| jim_ned_band_private_lessons_contract_07.doc |
For anyone interested in taking private lessons, please print out the attached form, fill it out and send back with the required amount of money. Then we will set up lessons ASAP. Private lessons are an intrical part to being a well rounded band student. To be able to sit one on one with a professional teacher, it give more opportunies for growth. Please print out the info and let's get started.
PRIVATE LESSONS
Texas Assesment of Knowledge and Skills (TAKS) mathematics scores of eighth graders who had received music instruction were compared according to whether the students were given private lessons. Comparisons also were made between students whose lessons were on the keyboard versus other music lessons. Analyses indicated that students who had private lessons for two or more years performed significantly better on the composite mathematics portion of the TAKS than did students who did not have private lessons. In addition, students who received lessons on the keyboard had significantly higher TAKS mathematics scores than did students whose lessons did not involve the keyboard. These results are discussed in relation to previous research on music training and mathematics achievement.
The association of music with mathematics has been noted. For example, Nisbet (1991) has pointed out that there is a close relationship between the musical symbolism used in setting the time signature and the mathematical symbolism used in fractional concepts.
Numerous studies have focused on the relationship between training in a musical instrument and youths' achievement level. According to Wenger and Wenger (1990), neuroscientists suspect that when children exercise cortical neurons by being actively involved in music, they are potentially enhancing their intelligence, namely mathematics capability, spatial reasoning skills, and the ability to handle complex reasoning tasks. In fact, Rayl (1995) and Martin (1995) have reported that adolescents with formal training in music tend to have higher achievement in mathematics than do adolescents with no formal training in music. Further, other researchers (e.g., Shaw, Rauscher, Levine, Wright, Dennis, & Newcomb, 1997; Fisher & O'Malley, 1997) have found that students whose music training involves the keyboard tend to have higher achievement in mathematics than do students with other music training.
The purpose of the present study was to investigate whether type of music training is related to adolescents' mathematics achievement levels. A total of 113 students participated, all of whom received music lessons at school (36 also had private music lessons, while 77 did not have private music lessons). All had taken theTexas Assesment of Knowledge and Skills (TAKS) near the end of eighth grade. Early in ninth grade, they were surveyed about their music training: type of musical instrument or instruments (voice lessons were included as a type of training), the number of years students had music lessons at school, whether private lessons were received (and number of years), and demographics, such as gender.
The association of music with mathematics has been noted. For example, Nisbet (1991) has pointed out that there is a close relationship between the musical symbolism used in setting the time signature and the mathematical symbolism used in fractional concepts.
Numerous studies have focused on the relationship between training in a musical instrument and youths' achievement level. According to Wenger and Wenger (1990), neuroscientists suspect that when children exercise cortical neurons by being actively involved in music, they are potentially enhancing their intelligence, namely mathematics capability, spatial reasoning skills, and the ability to handle complex reasoning tasks. In fact, Rayl (1995) and Martin (1995) have reported that adolescents with formal training in music tend to have higher achievement in mathematics than do adolescents with no formal training in music. Further, other researchers (e.g., Shaw, Rauscher, Levine, Wright, Dennis, & Newcomb, 1997; Fisher & O'Malley, 1997) have found that students whose music training involves the keyboard tend to have higher achievement in mathematics than do students with other music training.
The purpose of the present study was to investigate whether type of music training is related to adolescents' mathematics achievement levels. A total of 113 students participated, all of whom received music lessons at school (36 also had private music lessons, while 77 did not have private music lessons). All had taken theTexas Assesment of Knowledge and Skills (TAKS) near the end of eighth grade. Early in ninth grade, they were surveyed about their music training: type of musical instrument or instruments (voice lessons were included as a type of training), the number of years students had music lessons at school, whether private lessons were received (and number of years), and demographics, such as gender.