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.

simon@clefology.com

www.clefology.com

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.

Property of Clefology LLC 

Version 4/2023