ÿWPC  ?{íÚ=IW6­þW6­þÝ/effª¢õ "myñ…CöýR´[±¶0¦ŠôZ1¿KÔ w Š¢ïŸ²D¿EŸUò˜Ie—èR¤¡Z†b9?MÓ= wH®èf^„0jð¯›N:¶U¢Ù0"}‘±-K•jËmœój¦ðªeR4õç_+Ç&á{ÁåÈ1Q] ˜ºiï0LO‹ý *Av… $ÔÑôµ âiXðÑH!a6™ÏwÛ¹P#&!|èËÿ:¨þv2l.^Wµæ8jè©ûç_eZ.ilêÓú Њ^Š\ZÐMV gv+†"X…»$" adÖ—ZG³¿ãž[áµTñ&C¦™ºAA‚ôüX 0/µ»®BÔ»+¹H}•udˆ%yu=Áh@‹5.’A-è••ã U@ˆÿ0`8¥¹Ö|J0•Ãl°.ºJ‰¦Klö57@¬×gµÇ)úFj)g: ®"×þ2‡vÇÍ4ã›w<çuJÜ(䑼òΩ·L²ªHÚlµK™ÓYlq„u :æ3a¶ø^ÝÞýºeîà¿å3#!ÊUNë %9 0(?Hgw@¯4ï m+"3 0DU 0[™XôÂL Œ Áš Å[ 0l 0DŒ LÐ î º DÄx߀K_“ª 0@=ý}³zD-- 0Dqqqqqqq Bµµµµµµµµ 0NÒ˜laser printer„˜<@@<„˜0xÖÃ9 Z‹6Times New Roman RegularX($¡¡c:\Corel\Office7\Template\WP7US.WPT >U?U@UAUBUCUDUEUFDGE›/'document¤Õ€3|xG ÿU‹ÿÀÀÀ  Ý ƒ¨à%ÝÚ  Ú2Ú  Ú.Ý  Ý€€The€Report€of€the€National€Commission€on€Music€Education,€òòGrowing€Up€Complete:€TheÐ Y© ÐImperative€for€Music€Educationóó€(Reston,€Virginia:€Music€Educators€National€Conference,Ð 9‰ Ð1991),€p.€4.($Ó$‘‘òòÚ  Ú0Ú  Úóó(3¨à$¥¥Ý ƒ!ÝÝ  ÝÚ  Ú0Ú  Ú. NÝ ƒ¨àÿÝÚ  Ú1Ú  Ú.Ý  Ý€€Aristotle,€òòPolitics.óó ¸Ý ƒ¨à%ÝÚ  Ú3Ú  Ú.Ý  Ý€€€Don€G.€Campbell,€òòIntroduction€to€the€Musical€Brainóó,€2òòndóó€ed.€(Missouri:€MMB€Music€Inc.,Ð Á  Ð1992),€p.€7. ‚Ý ƒ¨à%ÝÚ  Ú5Ú  Ú.Ý  Ý€€Don€G.€Campbell,€òòThe€Mozart€Effectóó,€(New€York:€Avon€Books,€1997),€p.€16. ·Ý ƒ¨à%ÝÚ  Ú7Ú  Ú.Ý  Ý€€ð ðMusic€Beats€Computers€at€Enhancing€Early€Childhood€Development,ðð€òòTeaching€Musicóó,Ð !q  ÐJune€1997,€p.€42. »Ý ƒ¨à%ÝÚ  Ú4Ú  Ú.Ý  Ý€€Donald€A.€Hodges,€ed.,€òòHandbook€of€Music€Psychologyóó,€2òòndóó€ed.€(San€Antonio,€TX:€IMRÐ I ™ ÐPress,€1996),€p.€59.((3üÝ$¤¤Ý ƒ!ÝÝ  Ýà  àòòÚ  Ú0Ú  Úóó(#Ã$òòÚ  Ú0Ú  Úóó BÝ ƒ¨à%ÝÚ  Ú6Ú  Ú.Ý  Ý€€Ibid.,€p.€177. äÝ ƒ¨à%ÝÚ  Ú8Ú  Ú.Ý  Ý€€Carl€A.€Prickett€and€Randall€S.€Moore,€ð ðThe€Use€of€Music€to€Aid€Memory€of€AlzheimerððsÏPatients,ðð€òòJournal€of€Music€Therapyóó,€vol.€XXVIII,€no.€2€(Summer€1991):€101. °Ý ƒ¨à%ÝÚ  Ú9Ú  Ú.Ý  Ý€€€Marjorie€R.€Lehr,€ð ðMusic€Education,ðð€òòTeaching€Musicóó,€vol.€6€issue€3€(December€1998),Ð 1 Ðp.€40. :Ý ƒ¨à%ÝÚ  Ú10Ú  Ú.Ý  Ý€€Ibid. nÝ ƒ¨à%ÝÚ  Ú11Ú  Ú.Ý  Ý€€Campbell,€òòIntroduction€to€the€Musical€Brainóó,€p.€15. ÕÝ ƒ¨à%ÝÚ  Ú13Ú  Ú.Ý  Ý€òòMuSica€Research€Notesóó,€vol.€3,€issue€1€(Spring€1996)€ð ðMusic,€Development,€Aging€andÐ ± Ðthe€Brain:€Itððs€Never€Too€Late€for€Music.ðð AÝ ƒ¨à%ÝÚ  Ú12Ú  Ú.Ý  Ý€€Lehr,€p.€41. ‰Ý ƒ¨à%ÝÚ  Ú14Ú  Ú.Ý  Ý€€Anthony€Storr,€òòMusic€and€The€Mindóó,€(New€York:€The€Free€Press,€1992),€p.€177„8.2c0Quick "ð"ðà0 à óÝ ƒ¨à%ÝÚ  Ú17Ú  Ú.Ý  Ý€€Claudia€E.€Cornett,€òòThe€Arts€as€Meaning€Makers:€Integrating€Literature€and€the€ArtsÐ Ñ(!$ ÐThroughout€the€Curriculumóó,€(New€Jersey:€Prentice„Hall,€Inc.,€1999),€pp.€330„333. ©Ý ƒ¨à%ÝÚ  Ú15Ú  Ú.Ý  Ý€€Interviews€with€Dr.€Emily€Seelbinder€and€Connie€Rhyne„Bray,€Queens€College,ÏCharlotte,€North€Carolina,€29€July€1999. :Ý ƒ¨à%ÝÚ  Ú16Ú  Ú.Ý  Ý€€National€Standards€for€Arts€Education,€òòDance,€Music,€Theatre,€Visual€Arts:€What€EveryÐ i%¹  ÐYoung€American€Should€Know€and€Be€Able€to€Do€in€the€Artsóó,€(Reston,€Virginia:€MusicÐ I&™! ÐEducators€National€Conference,€1994),€pp.€6„7.(3¯$§§Ý ƒ!ÝÝ  Ý d>‡¦$"Small Circleð"ðà0  àÝ ƒ!ÝÝ  ÝÑÖÈÑÓ  ÓBeyond€Music€Appreciation:€ÌThe€Role€of€Music€in€the€Undergraduate€Liberal€Arts€ExperienceÌÌPresented€at€ð ðChallenge€and€Response:ÌRethinking€Key€Issues€in€College€LearningððÌSeptember€23„25,€1999ÌElon€College,€North€CarolinaÌÌby€Ginger€G.€WyrickÌÌÓ  ÓÌò òMusic€and€Liberal€ArtsÐ P   Ðó óÌà  àHow€have€we€come€to€a€day€in€our€so„called€ð ðcivilizedðð€world€where€a€place€deemedÏto€procure€the€liberal€arts€would€question€the€validity€of€its€music€department?