Director of Music and Art
Students Represent District in Prestigious Parade
Robert Moses Middle School Marching Band were proud to march in the Garden City St. Patrick's Day Parade, where they performed “I’m Shipping Up to Boston” arranged by Paul Murtha.
This is a very prestigious parade and is one of the oldest parades in Long Island. This is the band's 12th year performing in this event, where they previously won the Chancellor’s Trophy nearly eight years ago. The Marching Band along with Kickline and Color Guard were very honored to be a part of such a wonderful parade.
Go APE Advanced Placement Exhibition
February 15 through March 1, 2020
Artists' Reception and Awards Presentation
Sunday March 1, 3:30pm - 4:30pm
Now in its 13th year, the Art League of Long Island's
"Go Ape" exhibit celebrates the exceptional artwork, as selected by their teachers, of AP art students in Long Island High Schools
Exhibit is on view Feb 15, 22, and Feb 24 through March 1
Prize winning artist at NBHS
Congratulations to Vinny Maio for his win in the Mixed Media category at the All County Show this past weekend. The exhibit is sponsored by the Suffolk County Art Leaders' Association. Mr. Maio's teacher is Miss Sarah Lambert.
Belmont School art students administered their creative skills into the world of fashion by designing sneakers.
District Celebrates Student and Staff Accomplishments
The District’s Board of Education and administration had the honor of recognizing the efforts of two students for their participation in the New York State School Music Association All-State Conference in Rochester and presenting a certificate of tenure to a staff member during its December meeting.
North Babylon High School seniors Sophia Bonventre and Esther Duclair were commended for their performance in the 2019 All-State Choir earlier this month. Sophia performed as a soprano 1 with the Treble Chorus Ensemble and Esther performed with the Mixed Chorus Ensemble. They were selected based on having scored an A+ on a level six All-State solo.
The district was also proud to present science teacher Gayle Estrada with a certificate of tenure for exhibiting hard work and dedication to her position.
Under the direction of Choir Director Tiina Buehler, the North Babylon High School’s Vocal Point Ensemble also serenaded board members and the crowd with festive melodies in honor of the holiday season.
Students Represent District at Local Tree Lighting Ceremony
District students were proud to once again represent North Babylon during the annual Belmont Lake State Park’s 2019 Tree Lighting Ceremony. The festive celebration was held on Dec. 7, when fourth and fifth graders joined together and performed holiday melodies for the crowd.
Stage the Change
High School students proudly displayed their talents during the Tilles Center for the Performing Arts at LIU Post’s seventh annual Stage the Change, the Arts as a Social Voice conference.
North Babylon was one of sixth local schools to participate in this prestigious event and performed “See Me, Know Me.”
The mission for Stage the Change is to help students become global citizens through creativity and performance and to provide communities with inspirational original performance which serve as a catalyst for change.
Club Creates Magical and Colorful Artwork
Members of Belmont Elementary School’s Art Club are sharpening their skills through fun and interactive lessons.
They have crafted expressive and unique pieces of artwork through a magical jar activity, in which they used markers, crayons, colored pencils and metallic markers to create their own interpretation of what is in their jar.
During a still-life design lesson, students crafted beautiful construction paper vases and filled them with an array of different types of flowers. Their designs were finished off by painting them with shimmer, earth-tone and colorful touches of watercolor paints.
Students Offered Thrilling Entertainment in ‘12 Angry Jurors’
Tensions were high at the NBHS, as the drama club took the auditorium stage and showcased their production of “12 Angry Jurors.” Each student delivered outstanding performances, portraying their characters’ frustrations as they tried to reach a unanimous decision of guilty or not guilty in a murder trial.
Annual Marching Band Festival
The NBHS’s marching band lit up the field at the Mitchel Field Athletic Complex in Uniondale with a powerful performance during the 57th annual Newsday 2019 Marching Band Festival. Students and staff from across the district cheered them on and showed their support by crafting signs. The district is proud of all students who participated in this popular event.
Bulldogs Dominate Homecoming Weekend
The District kicked off its homecoming weekend with the High School pep rally, where Dylan Diaz and Sara Madsen were named the homecoming king and queen.
The following day, the rest of the community, district staff, administration and board of education members joined together for its annual homecoming game, as the varsity football team defeated Deer Park by the score of 43-6.
The varsity cheerleading team kept the crowd in high spirits throughout the game, and during halftime high school’s marching band, flag team and kickline team provided an energetic performance.
Band Camp Progresses Students Forward
Students of the High School marching band geared up for a new school year and participated in the summer band camp program.
They worked diligently each day to sharpen their technique for several upcoming performances, including the Newsday Marching Band Festival, varsity football home games, and the Nov. 21 pre-game show at Met Life Stadium for the New York Jets. The show is “NBelieveable!” and will include numbers like Imagine Dragons’ “Believer,” Journey’s “Don’t Stop Believin” and The Monkees’ “I’m a Believer.”
