Zahvaljujem na razjašnjenjima, no dozvolite da se s nekim ne moram složiti.
Za poèetak, pokušati æemo se pozabaviti pojmom "Lajtmotiv".
Pozvali ste me da dokažem koja su istraživanja pokazala da se bolje uèi uz glazbu ( muziku ). U potporu tome, ne komentirajuæi ništa, iskazujem slijedeæe èlanke: navodim linkove na iste.
Moram priznati da mi je izuzetno žao što sam zagubio Godišnje izvješæe Ministarstva obrazovanja Kalifornije ( USA ) iz 2004. u kojem doslovno stoji: uèenici koji istovremeno pohaðaju nastavu glazbe postižu u matematici 35% bolje rezuiltate na državnim ispitima ( bilo osnovno bilo srednje obrazovanje ). O ovome mi ipak ( dozvolite ) vjerujete na rijeæ, jer rasprva se tièe suštinskih pitanja, a nisam navikao lagati.
Nadalje u potporu gore navedenog linkovi:
www.odlikasi.hr/Default.aspx?tabid=109&newsType=ArticleView&articleId=87( hrvatski site u kojem jasno ukazuje na povezanost uèenja uz glazbu i kvalitetu toga )
www.forum.hr/archive/index.php/t-16724.html( hrvatski site - forum na kojem sudionici raspravljaju o osobnom iskustvu uèenja uz glazbu )
www.apa.org/releases/music_memory.html( o glazbi koja pomaže govornom izražavanju )
Nadalje prenosim slijedeæe :
Music and the Mind
This article first appeared in New Horizons' On the Beam, 1993.
by Dee thingyinson
Music
We are all by nature musical, rhythmical people. We listen to our mother's heartbeat for nine months before we are born and come into the world with our own rhythms of breathing and pulse. We are surrounded by music every day, enjoy it for relaxation, and may dance to it, yet many of us have not experienced music in our school lives beyond learning the alphabet through singing it. And many others have only experienced music in school during a weekly forty-five minute class period.
Recent research reported at the 1994 Annual Convention of the American Psychological Association suggests that music lessons, and even simply listening to music, can enhance spatial reasoning performance. The studies of Rauscher and Shaw confirm an unmistakable causal link between music and spatial intelligence. They note that "well-developed spatial intelligence is the ability to perceive the visual world accurately, to form mental images of physical objects, and to recognize variations of objects. The researchers theorize that spatial reasoning abilities are crucial for such higher brain functions as music, complex mathematics, and chess. As many of the problems in which scientists and engineers engage in cannot be described in verbal form, progress in science may, in fact, be closely linked to the development of certain spatial skills."
It is interesting to note in this context that the majority of the best engineers and technical designers in Silicon Valley are practicing musicians. Numbers of theorists suggest that the fact that the universities of India graduate so many brilliant mathematicians and physicists has something to do with the early (even prenatal) listening to ragas--music with complex rhythmical and tonal patterns. Eric Oddleifson reports that a renowned Japanese master mathematics teacher, whose nearly two million students have demonstrated incredible math ability beyond their years, was asked the following question. "What would you say is the most effective way of heightening children's mental ability at the earliest possible stages?" He answered, "The finest start for infants is to sing songs. This helps to elevate their powers of understanding, and they register astounding speed in learning math and languages."
Gornje potpuno bez komentara, èlanak govori dovoljno sam za sebe .
Iz istog izvora i slijedeæe :
FOR THE PROFESSIONAL MUSIC EDUCATOR
THE "MOZART EFFECT" -
RESEARCH ON MUSIC AND THE DEVELOPING BRAIN, AND MORE ...,
INTRODUCTION
Neuroscientists have intensified their research into music and its role in the developing brain. This is partly due to evolving diagnostic techniques and technology, and due, also, to the growing awareness of the probative opportunities presented by such studies. The Suzuki Music Academy produces this gateway to fascinating information and ideas arising from current research.
The Mozart Effect
Online Resources on Music/Brain Research
The buzzword, "Mozart Effect", has been bandied about by popular print and broadcast media. It is featured in parenting, education, and music oriented publications, and in the mainstream general press. While it has renewed interest in classical music education and focused much deserved attention on the general field of childhood development, the phrase (and the popular notion of its meaning) has been used to sell music lessons, music products of all kinds, including "Mozart Makes You Smarter" product lines, and frankly, some music education snake-oil.
