those who find history sedating and lifeless. At least 100 kids at her school have downloaded the soundtrack; they play it nonstop at lunch, and several performed the opening number from the play at the school’s talent show. Andrea Moverman in Brooklyn encourages teachers to try just snippets of songs in the class if the whole soundtrack feels overwhelming; use it as a hook to engage and introduce a subject, she suggested. Justin Emrich, on the other hand, advises teachers to listen to the entire soundtrack.\u003c/p>\n\u003cp>“You will be emotionally connected to Hamilton at the end of the music, and you’ll want to use the soundtrack,” he said. Either way, he added, “You’ve got to use this thing! It’s awesome!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NEgWUPDrv8g'\n title='//www.youtube.com/embed/NEgWUPDrv8g'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44137/how-teachers-are-using-hamilton-the-musical-in-the-classroom","authors":["4613"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_20976","mindshift_364"],"featImg":"mindshift_44281","label":"mindshift"},"mindshift_43732":{"type":"posts","id":"mindshift_43732","meta":{"index":"posts_1591205157","site":"mindshift","id":"43732","score":null,"sort":[1455782585000]},"guestAuthors":[],"slug":"how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","title":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes","publishDate":1455782585,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of 10- and 11-year-olds giggle as professional cellist Frederic Rosselet flexes his wrist as if he's made of rubber. \"\u003cem>Really\u003c/em> flexible in your wrist,\" he tells the students. \"It's your arm basically that does the work.\"\u003c/p>\n\u003cp>The cello students at Downer Elementary School in San Pablo, Calif., drag their bows across their cello's strings, following Rosselet's wrist-shaking lead.\u003c/p>\n\u003cp>Screeeech. It needs work.\u003c/p>\n\u003cp>\"Guys, wanna try that again? 'Forte' means?\"\u003c/p>\n\u003cp>\"Loud!\" the students reply.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"OK, let's look at bar 22. Three and four and ... \" The screeches at the start of class slowly start to sound like something resembling Beethoven's Sixth Symphony, or at least the section of it these students are working on.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It just gets me happy. And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.'\u003c/aside>\n\u003cp>\"That's already a little better,\" Rosselet says with a faint smile. \"Good.\"\u003c/p>\n\u003cp>Scores of orchestras across America do some kind of music-education outreach.\u003c/p>\n\u003cp>But few of them are embedded in the life of a school three days a week. That's what the \u003ca href=\"http://www.californiasymphony.org/sound-minds\" target=\"_blank\">Sound Minds\u003c/a> program is doing. It was created in partnership with the California Symphony, a professional orchestra based in Walnut Creek, Calif., that plays in the Bay Area.\u003c/p>\n\u003cp>The organization has musically adopted Downer Elementary, located in a predominantly lower-income city in the northeast part of the San Francisco Bay.\u003c/p>\n\u003cp>The symphony pays for professional musician-educators to teach a focused curriculum throughout the year, from music fundamentals to individual and group cello and violin.\u003c/p>\n\u003cp>So far it has paid off: Participants are testing higher in math and reading than students who aren't in the program. But Sound Minds, its creators say, also promotes music's intrinsic power to uplift, inspire and challenge.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-43734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2682-crop_slide-401243d29a4530c126c033fd61b158902fb239ea-e1455775172229.jpg\" alt=\"Carlos Garcia (right) chats with other students during the Sound Minds after-school program at Downer Elementary.\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>After all, schools in lower-income areas often \u003ca href=\"http://nces.ed.gov/pubs2012/2012014rev.pdf\">see fewer music and arts programs\u003c/a> than their wealthier counterparts.\u003c/p>\n\u003cp>\"Our families are working-class, and sometimes the invisible class,\" says Downer Elementary Principal Marco Gonzales. \"They're finding work where they can find work. They're cleaning houses. They're digging ditches.\"\u003c/p>\n\u003cp>The school serves mainly struggling Latino families, many of them immigrants from Mexico. More than 95 percent of its students receive free and reduced-price lunch.\u003c/p>\n\u003cp>\"Some of our families are undocumented, that's not something we look into,\" says Gonzales (who, I found out after reporting this story, is the brother of my NPR colleague and veteran correspondent, Richard Gonzales.)\u003c/p>\n\u003cp>\"And so a lot of our families are on the fringe of society — and in the shadows,\" the principal adds. \"They've left their comfort zone to make a better life for their kids.