€€OftenÏadministrators€pillage€music€classes€looking€only€for€financial€resolve.€€Are€we,€as€institutesÏof€higher€learning,€willing€to€mortgage€the€soulððs€of€our€children€only€to€toss€coins€into€ourÏcoffers?Ìà  àMusic€has€long€been€recognized€as€a€core€discipline€for€liberating€humanity€from€theÏslavery€of€ignorance.€€The€Greeks€took€great€care€to€include€music€as€a€key€element€in€liberalÏlearning.€€The€trivium€(grammar,€logic,€and€rhetoric)€and€quadrivium€(mathematics,€music,Ïastronomy,€and€geometry)€were€necessary€to€protect€Athens€from€the€piranha€states€of€theÏsurrounding€Mediterranean.€€Without€the€skills€of€freedom,€better€known€as€ð ðliberal€arts,ðð€theÏpeople€of€Athens€as€well€as€their€society€were€sure€to€be€consumed.€€Ìà  à€€A€ð ðliberal€educationðð€by€definition€is€what€a€free€person€should€know.€€It€separatesÏthe€free€from€the€enslaved.€€In€the€modern€world,€education€maintains€this€quality€of€freedomÏfor€all€who€choose€to€embrace€it.€€€Aristotle,€in€his€òòPoliticsóó,€speaks€of€music€claiming:€Ð pÀ Ðð ðMusic€has€the€power€of€producing€a€certain€effect€on€the€moral€character€of€the€soul,€and€ifÏit€has€the€power€to€do€this,€it€is€clear€that€the€young€must€be€directed€to€music€and€must€beÏeducated€in€it.ððØØ× ƒ ×Ý ƒ $ÓÝòòÚ  Ú1Ú  ÚóóÝ  Ý×  ×€€€If€€public€schools€and€colleges€continue€removing€music€and€the€arts€fromÐ a Ðtheir€curriculum,€the€souls€of€our€children€will€be€starved€and€our€nation€will€quickly€findÏitself€under€the€assimilated€leadership€of€droids.€€Ìà  àEvery€culture€on€earth€finds€music€at€its€roots.€€Since€the€pulse€of€the€first€rhythmicÏbeat€or€the€hum€of€a€mournful€chant,€humans€have€grasped€the€ineffable€power€of€music€toÏdefine€life.€€Music€communicates.€€This€distinctive€claim€rises€from€religion€and€mythÏcombining€songs,€images,€stories,€and€dance€into€societyððs€cultural€photo€album.€€For€theÏgreater€portion€of€history,€the€human€story€has€been€cultivated,€recorded,€and€transmitted€fromÏgeneration€to€generation€through€song€and€storytelling.€€€To€this,€Emerson€adds€ð ð[Music]Ïwhispers€to€us€dim€secrets€that€startle€our€wonder€as€to€who€we€are,€and€to€what,€whence,€andÏwhereto.ðð× ƒ ×Ý ƒ $ÓÝòòÚ  Ú2Ú  ÚóóÝ  Ý×  ×€€€Music,€therefore,€is€synonymous€with€being€human.€Ð Ñ&!"' Ðà  àCarl€Orff,€distinguished€music€educator€and€composer,€reflects,€Ìà8  àElementary€music,€word€and€movement,€play,€everything€that€awakens€andÏdevelops€the€powers€of€the€spirit,€this€is€the€ððhumusðð€of€the€spirit,€the€humusÏwithout€which€we€face€the€danger€of€a€spiritual€erosion.€€When€does€erosionÏoccur€in€nature?€€When€the€land€is€wrongly€exploited;€for€instance€when€theÏnatural€water€supply€is€disturbed€through€too€much€cultivation,€or€when,€forÏutilitarian€reasons,€forests€and€hedges€fall€as€victims€of€drawing„boardÏmentality;€in€short,€when€the€balance€of€nature€is€lost€by€interference.€€In€theÐ Ñ-!)/ Ðsame€way€I€would€like€to€repeat:€Man€exposes€himself€to€spiritual€erosion€if€heÏestranges€himself€from€his€elementary€essentials€and€thus€loses€his€balance.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú3Ú  ÚóóÝ  Ý×  ×€ÐàÐ Ð  Ðà  àThe€musical€core€of€humanity€begins€with€rhythm.€€An€axiom€of€quantum€physics€isÏthatÌeverything€exists€in€a€state€of€vibration.