What's behind this popular "concept"? Where did it originate? What does it really mean? Does listening to Mozart really make you smarter? If so, how? In what way? Is this claim real or just a hype? What to make of it all?
Here is a collection of links to promotional pieces and authoritative online resources that can provide some answers. While there is editorializing and there are commentaries found on this page and in the linked material dealing with the research surrounding the "Mozart Effect", ultimately, the reader is responsible for applying critical thinking to sort it all out.
The term "Mozart Effect" arose from the work of University of California at Irvine's formidable team, Dr. Francis Raucher, Dr. Gordon L. Shaw, and their colleagues. Their neuroscience/music studies and their findings have caused quite an impact on related fields and some controversy. After exploring the materials, linked here, whatever conclusions you come to, you will have to admit that this is very intriguing stuff.
Iz istoga izvora i slijedeæe:
Why are the Arts Important?
1. They are languages that all people speak --that cut across racial, cultural, social, educational, and economic barriers and enhance cultural appreciation and awareness.
2. They are symbol systems as important as letters and numbers.
3. They integrate mind, body, and spirit.
4. They provide opportunities for self-expression, bringing the inner world into the outer world of concrete reality.
5. They offer the avenue to "flow states" and peak experiences.
6. They create a seamless connection between motivation, instruction, assessment, and practical application-- leading to "deep understanding."
7. They make it possible to experience processes from beginning to end.
8. They develop both independence and collaboration.
9. They provide immediate feedback and opportunities for reflection.
10. They make it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths.
11. They merge the learning of process and content.
12. They improve academic achievement-- enhancing test scores, attitudes, social skills, critical and creative thinking.
13. They exercise and develop higher order thinking skills including analysis, synthesis, evaluation, and "problem-finding."
14. They are essential components of any alternative assessment program.
15. They provide the means for every student to learn.
The work of Dr. Paul MacLean at the National Institute of Mental Health gives us further insights into the value of music education. His triune brain theory suggests that the human brain is really three brains in one. The smallest part, about 5% of the brain, the reticular formation, is the gateway for most sensory input and is devoted to maintaining the operation of automatic body process, such as respiration and heartbeat. It is also the seat of habitual or automatic behavior. The second part, the limbic system, is another 10% of the brain and is the seat of the emotions, certain kinds of memory, and glandular control. The largest part, the cerebral cortex, which is about 85% of the brain, is devoted to higher order thinking processes.
Nadalje link:
childparenting.about.com/cs/k6education/a/mozarteffect.htm( govori o razvijanju "pameti-mozga" kod djeteta uz glazbu )
pa onda i link s iste stranice ( treba otvoriti gornju stranicu i pratiti linkove u donjem tekstu , posebnu pozornost upuæujem na drugi link u tekstu fascinating article about the importance of music education.
Dee thingyinson at New Horizons for Learning has written a fascinating article about the importance of music education. New Horizons contains a wealth of additional reading on brain research and educational innovation.
Itd, itd, itd...
No da zakljuèim ipak s Mozart effect :
www.zerotothree.org/tips/music.htmlO gornjem je napisano nebrojeno mnogo rasprava i sve se slažu u jednom : Glazba pomaže prilikom uèenja.
Pa zar u tom sluèaju ne pomaže u radu i u likovnoj kulturi ? U predmetu koji je izravno vezan ne samo nazivom : kultura s glazbenom kulturom, veæ i suštinski. Podsjeæam samo na izražaj Kandinskog u njegovom pogledu na boje i zvukove : žuta-truba, plava-flauta, plava-duboka-orgulje itd. itd.
Što bi onda bilo toliko kontraproduktivno ako uèenicima za vrijeme sata likovne kulture pustimo laganu glazbu, zar bi im ona odvraæala pažnju i omela kljuène rijeæi: usvajanje gradiva. Mislim da ne, nasuprot iz svega izlazi da je glazba nerazdvojna s likovnom kulturom ( procesom uèenja ) i kao takova izuzetno pozitivno sudjeluje u razvijanju likovna izraza djeteta.
Radi èega bolujemo stereotipima i strahovima, a pozivamo se na modernu školu i Hrvatsku znanja ?
O ostalome drugi put.
S osobitim štovanjem, Alibaba