\"\u003c/p>\n\u003cp>Music is now a pillar of his strategy to help forge that better life — out of the shadows. The Sound Minds program is free for any student who wants in. It's modeled on \u003ca href=\"https://www.elsistemausa.org/\">El Sistema\u003c/a>, Venezuela's pioneering music program that reaches out to impoverished kids.\u003c/p>\n\u003cp>Classical music organizations across the U.S. are struggling to attract younger audiences, stay afloat and stay relevant. So is it a tough sell, reaching elementary students — a demographic that loves pop music and TV shows like The Voice and American Idol?\u003c/p>\n\u003cp>Ten-year-old Jocelyn Castaneda, who studies the cello, says it isn't for her. \"It just gets me happy,\" she says. \"And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.\"\u003c/p>\n\u003cfigure id=\"attachment_43735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2818_slide-c8265d83742940122340590e4dbdd47608f3eb22-e1455775245279.jpg\" alt='\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary.' width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Gonzales agrees. \"We bring something to the kids' lives that they may not even dreamed about, but is a common reality in other communities where you do music or you do gymnastics or you do sports after school and your parents pay for it,\" he explains. \"Here, we're able to provide it for free and our parents have been enthusiastic. They're proud of their children.\"\u003c/p>\n\u003cp>Children such as 11-year-old Carlos Garcia. He wears glasses and a slightly mischievous smile. He's a small guy. His kid-sized cello seems almost as big as he is. He has stuck with the instrument for more than four years.\u003c/p>\n\u003cp>After class, I ask him what he likes about the cello.\u003c/p>\n\u003cp>\"It's like a shark's following you, you know.\"\u003c/p>\n\u003cp>Wait, it's like a shark is following you? Explain that.\u003c/p>\n\u003cp>\"In the movie, like, when a shark is following you and wants to eat you and they play, like, a song.\"\u003c/p>\n\u003cp>Ahh, the famous John Williams score from \u003cem>Jaws\u003c/em>. Big cello part. Got it.\u003c/p>\n\u003cp>\"You could go to Hollywood, play, and be rich, yeah,\" Carlos says confidently.\u003c/p>\n\u003cp>Hollywood cellist. I like it, I tell Carlos.\u003c/p>\n\u003cp>\"I kinda like it, yeah,\" he says.\u003c/p>\n\u003cp>Amy Haltom joined Sound Minds precisely to teach less-affluent kids who might not otherwise be exposed to the arts and music.\u003c/p>\n\u003cp>\"It's all well and good to perform Bach cantatas to appreciative audiences in the Bay Area,\" she says. \"But I reached this point in my career where I asked 'what is this all for?\"\u003c/p>\n\u003cfigure id=\"attachment_43733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2696_slide-bb00546fc18980273ec47a08c95b9e20e5e58a2a-e1455775126105.jpg\" alt=\"Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haltom moved from San Francisco to Richmond, right next to San Pablo, to be closer to the life of the school community. \"This is my purpose!\" she says. \"For me it's been tremendously life-changing personally and professionally.\"\u003c/p>\n\u003cp>Before students in the program can take up the cello or violin, they have to take an introduction to music fundamentals, which includes the basics of sight reading, beats and rhythm.\u003c/p>\n\u003cp>Advocates for music education often say that studying music boosts overall learning. A few studies \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jrir.12010/abstract\">have shown a link\u003c/a> between music training and improved reading skills.\u003c/p>\n\u003cp>The California Symphony says its own crunching of Downer's standardized test data show that students who've been in Sound Minds for one year are achieving far above their peers.\u003c/p>\n\u003cp>\"In third grade, they are testing at math proficiency rates, meaning testing at grade level or higher, at quadruple the rate compared to their peers who are not enrolled in the program,\" says \u003ca href=\"https://www.sfcv.org/article/california-symphony-back-in-black-under-new-director\">Aubrey Bergauer\u003c/a>, the symphony's executive director.\u003c/p>\n\u003cp>And in reading scores, they're seeing similar results. \"Most of these kids are learning English as a second language, and to see these kinds of results off of a primarily music education program is phenomenal,\" Bergauer says.\u003c/p>\n\u003cp>But this is just one elementary school. The big question is whether this kind of program can be replicated on a wider scale.\u003c/p>\n\u003cp>That would mostly come down to money. The symphony spends some $80,000 a year on Sound Minds, and the school another $20,000, not including facilities.\u003c/p>\n\u003cp>The rest of the schools in the West Contra Costa Unified District — and many schools around the country — aren't so lucky. The district spends an average of just $5,000 a year per school on music education.