MGV Artists exhibit at Long Island Childrens Museum
Mrs. Lisa Gregorek and her students have a collection of artwork on exhibit in Garden City at the LICM. The pieces are all based on the children's book The Dot . Mrs. Gregorek and her students have visited the Museum for an "artists' reception" and have already been invited to show there again next year. Congratulations to all of these students and their wonderful leader, Mrs. Gregorek.
Soloists Serenade Local Honoree
Congratulations to Sophia Bonventre, Esther Duclair and Nikolas Murillo for their wonderful rendition of the National Anthem on January 21, 2020 at the Anthony Tatti Youth Center naming ceremony. We congratulate Mr. Tatti on his many years of service to the community and wish him well.
NBHS String Quintet: STELLAR at STALLER!
Congratulations to Ms. Verderosa and the NBHS String Quintet members: Esther Duclair, Thomas Bruggemann, Molly Battaglia, Heather O'Leary and Ruby Haberman. Their performance at the invitational LISFA Chamber Music Festival was fantastic! What a wonderful representation of our community. Congratulations to all.
Long Island Secondary String Festival Honorees!
Congratulations to Gavin Aquino, Thomas Bruggemann, Jake Cosentino and Esther Duclair on their successful participation in the invitational Long Island String Festival weekend. Their performances on January 12 were the result of much hard work and resulted in an amazing concert. Congrats also to Ms. Verderosa for all of her hard work chaperoning and coaching the students.
On January 26, the following students will perform with the LISFA Elementary Festivals: Eren Alptekin, Cynthia Chen, Marilin Chicas, Jason Cusumano, Kendel Wilson, Melanie Kamalic and Andrea Ramirez. We congratulate all of these students, their families and their teachers, Ms. DiVito and Ms. Rzewinski for this terrific recognition.
How arts-based lessons improve science performance: Integrating the arts into science lessons helps the lowest-performing students retain more content, and doesn't require much funding to do.
By: Alison DeNisco | Issue: June, 2019
Integrating the arts into science lessons helps the lowest-performing students retain more content, according to a recent study published in the journal Trends in Neuroscience and Education. In a randomized control trial across 16 schools, fifth-grade classes were assigned to either an arts-integrated or a control condition. During a chemistry lesson, for example, students in the control group read about different states of matter and completed a worksheet. Students in arts-integrated instruction were split into groups to use their bodies to depict how solids, liquids and gases move. For science vocabulary lessons, the control students wrote out definitions while the arts-integrated learners drew them. When tested 15 days after instruction, there were no differences between groups. However, 10 weeks later, the lowest-performing students in the integrated classes remembered significantly more content than their peers in the control classes.
“Rather than being a victim of school reform, we suggest that the arts can be a driver,” says Mariale Hardiman, study author and director of the Neuro-Education Initiative at the Johns Hopkins School of Education in Maryland. “If we can begin to close the gap for children who are at the lower levels of achievement because they are learning through the arts, that’s something leaders and policymakers need to know.”
Arts from the start
Hardiman first began testing arts integration in the early 2000s as principal of Roland Park Elementary/Middle School, part of Baltimore City Public Schools. Today, the school has 1,400 preschool through grade 8 students, about 30% of whom are eligible for free or reduced-price lunch. “There was a groundswell of enthusiasm from a few teachers to make the arts more visible, and we began to coordinate with the traditional content teachers,” says Clare Grizzard, arts integration specialist at the school. Grizzard trains teachers and writes lessons using Hardiman’s Brain-Targeted Teaching model, which involves adding arts to curriculum planning for all subjects from the start. While teachers at Roland Park have been trained to use the model, it was never required before. Teachers adopted it on their own over time, with ongoing support from the school, Grizzard says.
The school now integrates the subject in three ways:
• Education: All students take courses in visual arts, theater and music.
• Experiences: The school partners with local cultural institutions for assemblies, performances, field trips and guest speakers.
• Integrated curriculum: Arts-infused lessons align to traditional content standards.
Train or fail
Blending the arts into other academic subjects does not require much funding, Hardiman says. However, teachers must be trained in the arts-integration technique, and be given the freedom to use their own content and materials, Hardiman says. Arts-infused lessons must also achieve learning objectives in language arts, STEM and other core subjects, she adds. “You could waste a lot of time doing crafty activities where kids have fun, but don’t learn content,” Hardiman says. Administrators must offer scheduling that allows for teacher collaboration, and should ideally provide a specialist for training. “It’s a real paradigm shift in the approach of teaching,” Grizzard says. “It reaches the goals administrators want to reach, getting there in a richer, more long-lasting way.”
Bay Street or Bust: Theatre Trip!
On Wednesday, November 27, Mrs. Drance, Mrs. Raymond and 75 theatre students travelled to Sag Harbor to see a production of "A Raisin in the Sun" at the Bay Street Theatre. Part of their annual literature series, all tickets are free for this event and include a productive "talk back" with the actors following the performance. This is a wonderful way to bring required reading to life and for students to have a chance to envision their future as part of the theatre world!