€€This€rhythmic€environment€cradles€life€itself:€€theÏminutes€and€hours€of€time;€the€rising€and€setting€of€the€sun€defining€day€and€night;€the€daysÏand€weeks€of€a€celestial€year;€the€ebb€and€flow€of€the€tide,€the€seasons;€a€heart€beat;Ïbreathing;€birth€and€death.€€€€The€rhythmic€pith€of€daily€life€is€reflected€in€music€as€timeÏbecomes€structured€in€sound€and€silence.€€€To€classify€humanity€as€musicians€and€non„¼musicians€is€in€error,€for€all€humans€are€musical€by€nature.€€Some€may€have€experienced€theÏloss€of€specific€musical€skills;€however,€all€are€capable€of€responding€to€the€music€of€theirÏculture.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú4Ú  ÚóóÝ  Ý×  ×€€€Ð P   ÐÌò òMusic€and€the€BrainÐ `  Ðó óà  àÌà  àConsidering€the€role€of€music€in€the€undergraduate€liberal€arts€experience,€let€usÏexplore€the€vitality€it€brings€to€the€learning€process.€€First,€recall€the€work€of€Dr.€Frances€H.ÏRauscher€and€her€colleagues€who€led€a€study€on€36€undergraduates€who€listened€to€MozartÏfor€10€minutes.€Immediately€following€this€activity,€these€students€scored€8„9€points€higher€onÏthe€spatial€IQ€test€(Stanford„Binet€intelligence€scale).€€The€scientists€concluded€that€listeningÏto€Mozart€helps€to€organize€the€neuron€activity€in€the€cerebral€cortex,€especially€those€of€theÏright€brain.€€The€act€of€listening€to€music€functions€as€an€ð ðexerciseðð€which€enhancesÏconcentration€and€improves€oneððs€ability€for€intuitive€leaps.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú5Ú  ÚóóÝ  Ý×  ×€€Ð ð@ Ðà  àBeyond€listening€to€music,€participating€in€music€(or€incorporating€music€into€theÏclassroom)€has€demonstrated€positive€results€on€motivation,€learning,€and€behavior.€€In€1996,Ïthe€College€Entrance€Examination€Board€reported€that€students€with€musical€experienceÏscored€51€points€higher€on€verbal€SAT€and€39€points€higher€on€math€than€the€nationalÏaverage.€€A€study€conducted€between€1983€and€1988€of€approximately€7500€students€fromÏmedium„size€universities€revealed€that€music€and€music€education€majors€posted€the€highestÏreading€scores€of€any€students€on€campus,€€including€mathematics,€biology,€chemistry,€andÏEnglish€majors.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú6Ú  ÚóóÝ  Ý×  ×€€€However,€the€results€are€not€limited€to€the€collegiate€student.€€Ð ð@ Ðà  àStudies€in€the€very€young€(Neurological€Research,€February€1997:€€Rauscher€andÏShaw)€and€the€very€old€(Journal€of€Music€Therapy,€Summer€1991,€pp.€101„110:€€€Prickett€andÏMoore)€reveal€exciting€evidence€that€music€directly€influences€the€learning€process€as€well€asÏmemory€retention.€€Dr.€Frances€Rauscher€and€Dr.€Gordon€Shaw€took€their€research€toÏpreschoolers.€€One€group€had€private€piano€and€singing€lessons,€one€group€had€privateÏcomputer€lessons,€and€one€group€had€no€training.€€Children€receiving€piano€lessons€scored€34Ïpercent€higher€on€spatial€and€temporal€skills€test€than€the€other€children.€€The€results€indicateÏthat€music€enhances€brain€functions€needed€for€science,€engineering,€mathematics,€and€chess.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú7Ú  ÚóóÝ  Ý×  ׀Рð%@!& ЀPrickett€and€Moore€studied€10€patients€with€symptoms€of€Alzheimerððs.€€The€subjects€wereÏassessed€for€recall,€both€spoken€and€sung.€€The€results€indicated€that€words€to€songs€wereÏrecalled€far€better€than€spoken€words€including€rhymed€speech.€€Even€when€the€subject€wasÏunable€to€remember€the€songs,€they€tried€to€sing€or€hum€the€melody.