I'm getting really ticked off again:

The California Arts Project Dec 15, 2000
THE ARTS IN THE NEWS!

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Combining math and music -- a new science
By Keith Sharon
EDUCATION: A study of second-graders is examining effects of music training and spatial reasoning on math ability.

Lauren Grant devised something she calls the "Brain Game" to explain the mathematical concept of symmetry. She drew geometric shapes on a piece of notebook paper and then folded the paper several times, showing how the folds divide the shapes into symmetrical and a- symmetrical patterns.

There is a funny thing about Lauren Grant, however.

She is 7.

"This is completely age-inappropriate," said Marie Grant, Lauren's mother. "And I love it."

The second-graders at two Orange County schools - Oak Grove Elementary in Aliso Viejo and Madison Elementary in Santa Ana -- are part of a 12-school national study measuring the effects of musical training and spatial reasoning on the brains of young students. Specifically, a noted UCI professor is testing his theory that musical math instruction can make students' scores rise on the Stanford 9 test.

The study was designed by Gordon Shaw, the University of California, Irvine, professor known for his research on the "Mozart Effect," which drew national attention - and some harsh critics - in 1993. Seven years ago, Shaw found that the math scores of 36 UCI students went up after they listened to Mozart's Sonata for Two Pianos in D Major. The current study of second-graders, however, has little to do with the Mozart Effect.

Shaw believes that by combining the study of fractions, ratios, symmetry and patterns in music and geometric shapes, students will "create neural hardware," or train their brains to understand complicated math concepts. He predicts that math-test scores will more than double and that second-graders will be computing math equations at a fourth-grade level by the end of this school year.

The study consists of a 40-minute session every school day. In two sessions, students work in a music lab learning the piano keyboard. In two others, they work on a computer program designed to strengthen their spatial reasoning - watching a square divide into cubes and counting the outcome as a way of learning fractions, for instance. In the final session each week, they work on integrating the music and math.

They also listen to the Mozart sonata 10 minutes per week.

Shaw chose schools across the economic and ethnic spectrum to test his theory. At Oak Grove Elementary, 71 percent of the students are white, and 1 percent qualify for free lunches. At Madison Elementary, 95 percent of the students are Latino, and 89 percent qualify for free lunches.

Shaw believes both schools will show marked math improvement. Math, he said, shouldn't be taught through language, but rather through sounds and shapes. Students, he said, should "see" concepts rather than remember verbal cues about mathematics.

"The revolution in math education is going to be fueled by music training," Shaw said.

Even if it works, don't look for school districts to change their teaching methods quickly.

"I believe he (Shaw) is right," said Dave Chamberlain, the Capistrano Unified School District curriculum-support specialist. "But until there is definitive research, this is just another experiment. People are wary of these new theories."

Myron Dembo, an educational psychologist at the University of Southern California, said it will be difficult for Shaw to make assumptions based on this study, even if the students score higher in math.

"Is it the music? Or the computer? Or are the kids just giving more attention to math?" Dembo said. "If he concludes it's the music, he may not have cause to conclude that. If he's trying to say that any kid who studies music will do well in math, that's not true."

Shaw's theory is particularly revolutionary considering that many school districts across the state severely cut music programs after the recession of the early 1990s.

"If this is the key to unlocking higher levels of learning, that's what we're here for," said Kevin Rafferty, Oak Grove's principal, who is using Shaw's study as the basis for his doctoral dissertation at the University of Southern California.

Rafferty divided his 10 second-grade classes (200 students) in half, creating a study group and a control group. At the end of the year, he will compare the math scores of both groups.

At Madison, Principal Marty Baker believes so earnestly in Shaw's theory that she is putting all her 240 second-graders through the music training.

"I'm not interested in studying my students," Baker said. "I'm interested in increasing their abilities. So far, they are getting it beautifully."

Baker said she was stunned recently during a meeting with a special-education student, a parent and a district official. The district official asked the student, who is participating in Shaw's music study, what he learned in school that day. The dotted half note, the student replied. Then the student explained that the dotted half note has the mathematical value of 3.