Princesses & Pizza Video
Arts College Fair
Students of all ages visited our free college fair for students interested in music, visual art, theatre and dance in the Yellow Cafeteria of the HS from 4-8 pm on 10/22. Representatives evaluated portfolios, answered questions and considered futures with students and families! "It's never to early to start looking when you are an artist!" said some parents of students as young as 10 who attended. Future events are planned and we are grateful to members of Tri-M and the NAHS for their help in sponsoring the event.
Presentations in the Auditorium included:
5:00 pm Alvin Ailey School at Fordham University
5:30 pm Savannah School of Art and Design Portfolio Advice
6:00 pm Savannah School of Art and Design: Careers in the Digital Age
6:30 pm University of the Arts at Philadelphia
7:00 pm New York State Summer School for the Arts
|Berklee College of Music|
|Fashion Instittue of Technology (SUNY)|
|Five Towns College|
|Hunter College (CUNY)|
|Manhattan School of Music|
|Marymount Manhattan College|
|Montclair State University|
|Nassau Community College (SUNY)|
|NYS Summer School of the Arts (NYSSSA)|
|Parsons School of Design / The New School|
|Potsdam: State University of New York (Crane School of Music)|
|Purchase College (State University of New York)|
|Queens College, City University of New York|
|State University of New York at Fredonia|
|Suffolk County Community College|
|The Academy of Art University|
|The Ailey School/Fordham University|
|The College at Brockport (SUNY)|
|The College of St. Rose|
|The Cooper Union for the Advancement of Science and Art|
|The Savannah College of Art and Design|
|The University of the Arts (Philadelphia)|
Congratulations to our NYSSMA All State Musicians: Esther Duclair and Sophia Bonventre.
Electrify Your Strings with Mark Wood
Join us for our rocktober event, "The Ultimate Tour" concert performed by students of the NBHS and RMMS Orchestral ensembles. Teachers Carolyn Rzewinski and Nicole Verderosa will join the students in selections including "Crazy Train", "Eleanor Rigby", "Carry On My Wayward Son", "Wood's Bolero" and "Hoedown".
Students will experience a two day residency with the renowned electric violinist and founding member of "Transiberian Orchestra", Mark Wood. Our Concert begins at 7pm in the NBHS Auditorium and is free. For additional information, contact the Music Department at 631-620-7044.
PASA will be conducting a raffle for a grand prize of an electric violin designed by Mark Wood.
Please be advised that this is a rock concert and volume will be louder than usual.
Highlight Reel from Meet The Teacher
Congratulations to our students and their supervisor, Ms. Askinazy, for their terrific performances at NBHS Meet the Teacher Night. Enjoy the video!
Newsday Marching Band Festival
The North Babylon High School Marching Band will perform "N-Believeable", featuring the music of Imagine Dragons, Journey and the Monkees at the Newsday Marching Band Festival on Thursday, October 17th. Performances begin at 7pm at the Mitchell Field Stadium in Uniondale, NY. Tickets are available by calling Mr. Wink at 631-620-7139 or emailing him at email@example.com.
Congratulations to our students who have had work selected for the "Nightmare on Main Street" exhibit at the Huntington Arts Council: Mia Bacchi, Hailey Lepik, Casey Losinski, Alexa Villanueva. The exhibit is open from October 18 to November 16, 2019 at the Huntington Arts Council Main Street Gallery in Huntington, NY. Great job Ms. Lambert and students!
On Sunday, November 24, the NBHS Marching Band performed a pre-game show on the field at Met Life Stadium! Over 270 North Babylon football fans braved the rain and enjoyed the show and a great game, a win over the Raiders! We are grateful to Mr. Bremer of the NY Jets Organization for all of his guidance in making this event possible for us.
Heckscher Museum's Annual Portfolio Series
- Each October, the Museum offers this FREE three-part series for high school students preparing for the college admissions process. Gain insight and receive invaluable feedback from admission counselors. Students are invited to attend one or more sessions.
Portfolio & Career Advice Night
Thursday, October 3
6 pm - 9 pm
Presentations and question and answer sessions with:
School of Visual Art
Huntington Fine Arts
Art League of Long Island
Local Artist Paul Lipsky
- Portfolio Review Night I, Thursday, October 10
6 pm - 9 pm
Bring your portfolio for one-on-one evaluation by admission counselors from:
California College of the Arts
The Cooper Union School of Art
Five Towns College
Montserrat College of Art
School of Visual Arts
St. John's University
Suffolk County Community Colleg
- Portfolio Review Night II Thursday, October 17, 6 pm - 9 pm
Bring your portfolio for one-on-one evaluation by admission counselors from: Adelphi University
Boston University School of Visual Arts
Center for Art & Design The College of Saint Rose
Hartford Art School, University of Hartford
Long Island University Post
Maine College of Art
Maryland Institute College of Art
New York Institute of Technology
Ringling College of Art and Design
Band Camp 2019: Believers!
Our NBHS Marching Band and Kickline are already hard at work on this year's Halftime Show! Congratulations to Drum Majors Tonianne Saturno, Heather Thompson and Nia-Lee Croswell.