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú8Ú  ÚóóÝ  Ý×  ×Ð p)À$* Ðà  àThrough€research€we€are€discovering€the€power€of€music€to€connect€neural€pathwaysÏbetween€both€sides€of€the€brain.€€Frank€Wilson,€a€noted€neurologist,€reports€that€brain€scanÏstudies€at€€UCLA€ð ðindicated€that€music€more€fully€involves€brain€functions€in€bothÏhemispheres€than€any€other€activity€the€researchers€studied.€.€.€.€.€intelligence€is€increasedÏwhen€a€child€learns€to€play€a€musical€instrument.ðð× ƒ ×Ý ƒ $ÓÝòòÚ  Ú9Ú  ÚóóÝ  Ý×  ×€€€The€report€also€stated€that€80„90€percentÐ Ð- )/ Ðof€the€brainððs€capacity€for€motor€control€regulates€stimuli€to€and€from€the€throat,€mouth,€andÏhands.€€Wilson€concluded€that€virtually€the€entire€brain€can€be€stimulated€by€developingÏhighly€refined€control€in€these€areas€during€childhood,€thus€expanding€the€capabilities.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú10Ú  ÚóóÝ  Ý×  ×€€Ð pÀ Ðà  àThe€majority€of€nerve€cells€are€formed€within€the€first€year€of€life.€€They€cannotÏdivide€nor€replace€themselves.€€In€fact,€after€the€age€of€21,€it€is€believed€that€nearly€10,000Ïneurons€die€each€day.€€However,€memory€does€not€seem€to€be€directly€correlated€to€this€loss.€ÏBy€connecting€as€many€neurons€as€possible€during€the€learning€process,€one€increases€theÏaptitude€of€long€range€memory.€× ƒ ×Ý ƒ $ÓÝòòÚ  Ú11Ú  ÚóóÝ  Ý×  ×€€€The€beauty€of€music€education€lies€in€its€utilization€of€theÐ Ð  Ðentire€brain€maximizing€the€potential€for€neurological€webbing.€€To€talk€about€music,€to€studyÏit,€or€analyze€it€requires€distinctive€use€of€the€left€brain.€€However,€when€the€creative€processÏof€music€occurs,€the€right€brain€dominates.€€Furthermore,€when€a€student€is€practicing€a€piece,Ïwatching€for€the€musical€details,€searching€to€produce€the€desires€of€the€composer,€the€entireÏbrain€is€involved.€€Unlike€any€other€subject,€music€ð ðactually€rewires€the€brain€to€work€moreÏefficiently€in€all€areas€of€thinking.ðð× ƒ ×Ý ƒ $ÓÝòòÚ  Ú12Ú  ÚóóÝ  Ý×  ×Ð `  ÐÌò òMusic€and€CurriculumÐ Ð  Ðó óà  àÌà  àEducators€and€administrators€must€look€for€ways€to€include€music€and€fine€artsÏeducation€into€the€general€curricula€of€all€students.€€Realizing€the€direct€correlation€music€hasÏwith€the€learning€process,€we€have€a€moral€obligation€to€provide€students€with€this€resource.€ÏTo€be€effective,€advisors€must€become€aware€of€the€available€class€offerings€in€the€musicÏdepartment€and€seek€the€advice€and€guidance€of€those€instructing€these€courses.€€Each€studentÏmust€be€given€the€opportunity€to€experience€music€as€part€of€liberal€learning.€€Ìà  àÌò òMusic€AppreciationÐ ° ÐÌó óà  àThe€popular€default€class€is€music€appreciation,€a€general€overview€of€music€involvingÐ pÀ Ðstudy€and€critical€listening.€€Students€experience€the€basic€elements€of€music€includingÏlanguage€and€instruments.€€Further€exploration€includes€visiting€the€various€periods€of€musicÏhistory€through€society,€politics,€the€study€of€composers,€and€select€musical€listeningÏexamples.€€Creative€instructors€may€augment€this€experience€with€concert€attendance,€topicalÏpapers,€projects,€and€presentations.€€This€generic€course€provides€one€music€resource€butÏshould€not€limit€the€possibility€of€other€classes.€€ÌÌò òEnsemblesñ>ñÐ p"À" Ðñ>ñÌó óà  àParticipation€in€an€ensemble€such€as€choir,€band,€or€orchestra€provides€the€student€anÐ 0$€$ Ðopportunity€to€experience€music€in€a€way€far€greater€than€the€sum€of€its€parts.