Benefits of Music Education
Research has shown that learning music not only enhances musical abilities but also fosters proficiency in other subjects and cultivates skills that children can apply in various areas of their lives. By participating in a music program, children can be better prepared for success in society, school, the development of intelligence, and overall achievement in life.
Language Development
Multiple studies have demonstrated that musical training leads to physical development in the left hemisphere of the brain, commonly referred to as the "dominant" hemisphere, which is responsible for processing language. Furthermore, musical training can rewire the brain's circuits in specific ways. By associating new information with familiar songs, children can enhance their memory retention and imprint information more effectively.
Increased IQ
In 2004, a study conducted by E. Glenn Schellenberg at the University of Toronto in Mississauga and published in Psychological Science revealed a marginal increase in the IQ of six-year-old children who received weekly piano and voice lessons. Schellenberg's study involved twelve six-year-olds who received nine months of piano and voice lessons, a second group of six-year-olds who received drama lessons (to determine if exposure to arts in general, rather than music alone, had an effect), and a third group that received no lessons. The children's IQs were measured before entering first grade and again before entering second grade. The group that received music lessons over the school year exhibited an average increase of three IQ points compared to the other groups.
The Brain Works Harder
According to research, the brain of a musician, even at a young age, functions differently than that of a non-musician. Dr. Eric Rasmussen, Chair of the Early Childhood Music Department at the Peabody Preparatory of The Johns Hopkins University, states that "there's some good neuroscience research that children involved in music have larger growth of neural activity than people not in music training. When you're a musician and playing an instrument, you have to be using more of your brain." Additionally, a study led by Ellen Winner, a professor of psychology at Boston College, and Gottfried Schlaug, a professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School, revealed changes in the brain images of children who underwent 15 months of weekly music instruction and practice. The study showed that the students who received music instruction demonstrated improved sound discrimination and fine motor tasks, and brain imaging indicated changes in the networks associated with those abilities, according to the Dana Foundation, a private philanthropic organization that supports brain research.
Spatial Intelligence
Moreover, research has established a causal relationship between music and spatial intelligence, indicating that comprehending music can assist children in visualizing various components that should be integrated, similar to solving a math problem. These skills are relevant in solving multi-step problems required in areas such as architecture, engineering, mathematics, art, gaming, and especially when working with computers.
Improved Test Scores
In 2007, Christopher Johnson, a professor of music education and music therapy at the University of Kansas, published a study that disclosed that elementary school students with access to exceptional music education programs scored approximately 22 percent higher in English and 20 percent higher in math on standardized tests than students in schools with inadequate music programs, regardless of socioeconomic differences between schools or school districts.
How Clefology Can Help
In the past year, several school boards have proposed cutting music programs due to budget constraints. As more school districts contemplate cutting music programs, the necessity for someone to provide this crucial curriculum becomes increasingly apparent.
Clefology offers an outstanding music enrichment program that includes Vocal, Drumline, Band, Varied Instruments, and even Digital Music Production. Industry professionals teach our programs and offer students the opportunity to excel in the musical arts. Students learn about the history of the music they are playing, its cultural and historical significance, and work in conjunction with their instrument of choice. Our instructors are passionate, knowledgeable, patient, inspiring, and thorough. At Clefology, we believe that collaborating with schools and expanding the scope of every student's potential can only be a beneficial addition to the existing curriculum.
Educational Director Simon Russell
As a musician, Simon has had the great honor of performing with The James Brown Band, El Debarge, Ziggy Modeliste, Elvin Bishop, Pete Escovedo, Vet Stone, Rose Stone, The Angels, Anika Noni Rose, Tom Politzer, Micheal Blankenship, Kevin Levar, Professor Sylvester Henderson, Sylvester Burkes, Kim Waters, John Nemeth, Mads Tolling, Tony Lindsay, Tommy Castro, David Grissom, Lady Bianca, Mitch Woods, EC Scott, Zakiya Hooker, Curtis Lawson, Beverly Stoval and many that are truly remarkable musical phenoms yet to be discovered on a grand scale commercially. In 2007 Simon Russell performed with the Soul Generals in Toronto, Ontario, Canada opening for Morris Day and The Time.
In 2012, Simon joined Kim Waters to perform for and honor Quincy Jones on Black History Month. In 2013, Simon joined Paula Harris and the Beast of Blues who were awarded a Blues nomination and multiple Blues awards for their release "Turning On The Naughty". Simon is also a prolific composer and songwriter with hundreds of compositions throughout his career, covering many different styles and genres.
In 2018, Simon started a music school for youth and adults called Notes Music Academy as well as a non-profit, Notes for Change, both helping the community to develop and flourish their artistic expression through music education and mentorship.
Ain’t No Sunshine : https://www.youtube.com/watch?v=uu_Adsa05RY
Pricing
Clefology offers a special price for schools of $18 per student per class (10 student minimum) for our After School Programs. Courses include a variety of instruments, Vocal and Music Production Technology.
Contact us and we can schedule a meeting to discuss how Clefology can assist you in setting up an After School Program.