Please come out and enjoy our halftime show at the new NBHS football field:
- September 28
- October 5 (HOMECOMING)
- October 26
- November 2
"The Art of Collaboration: VIS 101"
Ms. Blank and our summer SUNY Farmingdale art students visited the Islip Art Museum to view the exhibit "The Art of collaboration". IAM is a contemporary art museum housed in historic Brookwood Hall in Islip. This particular exhibit, open until August 24, includes artists who "have collaborated beyond their medium of expression".
"STEAMY Art Camp" 2019 SUCCESS!
Students in grades 3-5 enjoyed a workshop with the Long Island Children's Museum at our High School. Together, they created their own cave drawings and learned about how these ancient pieces of art history are preserved and interpreted. NB teachers Miss Murphy and Ms. Lambert worked with the children to also created their own unique tie dyed shirts for the art show on Friday morning. Great job, explorers!
Source: University of British Columbia
Summary: High school students who take music courses score significantly better on math, science and English exams than their non-musical peers, according to a new study published in the Journal of Educational Psychology.
School administrators needing to trim budgets often look first to music courses, because the general belief is that students who devote time to music rather than math, science and English, will underperform in those disciplines.
"Our research proved this belief wrong and found the more the students engage with music, the better they do in those subjects," said UBC education professor and the study's principal investigator, Peter Gouzouasis. "The students who learned to play a musical instrument in elementary and continued playing in high school not only score significantly higher, but were about one academic year ahead of their non-music peers with regard to their English, mathematics and science skills, as measured by their exam grades, regardless of their socioeconomic background, ethnicity, prior learning in mathematics and English, and gender."
Gouzouasis and his team examined data from all students in public schools in British Columbia who finished Grade 12 between 2012¬ and 2015. The data sample, made up of more than 112,000 students, included those who completed at least one standardized exam for math, science and English, and for whom the researchers had appropriate demographic information -- including gender, ethnicity, neighbourhood socioeconomic status, and prior learning in numeracy and literacy skills. Students who studied at least one instrumental music course in the regular curriculum counted as students taking music. Qualifying music courses are courses that require previous instrumental music experience and include concert band, conservatory piano, orchestra, jazz band, concert choir and vocal jazz.
The researchers found the predictive relationships between music education and academic achievement were more pronounced for those who took instrumental music rather than vocal music. The findings suggest skills learned in instrumental music transfer very broadly to the students' learning in school.
"Learning to play a musical instrument and playing in an ensemble is very demanding," said the study's co-investigator Martin Guhn, an assistant professor in UBC's school of population and public health. "A student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skills, develop team skills for playing in an ensemble and develop discipline to practice. All those learning experiences, and more, play a role in enhancing the learner's cognitive capacities, executive functions, motivation to learn in school, and self-efficacy."
The researchers hope that their findings are brought to the attention of students, parents, teachers and administrative decision-makers in education, as many school districts over the years have emphasized numeracy and literacy at the cost of other areas of learning, particularly music.
"Often, resources for music education -- including the hiring of trained, specialized music educators, and band and stringed instruments -- are cut or not available in elementary and secondary schools so that they could focus on math, science and English," said Gouzouasis. "The irony is that music education -- multiple years of high-quality instrumental learning and playing in a band or orchestra or singing in a choir at an advanced level -- can be the very thing that improves all-around academic achievement and an ideal way to have students learn more holistically in schools."
- Martin Guhn, Scott D. Emerson, Peter Gouzouasis. A population-level analysis of associations between school music participation and academic achievement.. Journal of Educational Psychology, 2019; DOI: 10.1037/edu0000376
Individuals who took music lessons as children show stronger neural processing of sound: young adults and even older adults who have not played an instrument for up to 50 years show enhanced neural processing compared to their peers.
Music, hearing, and education: from the lab to the classroom; quoted in Northwestern University,
Research shows that making music changes the brain, and that these brain changes have tangible impacts on listening skills, learning and cognition.
Music, hearing, and education: from the lab to the classroom; quoted in Northwestern University,
Attention Juniors and Seniors!
There are many upcoming scholarships for which you may be eligible. Be sure to check out our scholarship section by using the link on this page and find the opportunities that are just right for you.
Upcoming PASA Meetings
February 24, 2020 @ 7:30 pm
Meetings are held in the High School teacher's cafeteria and all are welcome.
The purpose of PASA is to encourage interest in an attendance at the many varied activities of the performing arts groups of the North Babylon Schools. PASA supports North Babylon students by advocating, promoting and lobbying, community wide, the virtues of the performing arts. Performing Arts includes music and dramatic performance, as well as art, dance, visual arts and technical theatre. (By Laws, 2007)
For just $5, you can be a member of PASA and show your support for the fantastic programs here in North Babylon. Fill out your form and send it in to your child’s music or art teacher, or to the PASA mailbox located in the High School. .
Monthly meetings are held in NBHS at 7:30 pm and dates are listed on the District Calendar.
For additional information, email President Kathy Scheid at firstname.lastname@example.org/ Membership forms are available in the Music and Art Office, Room 105 at the HS.