€Even€anÏinexperienced€musician€can€exceed€their€own€expectations€when€creating€music€with€others.€ÏAs€an€added€bonus,€membership€in€an€ensemble€mirrors€the€conditions€of€functioning€withinÏa€civilized€community.€€Members€must€learn€to€live€and€work€together,€understand€and€obeyÏthe€laws€used€to€govern€the€group,€and€work€towards€a€common€goal.€Ensembles€alsoÏrepresent€a€cross„section€of€the€collegiate€population€with€members€coming€from€allÏdisciplines.€€Students€build€camaraderie€among€their€peers€while€developing€a€sense€of€loyaltyÏand€pride€with€their€alma€mater.€€€Schools€may€choose€to€utilize€the€potential€of€thisÏmicrocosm€by€allowing€the€ensembles€to€travel€representing€the€school€and€its€students.€€Ìà  àEnsembles€may€also€provide€a€healthy,€educational€alternative€for€collegiate€studentððsÏneed€to€belong€socially.€€Schools€across€the€country€struggle€with€the€dominating€control€ofÐ Ð- )/ Ðfraternities€and€sororities€on€studentððs€time€as€well€as€the€negative€influences€ñFñof€behaviors€ñFñwhich€mayÏintroduce€dangerous€behavior.€€Why€not€require€each€student€to€participate€in€a€musicalÏensemble.€€Students€build€friendships,€work€towards€a€performance,€serve€as€ambassadors€ofÏthe€school,€fill€the€need€for€social€acceptance,€and€provide€education€in€a€musical€discipline.€€Ìà  àÌò òApplied€Musicñ?ñÐ  ` Ðñ?ñÌó óà  àApplied€music€classes€(private€lessons)€afford€the€individual€the€opportunity€to€pursueÐ Ð  Ðstudy€of€an€instrument.€€This€may€be€a€continuation€of€previous€experience€or€the€beginningÏof€a€new€adventure.€€Whatever€the€motivation,€learning€an€instrument€(including€singing)Ïopens€the€mind€and€the€senses.€€Study€begins€by€learning€the€symbolic€language€of€musicÏcoupled€with€€technic€and€repertoire;€however,€music€demands€further€understanding.€€Style,Ïform,€performance€practices€only€begin€to€influence€the€expression€of€music.€€For€singers,Ïtext€and€language€must€be€analyzed€for€poetic€and€historical€meaning€in€relation€to€theÏcomposition€as€well€as€the€performance.€€Practice€improves€the€coordination€of€the€body,Ïfocused€thought,€memory,€and€self„discipline€while€improving€hearing€and€seeing.€€Ìà  àAnyone€can€learn€to€play€an€instrument€or€sing,€with€the€understanding€that€theÏselected€instrument€requires€certain€physical€abilities.€€Given€six€months€of€instruction,€theÏaverage€adult€can€achieve€some€level€of€success€on€an€instrument.€€Even€older€adults€share€inÏthis€process€as€evidenced€by€the€New€Horizons€Band.€€Dr.€Roy€Ernst,€chairman€of€theÏDepartment€of€Music€Education€at€Eastman€School€of€Music€in€Rochester,€started€thisÏensemble€of€adults,€primarily€between€the€ages€of€60€and€85,€most€of€whom€had€no€previousÏmusic€training.€€Basic€instruction€and€lots€of€encouragement€cultivated€a€band€which€hasÏachieved€musical€excellence€and€great€fun.€€ð ðIt€is€never€too€late€for€music.ðð× ƒ ×Ý ƒ $ÓÝòòÚ  Ú13Ú  ÚóóÝ  Ý×  ×Ð Ð  ÐÌò òMusic€Historyñ@ñÐ à Ðñ@ñÌó óà  àAcademic€music€courses€usually€reserved€for€the€major€may€also€provide€an€intriguingÐ P  Ðalternative€for€the€undergraduate.€€Music€history€explores€the€Western€world€from€theÏcombined€perspective€of€arts,€politics,€and€society.€€Disciplines€such€as€history,€anthropology,Ïsociology,€English,€visual€art,€and€political€science€will€benefit€from€this€approach€to€theÏworld,€its€people,€and€its€cultures.€€€ÌÌÌò òMusic€TheoryñAñÐ p"À" ÐñAñÌó óà  àMusic€theory€analyzes€the€universal€language€of€music,€seeking€to€find€meaning€in€theÐ 0$€$ Ðsymbolic.