\u003c/p>\n\u003cp>The symphony wants to spread the program to other area schools. But that remains mostly a dream.\u003c/p>\n\u003cp>\"One lesson we've learned is don't go too big, too fast,\" Bergauer says. \"We learned that we can make a bigger difference if we invest here at Donner Elementary first, grow this program, adding new students to it every year while continuing with the original class.\"\u003c/p>\n\u003cp>Christopher Woodside, with \u003ca href=\"http://www.nafme.org/\" target=\"_blank\">National Association for Music Education\u003c/a>, is grateful for any and all interest in building quality music programs in schools. But, he argues, there has to be a much bigger effort nationally to help close the opportunity gap between rich and poor districts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We have to make a fundamental commitment that I think starts on Capitol Hill,\" and extends to the state and local levels, he says. A national effort to make sure that every student is exposed to music \"in the same way we dedicate our policy chops to math or reading or science.\"\u003c/p>\n\u003cfigure id=\"attachment_43775\" class=\"wp-caption alignnone\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-43775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Collage.jpg\" alt=\"Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district.\" width=\"1700\" height=\"1161\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage.jpg 1700w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-400x273.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-800x546.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1440x983.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1180x806.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-960x656.jpg 960w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Symphony%27s+Big+Challenge%3A+Lift+A+Tough+School+Through+Music+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Embedding musicians in a low-income elementary school has brought gains in math and reading. But is this a boutique approach, or could it be scaled?","status":"publish","parent":0,"modified":1455782585,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":48,"wordCount":1417},"headData":{"title":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes | KQED","description":"Embedding musicians in a low-income elementary school has brought gains in math and reading. But is this a boutique approach, or could it be scaled?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43732 http://ww2.kqed.org/mindshift/?p=43732","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/18/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes/","disqusTitle":"How Music Education Can Lighten Kids' Lives And Improve Learning Outcomes","nprByline":"Eric Westervelt ","nprImageAgency":"Talia Herman for NPR","nprStoryId":"466221834","nprApiLink":"http://api.npr.org/query?id=466221834&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/13/466221834/a-symphonys-big-challenge-lift-a-tough-school-through-music?ft=nprml&f=466221834","nprRetrievedStory":"1","nprPubDate":"Sat, 13 Feb 2016 12:05:00 -0500","nprStoryDate":"Sat, 13 Feb 2016 12:05:10 -0500","nprLastModifiedDate":"Sat, 13 Feb 2016 12:05:10 -0500","path":"/mindshift/43732/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of 10- and 11-year-olds giggle as professional cellist Frederic Rosselet flexes his wrist as if he's made of rubber. \"\u003cem>Really\u003c/em> flexible in your wrist,\" he tells the students. \"It's your arm basically that does the work.\"\u003c/p>\n\u003cp>The cello students at Downer Elementary School in San Pablo, Calif., drag their bows across their cello's strings, following Rosselet's wrist-shaking lead.\u003c/p>\n\u003cp>Screeeech. It needs work.\u003c/p>\n\u003cp>\"Guys, wanna try that again? 'Forte' means?\"\u003c/p>\n\u003cp>\"Loud!\" the students reply.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"OK, let's look at bar 22. Three and four and ... \" The screeches at the start of class slowly start to sound like something resembling Beethoven's Sixth Symphony, or at least the section of it these students are working on.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It just gets me happy. And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.'\u003c/aside>\n\u003cp>\"That's already a little better,\" Rosselet says with a faint smile. \"Good.\"\u003c/p>\n\u003cp>Scores of orchestras across America do some kind of music-education outreach.\u003c/p>\n\u003cp>But few of them are embedded in the life of a school three days a week. That's what the \u003ca href=\"http://www.californiasymphony.org/sound-minds\" target=\"_blank\">Sound Minds\u003c/a> program is doing. It was created in partnership with the California Symphony, a professional orchestra based in Walnut Creek, Calif., that plays in the Bay Area.\u003c/p>\n\u003cp>The organization has musically adopted Downer Elementary, located in a predominantly lower-income city in the northeast part of the San Francisco Bay.