Music

	Child's development as a result of music:

	How does music effect learning?
	The effect music has on cognitive faculties is widely known. Many studies prove to show the existence of a brave connection between hearing and playing music, and literacy skills. Humans perceive sounds and voices prenatally. The identification and recognition of various elements of sound are developed naturally and in a fixed order. Initially, a baby identifies timbre (e.g., his mother's voice) and various volumes (e.g., the baby cries after hearing loud voice and is attentive to a silent voice). Later on, he or she recognizes different pitches (enjoys tunes) and responds to rhythm with motor movements. The ability to observe and differentiate between the consonants and vowels of the textual language is the final component of the child’s development, at about the age of 5 to 6. Another known influence that music has is on the capability of personal and emotional expression. First and foremost, young children learn through their feelings and emotions. Music as an instrument of emotional expression that is close to the child's heart, functions as a bridge between emotions and the development of numerous learning skills. Music effects and develops the child's social abilities as well. It develops auditory memory and listening skills, and it enhances self-confidence and self-appreciation. Additionally, It enables co-operation in games, music playing and group singing. The combined influence of music on sociability, emotion and cognition, makes it a central agent in the process of developing learning and social skills.

	How are reading and music related?
	Spoken language and the music language are both audible and have script: the alphabet and musical notation. The music language, of which a child enjoys prenatally, is a rich language comprised of pitch, duration (rhythm), speed, timbre, volume, texture and more. These musical components also exist in spoken language, but in speaking, the focus of attention is the correct utterance of consonants and vowels, and less attention is given to intonation and speech rhythm. While in music the pitch and duration of the sounds are the main components, in the alphabet they are absent. These components precisely, which are not represented within the script, assist in giving the script its meaning. For example, it is more difficult to understand a robot speaking in a monotonic pitch and rhythm, than a person who speaks with natural intonation and rhythm. The alphabet and musical notation have additional resembling components, such as: specific direction, reading succession, assembling signs into meaning, understanding and absorbing the alphabetical principle and more. In both languages, musical and textual, there is a need of integrating audio-visual abilities in order to recognize the sound heard through the written text, to decipher, read and comprehend. The ability to read musical notes develops additional important reading components, such as: concentration, imagination, creativity, and auditory memory in particular. A child with developed auditory memory is likely to complement, from memory, the intonation and rhythm that are lacking from the written text, and to reach a better understanding of the text.

	The methodology and parameters examined:

	Methodology
	150 children were examined in the first study, in three different enrichment groups. The children were examined using before-and-after intervention program tests, and were also given follow-up tests during first grade. The tests were based on conventional reading measurements. Two types of enrichment programs were compared with T.M.N^TM: conventional music oriented programs ("Musikef" and "Kodaly"), and a non-musical program of spatial gymnastics and pet caring.

	The parameters examined
	The study measured the following: reading speed, auditory memory (auditory learning curve in the Rey test), reading comprehension, phonological awareness, accuracy and fluency, readiness for learning (draw a man test) etc.

	Results
	The study found, that learning the T.M.N^TM method as a first reading language helps children learn to read better than the other enrichment programs. Children who participated in the T.M.N^TM enrichment program, achieved better results in all parameters measured.

	Frequency asking questions (& Answers):

	Is T.M.N^TM suitable for musical instruction?
	T.M.N^TM method develops hearing skills, which particularly help in reading and greatly develop the child’s musicality. The basis acquired is twofold: the skill to read a verbal language, and the skill to read the music language.

	Why should we begin early with T.M.N^TM? (Musical reason)
	It is recommended to precede game-learning in T.M.N^TM not only because of the implications on the reading ability and easiness of learning text reading, because the print conceptualization develops the child's musical ability. The more we delay the critical age, the musical education becomes harder. The more preceding the musical education, the chance to develop absolute hearing rises.

	Why not begin with the learning of conventional notes?
	The conventional musical notation is composed of many signs and is difficult to learn. The T.M.N^TM method is especially designed for young children in the sense that it is comprised of only a few signs and is very easy and intuitive. The child quickly reaches achievements, which contribute to his self-confidence and even to his motivation to continue and play music. The transition to conventional notes is as easy as the transition from print to handwriting. Past experience shows, that children who have made that transition after learning the T.M.N^TM method, reached a higher level compared to children who begun learning music with the conventional notes, and continued their musical education with higher motivation.

	My child already knows the ABC – isn’t learning the T.M.N^TM method pointless?
	There is no contradiction between the child's knowledge of the letters and his need of learning the T.M.N^TM method. With T.M.N^TM you don’t learn consonants and vowels but rather develop other reading skills, through music. The child learns to read music notation specialized for children. He or she enjoys playing music while simultaneously developing reading skills.

	Isn’t teaching T.M.N^TM in the first grade too late?
	The general reading components are learned in kindergartens and first grade in an implicit and indirect way, focusing on the technical learning of consonants and vowels. However, Explicit and direct development of the general reading capabilities is suitable for the first and even second grade. Learning T.M.N^TM allows the child to experience fluent reading while bypassing the technical obstacles of the various signs.

	Does T.M.N^TM contribute to the child socially?
	With the T.M.N^TM method, playing can be done in couples or in small groups, and it contributes to a fruitful cooperation between children of different levels.

	Might learning T.M.N^TM in the first grade, parallel to learning to read, confuse the child?
	The T.M.N^TM musical notation system is designed specifically for young children and is comprised of only a few signs. The child learns the method quickly, easily and intuitively. Not only does the method not disturb the learning process in the kindergarten or in the classroom, but it assists the child without him or her even being aware of the fact that this too is a learning process.

	In what sense is T.M.N^TM special?
	T.M.N^TM was scientifically established as a method that develops and improves reading skills without the need to struggle with the technical learning of vowels and consonants, thus enabling the child get quick results in a pleasurable manner. T.M.N^TM is easy to learn and leads to quick success in reading notes, through games and playing music. T.M.N^TM makes the alphabet the second reading language and therefore easier to learn, as the child already encountered the difficulties of first reading when practicing the T.M.N^TM method. T.M.N^TM prevents reading difficulties from forming, by playing games and using the special musical notes. T.M.N^TM enables the child to learn at his or her own pace, pleasantly and without any pressure from the surroundings. This brings achievements and creates self-confidence and a feeling of competence.

	How can one know that learning the T.M.N^TM method helps improve reading skills?
	A thorough doctorate research study that was performed, has examined the influence that the method has on the reading level of first grade children. It was found, that the level of children who were tutored in the T.M.N^TM method was significantly higher than that of children who took part in other enrichment programs. Moreover, the results were found to be independent of any other approach for reading instruction.

	For more details, click here