€€Compositions€are€dissected€vertically,€horizontally,€and€compositely.€€A€uniqueÏvisual€image€of€the€music€is€achieved€through€this€investigative€approach.€€Computer€science,Ïmathematics€and€related€fields€will€discover€parallels€with€the€logical€ordering€of€sound.€ÌÌò òCompositionñBñÐ (à#) ÐñBñÌó óà  àComposition,€writing€music,€affords€the€student€a€means€of€communication€unlike€anyÐ P* %+ Ðother.€€Through€the€medium€of€sound€and€time,€the€student€has€unlimited€access€of€expressionÏthrough€musicððs€non„verbal€language.€€Mathematics€and€music€are€similar€in€that€both€areÏconcerned€with€linking€the€abstract€and€creating€patterns.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú14Ú  ÚóóÝ  Ý×  ×€€Ð ð,@(. ÐÐ Ð- )/ Ðò òHonors€ConversationñCñÐ ° ÐñCñÌó óà  àCombining€music€with€other€disciplines€can€initiate€dialogue€and€enhance€the€learningÐ pÀ Ðexperience€through€multi„faceted€exploration.€€Queens€College€offers€Honors€ConversationsÏwhich€involve€the€volunteer€time€of€faculty€exploring€topics€of€interest.€€Students€receive€oneÏcredit€following€three€conversations.€€No€additional€cost€is€incurred€by€the€student€as€theseÏclasses€are€underwritten€by€the€school€honors€program.€€Conversations€represent€a€variety€ofÏmajors€and€ages€with€freshmen€to€seniors€who€have€interest€in€a€subject€attending.€€ToÏparticipate,€students€must€qualify€for€the€honors€program€(3.0€GPA).€€Ìà  àA€popular€forum€is€opera.€€Several€faculty€members€who€share€a€love€of€the€mediumÏjoin€forces€to€bring€insight€and€intrigue€to€this€dramatic€form.€€Recent€conversations€includeÏð ðThe€Crucible,ðð€ð ðAida,ðð€ð ðDon€Giovanni,ðð€and€ð ðMadama€Butterfly.ðð€€The€topic€is€generallyÏchosen€based€on€the€seasonal€offerings€of€Opera€Carolina,€the€resident€opera€company€ofÏCharlotte.€€Once€the€season€is€announced,€interested€professors€select€the€show€of€choice€andÏbegin€developing€the€approach.€€Ìà  àThis€past€year,€ð ðMadama€Butterfly,ðð€the€timeless€story€by€Giocomo€Puccini,€broughtÏtogether€professors€from€the€Music,€English,€and€Environmental€Science€Departments€alongÏwith€students€representing€music,€biology,€history,€drama,€science,€math,€and€communications.€Ï€The€team€of€educators€first€sought€to€get€the€students€out€of€the€traditional€classroom€andÏsecond,€get€the€students€thinking€and€talking€about€the€issues€presented€in€the€story.€€Once€aÏgeneral€outline€was€established,€the€work€was€divided€among€the€professors€and€theirÏinterests:€Emily€Seelbinder€(English)€introduced€the€story€and€background€information;ÏConnie€Rhyne„Bray€(Music)€introduced€the€music€and€drama;€and€Reid€PerkinsÏ(Environmental€Science€and€father€of€an€adopted€Vietnamese€child)€discussed€his€visits€toÏVietnam€as€well€as€his€experiences€in€an€Asian€country.Ìà  àTwo€conversations€took€place€at€the€home€of€Dr.€Emily€SeelbinderñGñ,€English€professorñGñ.€€Each€meetingÏincluded€a€meal€from€the€Pacific€Rim:€Thai€and€Chinese.€€The€first€conversation€outlined€theÏplot€of€story€and€included€listening€to€parts€of€the€opera.€The€libretto€was€placed€on€reserveÏin€the€library,€and€students€were€encouraged€to€read€the€text€away€from€the€music€asÏfoundational€preparation€for€the€performance.€€The€hope€is€that€the€students€will€not€beÏrestricted€to€the€supertitles€during€the€actual€performance€and€can€be€free€to€experience€theÏopera€as€it€was€intended.