\u003c/p>\n\u003cp>The symphony pays for professional musician-educators to teach a focused curriculum throughout the year, from music fundamentals to individual and group cello and violin.\u003c/p>\n\u003cp>So far it has paid off: Participants are testing higher in math and reading than students who aren't in the program. But Sound Minds, its creators say, also promotes music's intrinsic power to uplift, inspire and challenge.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-43734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2682-crop_slide-401243d29a4530c126c033fd61b158902fb239ea-e1455775172229.jpg\" alt=\"Carlos Garcia (right) chats with other students during the Sound Minds after-school program at Downer Elementary.\" width=\"1920\" height=\"1280\">\u003c/p>\n\u003cp>After all, schools in lower-income areas often \u003ca href=\"http://nces.ed.gov/pubs2012/2012014rev.pdf\">see fewer music and arts programs\u003c/a> than their wealthier counterparts.\u003c/p>\n\u003cp>\"Our families are working-class, and sometimes the invisible class,\" says Downer Elementary Principal Marco Gonzales. \"They're finding work where they can find work. They're cleaning houses. They're digging ditches.\"\u003c/p>\n\u003cp>The school serves mainly struggling Latino families, many of them immigrants from Mexico. More than 95 percent of its students receive free and reduced-price lunch.\u003c/p>\n\u003cp>\"Some of our families are undocumented, that's not something we look into,\" says Gonzales (who, I found out after reporting this story, is the brother of my NPR colleague and veteran correspondent, Richard Gonzales.)\u003c/p>\n\u003cp>\"And so a lot of our families are on the fringe of society — and in the shadows,\" the principal adds. \"They've left their comfort zone to make a better life for their kids.\"\u003c/p>\n\u003cp>Music is now a pillar of his strategy to help forge that better life — out of the shadows. The Sound Minds program is free for any student who wants in. It's modeled on \u003ca href=\"https://www.elsistemausa.org/\">El Sistema\u003c/a>, Venezuela's pioneering music program that reaches out to impoverished kids.\u003c/p>\n\u003cp>Classical music organizations across the U.S. are struggling to attract younger audiences, stay afloat and stay relevant. So is it a tough sell, reaching elementary students — a demographic that loves pop music and TV shows like The Voice and American Idol?\u003c/p>\n\u003cp>Ten-year-old Jocelyn Castaneda, who studies the cello, says it isn't for her. \"It just gets me happy,\" she says. \"And I'd rather be doing something that I love to do, instead of just watching TV which I can watch anytime.\"\u003c/p>\n\u003cfigure id=\"attachment_43735\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43735\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2818_slide-c8265d83742940122340590e4dbdd47608f3eb22-e1455775245279.jpg\" alt='\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary.' width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">\"The Sound Minds program is the most transformational program I have witnessed in my 21 years as an elementary school principal.\" — Principal Marco Gonzales in the library at Downer Elementary. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Gonzales agrees. \"We bring something to the kids' lives that they may not even dreamed about, but is a common reality in other communities where you do music or you do gymnastics or you do sports after school and your parents pay for it,\" he explains. \"Here, we're able to provide it for free and our parents have been enthusiastic. They're proud of their children.\"\u003c/p>\n\u003cp>Children such as 11-year-old Carlos Garcia. He wears glasses and a slightly mischievous smile. He's a small guy. His kid-sized cello seems almost as big as he is. He has stuck with the instrument for more than four years.\u003c/p>\n\u003cp>After class, I ask him what he likes about the cello.\u003c/p>\n\u003cp>\"It's like a shark's following you, you know.\"\u003c/p>\n\u003cp>Wait, it's like a shark is following you? Explain that.\u003c/p>\n\u003cp>\"In the movie, like, when a shark is following you and wants to eat you and they play, like, a song.\"\u003c/p>\n\u003cp>Ahh, the famous John Williams score from \u003cem>Jaws\u003c/em>. Big cello part. Got it.\u003c/p>\n\u003cp>\"You could go to Hollywood, play, and be rich, yeah,\" Carlos says confidently.\u003c/p>\n\u003cp>Hollywood cellist. I like it, I tell Carlos.\u003c/p>\n\u003cp>\"I kinda like it, yeah,\" he says.\u003c/p>\n\u003cp>Amy Haltom joined Sound Minds precisely to teach less-affluent kids who might not otherwise be exposed to the arts and music.\u003c/p>\n\u003cp>\"It's all well and good to perform Bach cantatas to appreciative audiences in the Bay Area,\" she says. \"But I reached this point in my career where I asked 'what is this all for?