Clefology LLC EIN: 86-2141671
Minority Small Business and Disabled Veteran Owned
sample
Drum Curriculum for 16-Week (half School Year)
Sample
Week 1
Class 1
Introduction to the drumline and the different types of drums (snare, bass, tenor)
Explanation of how to hold the sticks properly and basic stick control
Practice on the practice pad
Class 2
Introduction to the history of drumming in African cultures
Discussion on how the drumline emerged from marching bands in the early 20th century
Basic warm-up exercises for drumming
Week 2
Class 3
Review of proper stick holding and stick control
Introduction to the snare drum rudiments
Practice of the single stroke roll
Class 4
Introduction to the history of the drumline in HBCUs (Historically Black Colleges and Universities)
Explanation of how the drumline became a major part of marching band culture in HBCUs
Introduction to basic counting and timing in drumming
Week 3
Class 5
Review of the single stroke roll and introduction to the double stroke roll
Practice of the double stroke roll
Introduction to the flam rudiment
Class 6
Introduction to Latin American drumming and percussion instruments
Explanation of how Latin American rhythms and instruments have influenced drumming in North America
Introduction to the bass drum
Week 4
Class 7
Review of the double stroke roll and flam rudiment
Introduction to the paradiddle rudiment
Practice of the paradiddle
Class 8
Introduction to the history of drumming in Native American cultures
Explanation of how Native American rhythms and instruments have influenced drumming in North America
Introduction to the tenor drum
Week 5
Class 9
Review of the paradiddle and introduction to the double paradiddle rudiment
Practice of the double paradiddle
Introduction to the flam tap rudiment
Class 10
Introduction to the history of military drumming
Explanation of how military drumming influenced the development of modern drumming techniques
Introduction to the concept of cadences
Week 6
Class 11
Review of the double paradiddle and flam tap rudiment
Introduction to the triplet rudiment
Practice of the triplet
Class 12
Introduction to the history of drumming in jazz music
Explanation of how jazz drumming techniques have influenced modern drumming
Introduction to basic drumline cadences
Week 7
Class 13
Review of the triplet rudiment and introduction to the drag rudiment
Practice of the drag
Introduction to the buzz roll
Class 14
Introduction to the history of drumming in rock music
Explanation of how rock drumming techniques have influenced modern drumming
Introduction to intermediate drumline cadences
Week 8
Class 15
Review of the drag rudiment and buzz roll
Introduction to the flam accent rudiment
Practice of the flam accent
Class 16
Introduction to the history of drumming in hip-hop music
Explanation of how hip-hop drumming techniques have influenced modern drumming
Introduction to advanced drumline cadences
Week 9
Class 17
Review of the flam accent rudiment and introduction to the inverted flam tap rudiment
Practice of the inverted flam tap
Introduction to the history of drumming in Caribbean cultures
Class 18
Explanation of how Caribbean rhythms and instruments have influenced drumming in North America
Introduction to the clave rhythm
Week 10
Class 19
Review of the double paradiddle and introduction to the flam paradiddle rudiment
Practice of the flam paradiddle
Introduction to the history of drumming in Africa
Class 20
Explanation of how African rhythms and instruments have influenced drumming in North America
Introduction to the djembe and other African percussion instruments
Week 11
Class 21
Review of the flam paradiddle and introduction to the six-stroke roll rudiment
Practice of the six-stroke roll
Introduction to the history of drumming in India
Class 22
Explanation of how Indian rhythms and instruments have influenced drumming in North America
Introduction to the tabla and other Indian percussion instruments
Week 12
Class 23
Review of the six-stroke roll and introduction to the ratamacue rudiment
Practice of the ratamacue
Introduction to the history of drumming in Brazil
Class 24
Explanation of how Brazilian rhythms and instruments have influenced drumming in North America
Introduction to the surdo and other Brazilian percussion instruments
Week 13
Class 25
Review of the ratamacue and introduction to the single drag tap rudiment
Practice of the single drag tap
Introduction to the history of drumming in the Middle East
Class 26
Explanation of how Middle Eastern rhythms and instruments have influenced drumming in North America
Introduction to the doumbek and other Middle Eastern percussion instruments
Week 14
Class 27
Review of the single drag tap and introduction to the seven-stroke roll rudiment
Practice of the seven-stroke roll
Introduction to the history of drumming in Ireland
Class 28
Explanation of how Irish rhythms and instruments have influenced drumming in North America
Introduction to the bodhrán and other Irish percussion instruments
Week 15
Class 29
Review of the seven-stroke roll and introduction to the flam drag rudiment
Practice of the flam drag
Introduction to the history of drumming in Japan
Class 30
Explanation of how Japanese rhythms and instruments have influenced drumming in North America
Introduction to the taiko and other Japanese percussion instruments
Week 16
Class 31
Review of all the rudiments learned in the curriculum
Final practice of the drumline cadences
Discussion on how to perform as a team and support each other in the drumline
Class 32
Final performance by the drumline for the school and community
Recap of the cultural history and techniques learned in the curriculum.
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Version 4/2023