NEED A SECOND COPY OF YOUR SCORE for NYSSMA?
"Kristina's big idea" is here to help!
We are creating a library for all future NYSSMA students and you can help! If you purchased a 2nd copy of music for your child’s NYSSMA appointment and you do not need it anymore, we ask that you donate it to the Music Department. The scores will be made available to any student who needs it for next year’s auditions, festival and college auditions.
Please drop your music off at NBHS Room 105 of the High School anytime over the summer months between 8 and 2pm. Thanks to Kristina Scheid, a scholarship winning student at Molloy College and 2017 NBHS Graduate for this project. Thank you for helping us with “Kristina’s Big Idea” and have a great summer!
North Babylon's Music Education Program Receives National Recognition
District is one of 4% of school districts in nation to receive distinction
North Babylon, NY - April 6, 2018 - The North Babylon School District has been honored with the Best Communities for Music Education designation from the NAMM Foundation for it's outstanding commitment to music education. This is awarded to districts that demonstrate outstanding achievement in efforts to provide music access and education to all students. In a survey completed by Dr. Lowenborg-Coyne, questions were answered about funding, graduation requirements, music class participation, instruction time, facilities, support for the music program and community music making programs. Responses were verified with school officials and reviewed by the Music Research Institute at the University of Kansas.
This marks the 12th time since 2003 that the District has been honored by NAMM.
Childhood Lesson: Color Outside the Lines—How being a child artist helped me become a better business leader
Posted by Matt D'Arrigo, Jan 11, 2017 “No one ever discovered anything coloring inside the lines.” —Thomas Vasquez I’ve been an artist since my earliest childhood memories, falling in love with crayons, paint, paper, pastels, pencils—anything I could get my hands on. I would create with reckless abandon. Throwing colors, shapes, and scribbles onto paper feeling pure joy. Slowly, as I got older, I began to learn how to become a better artist. I learned how to control the medium, hone the skills and techniques needed to make my art look like it was supposed to, how to follow the rules. Although important in order to achieve the desired result, it also had its downside. I fell into the trap of focusing too much on the technique and final product rather than the process of creativity. I was not exploring the potential for creative discovery by breaking the rules and coloring outside the lines! Growing up, one of my art teachers had a little cartoon on his desk that read “Why color inside the lines when coloring outside the lines is so much fun?” It clicked with me. The greatest lesson I learned as a childhood artist was the power and importance of coloring outside the lines—that’s where the magic and fun happens. In 2001 I made the transition from artist to non-profit founder & CEO of ARTS | A Reason To Survive, a Creative Youth Development organization based in National City, Calif., that ignites the power of creativity in youth, inspires them to overcome obstacles, and provides them with the skills needed to become compassionate catalysts of positive change in themselves, their community, and the world. I now realize how important this lesson is and how it translates into the business world. Here are my top 5 reasons how coloring outside the lines has helped me in business today: 1) It Takes Courage “Creativity Takes Courage.” —Henri Matisse Anyone can play it safe, follow the rules, and blend in. Taking risks, stepping outside your comfort zone, finding your own unique voice and style that sets you apart from everyone else takes tremendous courage. No one makes his or her mark on the world by being timid or following what others are doing. People thought I was crazy for starting ARTS during the 2001 recession. They told me it would be too hard, the timing wasn’t right, I didn’t have any experience—maybe I should just work for an arts non-profit. There were many doubters, including myself. Fifteen years later we’ve created this incredible work of art and are going stronger than ever! 2) Mistakes Are Encouraged “Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” —Scott Adams If you’re making mistakes it means you’re trying new things, pushing the envelope, and taking risks. It’s the only way to be innovative. The important thing is to learn from your mistakes and grow. “Mistakes” are often the beginning of a totally new direction that could not have been seen or imaged otherwise. The first mistake I made was trying to immediately open an ARTS Center in 2001. It was my dream and vision, but the funds were not coming in. We explored how else we could provide our services with low overhead. By pivoting and launching outreach programs to hospitals and shelters, it led to success and gained the support we needed to open our first ARTS Center in 2007. Working through mistakes and roadblocks also builds another key ingredient in success: resilience. 3) It Forces You to Let Go of Control “Let it go, let it gooooo…”—Queen Elsa, “Frozen” As an artist, at some point, you need to let go of control, trust the creative process, and let it take you in directions outside your comfort zone. This can be applied in the business environment; if you try to control too much, you stifle creativity and you become a bottleneck suppressing others’ ideas and input. You need to trust and empower others, embrace new approaches, and be ok if it doesn’t work out. As a founder this can be especially challenging, but the only way to grow is to let it go! 4) It Affirms that Creativity is King “To be creative, we must lose our fear of being wrong.” – Joseph Chilton Pearce Being an artist or leading a business requires a tremendous amount of creativity. You can’t be creative by playing it safe and you must be prepared to be wrong. Everything is not always a home run. Fresh approaches, unique ideas, and creative problem solving can not only set you apart from others, but it can be the difference between sinking or swimming. When IBM surveyed the CEOs of the top Fortune 500 companies, they identified “creativity” as the #1 leadership quality for the 21st century. 5) It’s Fun “Creativity is intelligence having fun.” – Albert Einstein Like my teacher’s cartoon said, coloring outside the lines is fun. We need to remember to find the joy in what we do, continually surprise ourselves, and have fun. If you’re having fun, others around you will also. It’s contagious.
