Comprehensive Music Education

A comprehensive music education begins early, in childhood. A music education must consist of not only repertoire knowledge, but theory, composition, history, and people. Professor Zoltan Kodaly, a Hungarian composer and teacher in the early 1900s, found that young Hungarian children were unaware of how to read and write music fluently, and also unaware of their musical heritage (Chosky, 1999). To know Hungary now, one would not know that this was the case in the 1900s. Hungary lives and breathes music. Currently, Hungary has 800 adult choruses, and numerous professional orchestras (Chosky, 1999). Hungary is a country about the size of Indiana (Chosky, 1999), so music penetrates the country. Kodaly introduced a method, the Kodaly Method, which systematically teachers children, or beginning adults, music. The learning is based in folk music, of one country of origin, and uses the music to teach theory, composition, and history (Chosky, 1999). This method has infiltrated the world with it's easy to understand concepts and time lines.

In the United States music is taught in most schools. However, as funding and music teachers have become unavailable, music programs have been cut. This lack of education in the public school system leaves music education up to the parents, which unfortunately many parents do not have the knowledge or tools (instruments and music) to teach their children appropriately, let alone fluently. In Hungary children obtain an eight year program devoted specifically to music which is separate from the children's regular studies (Chosky, 1999). In North America, schools have music once, or maybe twice per week, if at all. Although music programs in North America are not as intense as other countries, a comprehensive teaching method, such as the Kodaly Method, enables children to receive the basic skills of music literacy.

Jerome Hines in his book "Great Singers on Great Singing" notes that many individuals misconceive the brilliance of [musicians]. These individuals seem to think that [musicians] do not have to be very bright; they just do music (Hines, 1982, 2006). Hines (1982, 2006) writes of his interview experiences with famous singers and states that through his interviews; found that [musiciansians] are intelligent as a whole. Another misconception that many individuals have is that musical education is not important. Music education is very diverse and can educate individuals in many areas. Specifically the piano requires that individuals learn rhythm, notes, and style. These three things require math skills, reading skills, and historical knowledge. The same can be said of other instruments and the voice. Although not all individuals will be able to master or even play basically an instrument or sing, one can learn the basics of music and increase their knowledge of culture, math, and history. This appreciation in turn helps individuals increase their understanding of people and can increase positive social change.

To ensure that children receive a comprehensive music education, a few steps must take place. First, research your child's music program in the school. Does a music program exist? If not, what is …

The Greatest Leap

Sometimes in life, we all must take a leap off the edge in faith. With that said, the bulk of this article will be about the seemingly unbelievable reality of life that we must believe in that which is not easily sensed or visible yet exists fully.

So, I will start by paraphrasing and quoting the telephone inventor Alexander Graham Bell on the science of vibration as he put it through Napoleon Hill in that old book “The Law of Success”: At low vibrations we have normal heat, easily visible light, and what we can touch or feel easily. We have what we can feel with normal sensation at this level.

Meanwhile, at a higher level of vibrations, all kinds of things we cannot see without fancy instruments is at least going on such as ultraviolet light, infrared vibration, and the higher stuff. It is all under the umbrella of our reality, but we cannot see it except with fancy instruments, and if we do not have that, we use intuition and faithful understanding.

When I think about the higher things in life, that is what I think about: What could be vibrating within our reality, but, just above the threshold of our senses? What could be happening that I am not consciously aware of. What is that “leap of faith” at the very least I need to take to understand these things outside of normal reality, but nevertheless exist?

I will tell you this about that: Sure, the laws are uniform at all levels of reality with radiations, oscillations and vibrations, but, it takes a certain amount of faith at first to sense the higher and ultra low thresholds of reality. For example, you cannot see the atoms that make up the air we breathe for the most part unless they are smog, fog or something tangible, yet you do know that it does exist in reality as physical phenomena because you are breathing it. That understanding is a start, but, there is so much that is vibrating around reality that is above and below the threshold of senses, that it still does take a certain amount of faith to realize that they do exist in reality as fully as we can see cars moving or mountains in front of us.

So, the greatest leap in my view is to sense all of the subtleties of reality high and low, realize that everything vibrates right up to the highest and down to the lowest. Reality encompasses everything anyway, that is what I want you to take away from this article.…