Legendary violinist Ivri Gitlis (almost 91 years old) listens to Marié Rossano playing Mendelssohn’s violin concerto Op. 64, 3rd movement, and apparently likes what he hears.
These days, our beloved Mr. Perlman has put out very useful videos for our young violinists. Watch this violin legend talk about the challenges of performing the Beethoven Violin Concerto:
How does the Suzuki Talent Education Method differ from other methods of teaching music to children?
Though music teachers have often used some of the elements of the Suzuki Talent Education Method, Dr. Suzuki formulated them in a cohesive approach to teaching music to children. The Love Nurtured Music Program uses this approach exclusively.
Some basic differences are:
- Suzuki teachers believe that musical ability can be developed in all children.
- Students begin at young ages.
- Parents play an active role in the learning process.
- Children become comfortable playing their instrument before learning to read music.
- Technique is taught in the context of pieces rather than through dry technical exercises.
- Pieces are refined through constant review.
- Students perform frequently, individually and in groups.
The Suzuki Triangle:
The teacher is responsible for:
- Training the parent to be an effective assistant for the child.
- Teaching the child how to play with beautiful tone, technique and interpretation.
Parent is responsible for being the child’s assistant and helping with daily practice which includes:
- Creating the proper environment so the child will have a successful learning experience
- Playing the recordings daily, as requested by the teacher
- Assisting the child with memorizing a piece as needed
- Teaching fingerings as requested by the teacher
- Helping the child become their own teacher by always asking, “How did you do?”
Child is responsible for being a child, which means:
The child will learn from whatever is put in his environment. Most children enjoy learning music by ear if given the opportunity and proper surroundings. Gradually children learn to assume responsibility for their work as they mature, but it takes time and cannot be rushed. Children become responsible, cooperative, and disciplined, not because parents tell them they should, but rather because they see their parents behaving this way and follow their example.
This a great example of great phrasing, and that TONE! I like it at this speed. Those who want to “show off” at 1.5X the printed speed can’t come up with the marvelous depth of this interpretation, which needs this tempo and much more. Zukerman gives it all here in this truly beautiful rendition of such a popular concerto.
Using a combination of brain imaging and computer modeling, researchers found areas in the auditory, motor, and limbic regions to be activated during free listening to music.
Aug. 7, 2013 — Listening to music activates large networks in the brain, but different kinds of music are processed differently. A team of researchers from Finland, Denmark and the UK has developed a new method for studying music processing in the brain during a realistic listening situation. Using a combination of brain imaging and computer modeling, they found areas in the auditory, motor, and limbic regions to be activated during free listening to music. They were furthermore able to pinpoint differences in the processing between vocal and instrumental music.
The new method helps us to understand better the complex brain dynamics of brain networks and the processing of lyrics in music. The study was published in the journal NeuroImage.
Using functional magnetic resonance imaging (fMRI), the research team, led by Dr. Vinoo Alluri from the University of Jyväskylä, Finland, recorded the brain responses of individuals while they were listening to music from different genres, including pieces by Antonio Vivaldi, Miles Davis, Booker T. & the M.G.’s, The Shadows, Astor Piazzolla, and The Beatles. Following this, they analyzed the musical content of the pieces using sophisticated computer algorithms to extract musical features related to timbre, rhythm and tonality. Using a novel cross-validation method, they subsequently located activated brain areas that were common across the different musical stimuli.
The study revealed that activations in several areas in the brain belonging to the auditory, limbic, and motor regions were activated by all musical pieces. Notable, areas in the medial orbitofrontal region and the anterior cingulate cortex, which are relevant for self-referential appraisal and aesthetic judgments, were found to be activated during the listening. A further interesting finding was that vocal and instrumental music were processed differently. In particular, the presence of lyrics was found to shift the processing of musical features towards the right auditory cortex, which suggests a left-hemispheric dominance in the processing of the lyrics. This result is in line with previous research, but now for the first time observed during continuous listening to music.
“The new method provides a powerful means to predict brain responses to music, speech, and soundscapes across a variety of contexts,” says Dr. Vinoo Alluri.
The above story is based on materials provided by Suomen Akatemia (Academy of Finland), via AlphaGalileo.
Journal Reference: Vinoo Alluri, Petri Toiviainen, Torben E. Lund, Mikkel Wallentin, Peter Vuust, Asoke K. Nandi, Tapani Ristaniemi, Elvira Brattico. From Vivaldi to Beatles and back: Predicting lateralized brain responses to music. NeuroImage, 2013; 83: 627 DOI: 10.1016/j.neuroimage.2013.06.064
Credit: Image courtesy of Suomen Akatemia (Academy of Finland)