Picasso said it best: “All children are artists; the problem is staying an artist once we grow up.”
We all need to reconnect and celebrate the child artist in all of us and remember the importance of coloring outside the lines.
Getting Started in Band and Orchestra
Each year our 4th grade students have the opportunity to select the instrument they will begin playing. The process begins with an introduction to the instrument families in Music Class. This is followed by a demonstration by members of our music staff,who give each student a great deal of personalized information and experience to assist in their choices.
A letter is sent home with each student so you can discuss your choices as a family. When the form is returned, our staff evaluates the choices and selects the instrument we feel is best suited to the students physical and musical attributes. Please note that this may not be their first choice, but it is what we believe to be their best opportunity for success.
All are welcome to join our band and orchestra program and no prior experience is required. We hope you join us!
Study: Music Education Aids Cognitive Development
By Jackie Zubrzycki July 7, 2016
Studying music seems to have helped accelerate the cognitive development, and particularly the auditory- and speech and language-processing abilities, of a group of young children in Los Angeles.
That's an early pair of findings from a five-year longitudinal study being conducted by researchers with the Brain and Creativity Institute at the University of Southern California, in partnership with the Los Angeles Philharmonic Association and the Heart of Los Angeles, a community center. The study, published earlier this spring in Developmental Cognitive Neuroscience, checks in on a group of students two years into an experiment about the impact of music education on students' cognitive, social, and emotional development.
Previous studies have shown that adult musicians' brains are distinct from those of non-musicians, and that musical training in early childhood is associated with structural changes in the brain. The USC researchers write that this study should increase the field's understanding of how and whether musical training affects the brain.
The researchers began following 45 children, all from economically disadvantaged, bilingual households (most are Latino, one is Korean) in Southern California, starting when the children were 6 and 7. The initial group was split into three: One set of 13 students is receiving music instruction through the Youth Orchestra of Los Angeles, one group is playing soccer, and another is involved in no particular after-school activity. Eight students have since dropped out of the study or moved, so this paper focuses on the 37 remaining students.
The students in the music program are being taught using an approach based on El Sistema, developed in Venezuela. They receive free instruments and intensive, regular training from adult musicians. The students are occasionally monitored via MRIs, EEGs, and other activities to gauge their brain development.
Two years in, the students in the music group were more able to identify differences in musical pitch on a piano than other students. The brain scans also showed that these students had more-developed auditory pathways than their peers.
The authors write that this development in auditory processing also affects students' ability to process speech and language—which means it could have an impact on students' academic progress as well as their musical abilities.
This study is one of a number tackling the impact of music on young people's brains. Education Week spoke with one of the researchers involved in this study, neuroscientist Antonio R. Damasio, as it was beginning in 2013.
At the time, Damasio said he and his colleagues were interested in how music training and creation affect the entire brain:
"We say that when people are inspired, they create, that it all comes in a rush," said Antonio R. Damasio, a neuroscience professor at the University of Southern California, "but, of course, it comes in a rush if you've trained your hands and your mind for an entire lifetime. That moment of inspiration generally comes on the back of a whole process of imagination and knowledge and criticism of what has come before."
"We want to know what circuitries are involved, but this is something about the whole brain, not left or right brain or some particular cortex," he said...
Many schools have experienced cuts in arts and music programs in recent decades. In Los Angeles and other school districts, advocates have been highlighting the inequitable distribution of arts programs in schools. (Many schools serving the most disadvantaged students don't have robust arts programs.) Studies like this one may bolster claims that access to music education in schools, especially where many students are living in poverty, could benefit children's cognitive development.
Method Books for K-8 Orchestra and Band
Elementary Orchestra: Mr. Schultheis, Ms. DiVito
String Explorer, Book 1 or 2 (ask your teacher for details)
Middle School Orchestra: Ms. Rzwenski
Essential Elements for Strings, Book 2
OR Essential Technique for Strings, Book 3
Elementary Band: Mr. Orig or Mrs. Gembinski
Accent on Achievement
Middle School Band: Mrs. Pino, Mr. Guza
Standard of Excellence, Book 2
Do Pull Out Music Lessons Harm Students Academically?
Those of you who worry about the effects of pull-out band lessons on the academic achievement of students can breathe a sigh of relief today! A new study (Hash 2011) has confirmed previous findings that students who are pulled from traditional classes to participate in band lessons perform just as well--if not better--than non-band students in state testing. Similar findings have been found for orchestra students. (Kinney, 2008).
This does not imply that participation in band makes one smarter; however, it does help to alleviate fears that pull-out lessons may harm students academically. According to this latest study, even the lowest-performing band students still out-perform the majority of the highest performing non-band students, even after several years of pull-out lessons. This may be good news for parents who worry about their children’s progress and for classroom teachers who may eventually be evaluated by their students’ performance on standardized testing.