€€The€second€meeting€was€attending€the€opera€performance€by€OperaÏCarolina.€€Following€the€performance,€students€responded€to€the€production,€the€singers,€andÏfurther€discussed€the€art€form€of€opera.€€€Prior€to€the€third€and€final€session,€students€preparedÏa€reaction€paper€to€their€experience€and€the€production.€€The€conversation€continued€theÏdiscussion€initiated€by€their€papers€and€paralleled€the€stage€production€to€real€life.€€ParallelsÏincluded€similarities€with€the€currently€running€Broadway€show,€Miss€Saigon,€AmericaððsÏpresence€in€Vietnam,€and€the€many€unwanted€American/Vietnamese€children€resulting€fromÏthe€Vietnam€war.€€Ìà  àThe€participation€is€always€well€received€and€enthusiastic€from€all€who€are€involved.€ÏThe€desired€results€include€acclamation€to€the€art€form,€discussion€of€the€subject,€and€theÏdevelopment€of€future€arts€patrons.× ƒ ×Ý ƒ $ÓÝòòÚ  Ú15Ú  ÚóóÝ  Ý×  ×Ð (à#) ÐÌò òWhy€music€should€be€integrated€into€the€liberal€arts€curriculumÐ P* %+ Ðó óñDñÌñDñ1.€€Music€cultivates€the€whole€person.€€Ìà  àMusic€generates€literacy€in€many€areas€while€developing€reasoning,€intuition,€dexterity,Ïand€imagination.€€It€offers€a€variety€of€modes€for€expression€and€self„communication.€Ð Ð- )/ ÐStudents€of€music€discover€many€different€ways€of€perceiving€and€thinking.€€Unlike€theÏtraditional€linear€path€of€thinking,€music,€more€often,€combines€many€paths€including€theÏsenses€allowing€the€student€to€trust€insight€as€a€valid€source€of€knowledge.€€Ìà  àÌ2.€€Music€brings€understanding€to€the€human€experience.Ìà  àMusic€reflects€culture€giving€an€historical€account€of€society,€politics,€and€the€arts.€ÏFor€thousands€of€years,€most€teaching€of€human€history€has€occurred€through€song€andÏstorytelling.€€It€helps€us€to€recognize€our€differences€and€similarities€while€cultivatingÏtolerance€and€respect€for€others€including€ways€of€working,€thinking,€and€expressing€the€self.€€Ìà  àMusic€soothes.€€At€the€end€of€a€busy€day,€we€get€into€the€car€and€turn€on€the€radio€orÏput€on€a€favorite€CD.€€Music€relaxes,€alters€oneððs€perception€of€time€and€mood,€and€can€giveÏenergy.€€Ìà  àMusic€bonds€people.€€Performing€music€together€creates€a€unity€among€the€groupÏmembers€through€the€shared€experience.€€It€builds€community€through€the€ritual€of€theÏcreative€process.ÌÌ3.€€Music€identifies€artistic€responses€to€problem€solving.Ìà  àMusic€incorporates€the€analytical€with€the€expressive€to€build€a€library€of€tools€forÏevery€human€situation.€€Thus,€we€have€the€ð ðart.ðð€€Because€much€of€the€process€has€no€clearlyÏdefined€result,€music€teaches€the€art€of€making€decisions€where€no€standard€answer€isÏpossible.€€It€kindles€creative€problem€solving,€develops€individual€and€group€work€skills,€andÏexperimentation.ÌÌ4.€€Music€develops€non„verbal€communication.Ìà  àMusic€is€a€universal€language€based€on€non„verbal€communication.€€Through€the€useÏof€a€symbolic€language€juxtaposed€with€human€expression,€music€tells€a€story,€identifies€aÏculture,€and€offers€a€mode€of€self„expression.€Analyzing€this€information€helps€one€makeÏeducated€conclusions€regarding€product€and€issue.€€ÌÌ5.€€Music€adds€excitement€to€the€learning€process.Ìà  àMusic€allows€for€subjectivity€and€ambiguity€in€the€exploration€of€knowledge.€€It€drawsÏour€attention€and€helps€us€respond€to€its€rhythmic€patterns.€€Music€also€helps€the€studentÏdevelop€self„discipline,€self„esteem,€self„motivation,€and€cooperation,€all€necessary€forÏparticipation€in€todayððs€society.