\"\u003c/p>\n\u003cfigure id=\"attachment_43733\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/n0a2696_slide-bb00546fc18980273ec47a08c95b9e20e5e58a2a-e1455775126105.jpg\" alt=\"Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students get fitted for violins at Downer Elementary School in San Pablo, Calif. The school offers a free music program called Sound Minds. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haltom moved from San Francisco to Richmond, right next to San Pablo, to be closer to the life of the school community. \"This is my purpose!\" she says. \"For me it's been tremendously life-changing personally and professionally.\"\u003c/p>\n\u003cp>Before students in the program can take up the cello or violin, they have to take an introduction to music fundamentals, which includes the basics of sight reading, beats and rhythm.\u003c/p>\n\u003cp>Advocates for music education often say that studying music boosts overall learning. A few studies \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/jrir.12010/abstract\">have shown a link\u003c/a> between music training and improved reading skills.\u003c/p>\n\u003cp>The California Symphony says its own crunching of Downer's standardized test data show that students who've been in Sound Minds for one year are achieving far above their peers.\u003c/p>\n\u003cp>\"In third grade, they are testing at math proficiency rates, meaning testing at grade level or higher, at quadruple the rate compared to their peers who are not enrolled in the program,\" says \u003ca href=\"https://www.sfcv.org/article/california-symphony-back-in-black-under-new-director\">Aubrey Bergauer\u003c/a>, the symphony's executive director.\u003c/p>\n\u003cp>And in reading scores, they're seeing similar results. \"Most of these kids are learning English as a second language, and to see these kinds of results off of a primarily music education program is phenomenal,\" Bergauer says.\u003c/p>\n\u003cp>But this is just one elementary school. The big question is whether this kind of program can be replicated on a wider scale.\u003c/p>\n\u003cp>That would mostly come down to money. The symphony spends some $80,000 a year on Sound Minds, and the school another $20,000, not including facilities.\u003c/p>\n\u003cp>The rest of the schools in the West Contra Costa Unified District — and many schools around the country — aren't so lucky. The district spends an average of just $5,000 a year per school on music education.\u003c/p>\n\u003cp>The symphony wants to spread the program to other area schools. But that remains mostly a dream.\u003c/p>\n\u003cp>\"One lesson we've learned is don't go too big, too fast,\" Bergauer says. \"We learned that we can make a bigger difference if we invest here at Donner Elementary first, grow this program, adding new students to it every year while continuing with the original class.\"\u003c/p>\n\u003cp>Christopher Woodside, with \u003ca href=\"http://www.nafme.org/\" target=\"_blank\">National Association for Music Education\u003c/a>, is grateful for any and all interest in building quality music programs in schools. But, he argues, there has to be a much bigger effort nationally to help close the opportunity gap between rich and poor districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have to make a fundamental commitment that I think starts on Capitol Hill,\" and extends to the state and local levels, he says. A national effort to make sure that every student is exposed to music \"in the same way we dedicate our policy chops to math or reading or science.\"\u003c/p>\n\u003cfigure id=\"attachment_43775\" class=\"wp-caption alignnone\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-43775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Collage.jpg\" alt=\"Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district.\" width=\"1700\" height=\"1161\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage.jpg 1700w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-400x273.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-800x546.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-768x524.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1440x983.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-1180x806.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Collage-960x656.jpg 960w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">Clockwise from top left: Two cardboard violins lay on the ground; 11-year-old Carlos Garcia poses for a portrait; Downer is in a predominantly low-income district. \u003ccite>(Talia Herman/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Symphony%27s+Big+Challenge%3A+Lift+A+Tough+School+Through+Music+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43732/how-music-education-can-lighten-kids-lives-and-improve-learning-outcomes","authors":["byline_mindshift_43732"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_20784","mindshift_1040","mindshift_364"],"featImg":"mindshift_43736","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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