How music training alters the teenage brain
Music training initiated during high school might hone brain development Date:July 20, 2015 Source:Northwestern University Summary:Music training, begun as late as high school, may help improve the teenage brain's responses to sound and sharpen hearing and language skills, suggests a new study. The authors say that these results highlight music's place in the high school curriculum. According to the authors, high school music training -- increasingly disfavored due to funding shortfalls -- might hone brain development and improve language skills. Music training, begun as late as high school, may help improve the teenage brain's responses to sound and sharpen hearing and language skills, suggests a new Northwestern University study. The research, to be published the week of July 20 in the Proceedings of the National Academy of Sciences (PNAS), indicates that music instruction helps enhance skills that are critical for academic success. The gains were seen during group music classes included in the schools' curriculum, suggesting in-school training accelerates neurodevelopment. "While music programs are often the first to be cut when the school budget is tight, these results highlight music's place in the high school curriculum," said Nina Kraus, senior study author and director of Northwestern's Auditory Neuroscience Laboratory at the School of Communication. "Although learning to play music does not teach skills that seem directly relevant to most careers, the results suggest that music may engender what educators refer to as 'learning to learn,'" Kraus added. Kraus and colleagues recruited 40 Chicago-area high school freshmen in a study that began shortly before school started. They followed these children longitudinally until their senior year.
Nearly half the students had enrolled in band classes, which involved two to three hours a week of instrumental group music instruction in school. The rest had enrolled in junior Reserve Officers' Training Corps (ROTC), which emphasized fitness exercises during a comparable period. Both groups attended the same schools in low-income neighborhoods.
Electrode recordings at the start of the study and three years later revealed that the music group showed more rapid maturation in the brain's response to sound. Moreover, they demonstrated prolonged heightened brain sensitivity to sound details.
All participants improved in language skills tied to sound-structure awareness, but the improvement was greater for those in music classes, compared with the ROTC group.
According to the authors, high school music training -- increasingly disfavored due to funding shortfalls -- might hone brain development and improve language skills.
The stable processing of sound details, important for language skills, is known to be diminished in children raised in poverty, raising the possibility that music education may offset this negative influence on sound processing.
"Our results support the notion that the adolescent brain remains receptive to training, underscoring the importance of enrichment during the teenage years," the authors wrote.
The above post is reprinted from materials provided by Northwestern University. The original item was written by Julie Deardorff. Note: Materials may be edited for content and length. Journal Reference: 1.Adam T. Tierney, Jennifer Krizman, and Nina Kraus. Music training alters the course of adolescent auditory development. PNAS, July 2015 DOI: 10.1073/pnas.1505114112
America's best teachers get creative
Date:May 5, 2015
Source:Michigan State University
Summary:America's best teachers rap their algebra lessons, use music to teach Kafka and find other ways to use their own creative interests to teach their students, finds a new study. Examining the classroom practices of National Teacher of the Year winners and finalists, the study suggests successful educators aren't afraid to push the boundaries by incorporating real world, cross-disciplinary themes into their lessons.
While U.S. educational policy emphasizes high-stakes testing and scripted lessons, the best teachers in the business are taking creative risks -- often drawing from their own interests and hobbies -- to help students learn, new research finds.
Examining the classroom practices of National Teacher of the Year winners and finalists, the study, by Michigan State University scholars, suggests successful educators aren't afraid to push the boundaries by incorporating real world, cross-disciplinary themes into their lessons.
Consider the San Diego teacher who raps his algebra lessons. Or the Oregon science teacher whose students create advertisements to learn photosynthesis. Or the Iowa language arts teacher who uses musical concepts to teach Franz Kafka's complex novella "The Metamorphosis."
The study, published online in the journal Teachers College Record, is one of the first in-depth investigations of how exceptional teachers use creativity in the classroom.
"The best teachers are taking their own creative interests -- from rap music to cooking to kickboxing -- and are finding ways to incorporate these into the curriculum," said Danah Henriksen, assistant professor of educational psychology and educational technology and lead author of the study. "They're bringing together different subject matters and finding areas of connections so students can learn both in interesting ways."
America's test-driven educational policy, Henriksen argues, has "impeded creativity in teaching and learning." Many teachers today struggle to balance high-stakes testing and accountability with the ability to act flexibly, independently and creatively in their classrooms.
For more information, go to http://www.sciencedaily.com/releases/2015/05/15050...
NBHS Choir performs at Carnegie Hall
Brain Imaging Shows Enhanced Executive Brain Function in People with Musical Training
Date: June 17, 2014
Source:Boston Children's Hospital
A controlled study using functional MRI brain imaging reveals a possible biological link between early musical training and improved executive functioning in both children and adults, report researchers at Boston Children's Hospital. The study, appearing online June 17 in the journal PLOS ONE, uses functional MRI of brain areas associated with executive function, adjusting for socioeconomic factors.