Ìà  àMusic€develops€critical€listening.€€While€music€may€be€a€pleasant€experience,€it€offersÏthe€challenge€of€attentive€listening€as€a€motivation€to€learning.× ƒ! ×Ý ƒ $ÓÝòòÚ  Ú16Ú  ÚóóÝ  Ý×  ×€€€Music€offers€joy.€€To€this,Ð P# # ÐGoethe€adds€ð ðPeople€donððt€sing€because€they€are€happy,€theyððre€happy€because€they€sing.ðð× ƒ ×Ý ƒ $ÓÝòòÚ  Ú17Ú  ÚóóÝ  Ý×  ×€€Ð 0$€$ ÐÌò òConclusionñEñÐ ð%@!& ÐñEñó óÌà  àHow€can€anyone€deprived€of€the€experience€of€music€be€recognized€as€liberallyÏeducated?€€Music€extols€life€and€gives€to€it€meaning.€€Music€which€is€truly€great€outlives€itsÏcreator€while€giving€us€insight€into€the€person,€the€period,€and€the€place.€€Music€drawsÏtogether€those€whose€paths€may€never€cross€in€any€other€circumstance.€€Music€unites€aÏdivided€world€through€its€universal€language€of€sound.€€Music€communicates€the€soul€andÏprovides€a€non„verbal€medium€to€express€the€inexpressible.€€Music€gives€us€hope.ÌÌà  àÐ Ð- )/ ÐÐ  ° ÐÔ‡¼e+¼XXÔò òÓ  ÓBibliographyó óÔ#†X³%X¼¼e+[#ÔÐ ° ÐÓ4[ÓÌÌCampbell,€Don€G.€òòIntroduction€to€the€Musical€Brain.óó€2òòndóó€ed.€Missouri:€MMB€Music€Inc.,Ð qÁ Ð1992.ÌÌCampbell,€Don€G.€€òòThe€Mozart€Effectóó,€New€York:€Avon€Books,€1997.Ð  a ÐÌCornett,€€Claudia€E.€òòThe€Arts€as€Meaning€Makers:€Integrating€Literature€and€the€ArtsÐ Ñ ! ÐThroughout€the€Curriculumóó.€New€Jersey:€Prentice„Hall,€Inc.,€1999.Ð ±   ÐÌEarl,€Archie€W.,€Sr.€ð ðThe€Effect€of€a€Truly€Liberal€Education€on€Society.ðð€Presented€at€theÏInternational€Conference€on€General€and€Liberal€Studies.€Indianapolis,€IN€(October€21,€1989).ÌÌHodges,€Donald€A.,€ed.€òòHandbook€of€Music€Psychologyóó,€2òòndóó€ed.€San€Antonio:€IMR€Press,Ð a  Ð1996.ÌÌLehr,€Marjorie€R.€€ð ðMusic€Education.ðð€€òòTeaching€Musicóó€vol.€6,€issue€3.€(December€1998):€40„Ð ± Ð41.ÌÌMacDonald,€Christine.€ð ðTeaching€the€Arts€Can€Improve€Academics.ðð€òòSan€Diego€BusinessÐ Q¡ ÐJournalóó€vol.€20,€issue€18€(3€May€1999):€€9A.Ð 1 ÐÌMonk,€Martin,€and€Poston,€Mark.€ð ðA€Comparison€of€Music€and€Science€Education.ððÏòòCambridge€Journal€of€Educationóó€vol.€29,€issue€1.€(March€1999):€93„101.Ð Ñ! ÐÌð ðMusic€Beats€Computers€at€Enhancing€Early€Childhood€Development.ðð€òòTeaching€Musicóó€(JuneÐ ‘á Ð1997):€pp.€42„43.ÌÌòòMuSICA€Research€Notesóó,€vol.€2,€issue€2€(Fall€1995)€ð ðThe€Nonmusical€Outcomes€of€MusicÐ 1 ÐEducation.ðð€ÌÌòòMuSICA€Research€Notesóó,€vol.€3,€issue€1€(Spring€1996)€ð ðMusic,€Development,€Aging€and€theÐ Ñ !  ÐBrain:€Itððs€Never€Too€Late€for€Music.ððÌÌòòMuSICA€Research€Notesóó,€vol.€6,€Issue€2€(Spring€1999)€ð ðCan€Music€Really€Improve€theÐ q#Á# ÐMind?€The€Question€of€Transfer€Effects.ðð€ÌÌNational€Standards€for€Arts€Education.€òòDance,€Music,€Theatre,€Visual€Arts:€What€EveryÐ &a!& ÐYoung€American€Should€Know€and€Be€Able€to€Do€in€the€Artsóó.€Reston,€Virginia:€MusicÐ ñ&A"' ÐEducators€National€Conference,€1994.ÌÌPlato.€òòPoliticsóó.Ð ‘)á$* ÐÌPrickett,€Carl€A.€and€Moore,€Randall€S.€ð ðThe€Use€of€Music€to€Aid€Memory€of€AlzheimerððsÏPatients.ðð€òòJournal€of€Music€Therapyóó€vol.€XXVIII,€no.€2€(Summer€1991):€101„110.Ð 1,'- ÐÌòòÐ ñ-A)/ ÐThe€Report€of€the€National€Commission€on€Music€Educationóó.€€Reston,€Virginia:€MusicÐ ° ÐEducators€National€Conference,€1991ÌÌSeelbinder,€Dr.€Emily,€and€Rhyne„Bray,€Connie.€Queens€College.€Charlotte,€North€Carolina.ÏInterview,€€29€July€1999.ÌÌStorr,€Anthony.€òòMusic€and€The€Mindóó.€€New€York:€The€Free€Press,€1992..Ð  ð @ Ð