The influence of music training on learning has long been cultivated in Waldorf Education, where musical instrument training begins in Grade 1 with pentatonic flutes and moves to stringed instruments by Grade 4. Students also receive choral training, study music reading and notation, and learn Solfege.
Researchers at the University of Vermont College of Medicine found that children between age 6 and 18 had both physiological and behavioral benefits from musical instrument training. According to this Washington Post article, Music Lessons Spur Emotional and Behavioral Growth in Children, James Hudziak, Director of the Vermont Center for Children, Youth and Families, says, “What we found was the more a child trained on an instrument [the more it] accelerated cortical organization in attention skill, anxiety management and emotional control.” When children played and practiced playing an instrument, it thickened an area of the brain related to “executive functioning, including working memory, attention control, as well as organisation and planning for the future.”
This new study is also layered on top of three additional studies published late in 2013 by The Society for Neuroscience. According to the press release, those finding show that “[l]ong-term high level musical training has a broader impact than previously thought. Researchers found that musicians have an enhanced ability to integrate sensory information from hearing, touch, and sight” (Julie Roy, abstract 550.13).
The age at which musical training begins affects brain anatomy as an adult; beginning training before the age of seven has the greatest impact (Yunxin Wang, abstract 765.07).
Brain circuits involved in musical improvisation are shaped by systematic training, leading to less reliance on working memory and more extensive connectivity within the rain (Ana Pinho, MS, abstract 122.13).
Music Training at SGWS
Here at Spring Garden Waldorf School, musical training is seen as a layering of abilities. What is taught in the early grades is built upon each year, as more and more is expected musically from the students. Children are given regular opportunities to perform their music, at monthly Assemblies and also at Concerts and Festivals.
Grades 1 & 2:
In the early years, music is an expression and embodiment of imagination. In Grades One and Two, children learn music from the pentatonic scale both in song and on their flutes or recorders.
In Grade Three, during the nine-year change, children are ready to begin learning the language of music. A diatonic scale is introduced with a new recorder, notes are named by letter, and children learn basic music notation such as the scale and clef. Third graders also begin Solfege – a music education method used to teach pitch and sight singing.
Grade Four brings fraction studies, and fractions bring quarter, eighth, and sixteenth notes, which then leads to teaching rhythms, rounds, and some simple harmony. Now that the language of music has been introduced, children begin to play musical instruments, starting with the violin.
Students in Grade Five are ready for three parts in choral music. Accidentals are also introduced in this grade, and new keys are taught beyond the key of C. Students also continue to master the violin with regular training and performance.
In Grade Six, children can choose to expand their instrumental repertoire by selecting a different stringed instrument to master beyond the violin. They also learn and master written music from the Medieval period, aligning music with the Main Lesson curriculum. Acoustics are also studied this year.
Grade 7 & 8:
Middle School layers skills and practice upon all that has been learned before. Ensemble choirs read music and sing in harmony and rhythm. Sight singing also begins and Solfege study continues, and Orchestra is part of every student’s curriculum. Students can also begin training on woodwind instruments in the upper grades, if they so choose, or they can continue to master their stringed instrument choices.