Executive functions are the high-level cognitive processes that enable people to quickly process and retain information, regulate their behaviors, make good choices, solve problems, plan and adjust to changing mental demands.
"Since executive functioning is a strong predictor of academic achievement, even more than IQ, we think our findings have strong educational implications," says study senior investigator Nadine Gaab, PhD, of the Laboratories of Cognitive Neuroscience at Boston Children's.
"While many schools are cutting music programs and spending more and more time on test preparation, our findings suggest that musical training may actually help to set up children for a better academic future."
Boston Children's Hospital. "Brain imaging shows enhanced executive brain function in people with musical training." ScienceDaily. ScienceDaily, 17 June 2014. <www.sciencedaily.com/releases/2014/06/140617211020...
In a longitudinal study of 25,000 secondary school students, those with higher involvement in the arts scored better on measures of persistence than their peers with lower arts involvement."
Catterall, J. S. (1998). Involvement in the arts and success in secondary school. American for the Arts Monographs, 1(9).
"Arts education helps students become better readers and writers. This instruction increases reading readiness and word fluency in early grades and continues to improve reading comprehension and writing skills throughout middle and high school."
Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34, 239-276. 2 Walker, E., Tabone, C., & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88, 365-372.
Students who study the arts, especially music, outperform their non-arts peers on mathematics assessments.Arts integrated math instruction also facilitates mastery of computation and estimation skills, and challenging concepts like fractions.
Harris, M. A. (2007). Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction. Journal for Learning through the Arts, 3. 5 Kinney, D. W., & Forsythe, J. L. (2005). The effects of the arts IMPACT curriculum upon student performance on the Ohio fourth-grade proficiency test. Bulletin of the Council for
Research in Music Education, 164, 35-48.
Why are the ARTS important?
- They are languages that all people speak that cut across racial, cultural, social, educational, and economic barriers and enhance cultural appreciation and awareness.
- They provide opportunities for self-expression, bringing the inner world into the outer world of concrete reality.
- They develop both independence and collaboration.
- They make it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths.
- They improve academic achievement -- enhancing test scores, attitudes, social skills, critical and creative thinking.
- They exercise and develop higher order thinking skills including analysis, synthesis, evaluation, and "problem-finding."
- They provide the means for every student to learn.
Letter: Arts are important for sciences
Published: January 23, 2013 5:43 PM Newsday
Congratulations to the 53 students from Nassau and Suffolk counties who were recently named national Intel Science Talent Search semifinalists ["Intel contest," News, Jan. 10]. What is so impressive is the number of them who are involved in their school arts programs -- 26 in total.
Among the winners this year are student musicians -- several of whom were selected for countywide and statewide ensembles -- as well as visual artists, and those studying computer graphics and architectural design.
This should come as no surprise. Research shows that students involved in the arts score higher on standardized tests and show greater achievement in science and math. Students of the arts go on to careers not only in the arts, but into science, medicine, law and education.
While Long Island school arts programs are strongly supported by our communities, it is alarming that the arts are being pushed out of school curricula all over the state. The inordinate amount of test-taking is taking more time away from the ability to cultivate students' creativity. Because of funding pressures, districts have been forced to make the difficult decision to reduce unmandated classes, including the arts.
The arts provide students with self-confidence, creative problem-solving, the ability to critique work, and teamwork and time management skills. According to business leaders, these skills are all needed for 21st century employment.
John J. Gallagher, Middle Island
Editor's note: The writer is the Longwood school district's director of fine and applied arts.
Will my child's grades suffer when he's "pulled out for lessons? NO!
In this study, data indicate that “students did not suffer negative academic effects when compared to students of similar academic capability who remained in the classroom. We can also conclude that the overall Ohio Proficiency Test performance of the students who participated in string pull-out lessons was better than the performance of the students of similar ability who did not participate in the string program.
When string students are excused from their classrooms for string class, they are not leaving instruction. They are moving to another classroom in a different area of the building. The concepts taught in string [lessons] go far beyond pitch and rhythm.
(1995 results of the Ohio Proficiency Test (OPT) given to fourth-grade students in Hamilton, Ohio)
“'Pull-Outs', the label attached to these elementary instrumental classes, have been the object of criticism from non-music school personnel for years. In a recent study, interpretation of the data shows that the elementary instrumental program is not harmful to students' academic growth, even if these students are "pull out" of classes considered basic.
This conclusion from the statement from our statistician was: "Students in the instrumental music program appear to have as good or better academic growth (development) in Reading and Math as the District as a whole. A strong case can be made that it is, in fact, superior growth!” (David Circle, Shawnee Mission, Kansas)
Organized music lessons appear to benefit children's IQ and academic performance--and the longer the instruction continues, the larger the effect, according to a study published in the May issue of the Journal of Educational Psychology (Vol. 98, No. 2).
"Study in the arts can help students to pay better attention in school due to structural brain changes created when the students were engaged in practicing their art form. When students pick up an instrument and practice a tricky passage, they are not merely improving their solo. They are also developing a high level of concentration that will aid them when they are working on their next algebra problem."
M. Posner, University of Oregon, 2008.