"She (the district official) was blown away," Baker said.

The anecdotal evidence of improvement is compelling.

Kathleen Bargemann, whose son, Keith, participates in the Oak Grove study, said in the past he was so anxious about his math homework he was driven to tears. Now, he asks to do his math homework.

One night, Bargemann said, her family heard music playing from another room and found that Keith, who had never played an instrument, had composed his own song on the piano. He wasn't merely banging keys; he had actually made up a musical sequence that had a good beat.

"We're all amazed," Bargemann said.

"It'll be interesting to see what he does on the Stanford 9 test in the spring."

www.ocregister.com

I had music classes in my first through eight grade experience. It stinks to see them leave.

BUTTTT as we all know Math, Reading and Writing classes are supposed to be more important.

We shouldn't have to choose. I'm 48 and had music the whole time
I was in school. With a different president, we wouldn't have to choose.

Welcome to the mad new world of NCLB and the emphasis on standardized tests and remediation. We will create a generation of dullards, test-taking, anxiety-riden kids. All children deserve education in the arts, music, and phys ed. All through school, K-12 and beyond.

Hundreds of teachers rallied in Ventura County yesterday. Click below for story and pictures. The fight is just beginning!!!!!!!!!!!!


http://www.venturacountystar.com/vcs/count...3613207,00.html

You got that right. Let's don't let them enjoy one minute. And for that matter,
let's don't let the teachers love their work anymore.

Any chance of a cut/paste so I don't have to register?

believe me, it's tough enough to keep teachers with the demands placed on us, nclb just makes it worse. figures that something that was a 1200 page bill written by bureaucrats who know zip about schools, and no Congressman read, promoted by a guy who reularly mangles his native tongue, is also adding to the loss of teachers.

It's so sad. I'm not a teacher but I can see what's happening to my
8 year old's teacher. She goes to what used to be one of the best schools
in the area and now, they have to ask the PTA for money to buy school
supplies.

Buster, I couldn't pull up the article in the Ventura County Star either. Sorry! I will cut and paste articles now.

For residents of California and all interested Americans.......please read the following!



http://www.cta.org/CaliforniaEducator/v9i6/Stand_3.htm

Don't sign the governor's petitions
 
Governor Schwarzenegger and his political committees have begun gathering signatures to qualify the first four of their so-called reform initiatives for the ballot. More are expected. CTA is asking members not to sign any of these petitions.
 
Public School Teachers. Waiting Period for Permanent Status. This measure would increase the probationary period for teachers from two years to five years and require teachers to get five consecutive satisfactory evaluations before earning permanent status. Transferring to a new district would start the clock ticking all over again. Any permanent teacher who receives two consecutive unsatisfactory evaluations could be fired and would not be allowed to challenge the evaluations. CTA's position: Intended to distract teachers from attacks on Proposition 98, it does nothing to help students learn or to fix the fact that schools are underfunded.
 
Prohibition on Defined Benefit Public Pensions. This measure would eliminate a secure pension for teachers and public employees and replace the current defined benefit plan with a risky, 401(k)-style retirement plan. CTA's position: It will make it harder to attract and retain quality teachers for California classrooms, and will put educators' retirement at risk.
 
Redistricting. Initiative Constitutional Amendment. This measure would set up a panel of retired judges to redraw voting districts before the decade is out. Currently, redistricting is done every 10 years, after the census. CTA's position: It's undemocratic. It would take away the right of elected officials to reapportion legislative and congressional districts, and would thwart the will of the majority.
 
Public Employee Union Dues. Required Employee Consent for Political Contributions. This measure would silence the voices of teachers, firefighters, police officers and other public employees in the political process by entangling unions in useless paperwork. It would require unions to get prior consent each year on a specified written form before using dues for political contributions. CTA's position: Teachers and other public employees would no longer be allowed to raise their voices in defense of public education.