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Located in Mississauga - S of QEW, 1 km East of Winston Churchill Blvd.
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For centuries people knew about the power and the importance of music, however the study of music was reserved for the privileged few. For most of the 20th century, a strong music program was considered to be an important part of a well-balanced education. With the advancement of bio-, neuro- & medical science it is clear that it is MUSIC that lays the foundation for later academic and career success.  

 

CHILDREN who PARTICIPATE in MUSIC PERFORM BETTER in SCHOOL and in LIFE

 

  So, think about it — as a parent, would you be interested in an activity that would not only help your child perform better in school, but also increase their chances for success later in life? And what if that activity was something your child actually enjoyed and wanted to take part in. Interested?
Sure, you're interested. And, surprise! This activity is not new, and as a matter of fact, you might have taken part in it yourself. It is the process of making music. And until recently, scientists didn't really understand the connection between music making and intelligence.
 
Many centuries ago, Plato said, "Music is a more potent instrument than any other..." And today, scientists have dubbed the 1990s as the "decade of the brain" because of the explosion in brain research. Recently, dramatic new research regarding the benefits of playing music might have altered Plato's views to read, "Playing music is a more potent instrument than any other for education and development."
 
Scientists have long suspected a neurological connection between playing music and intelligence, but it was not until recently that specific data became available directly linking the two. Forte Academy's Founding family has a strong ties with medical community; there are lasting contacts and friendships dating from Boris's medical school days - to this day we receive incredible data and interesting info and scientific evidence related to the benefits of study of music.
 
  Academic & Behavioral Benefits of Study of Music 
  Developmental Benefits
  Social & Health Benefits of the Study of Music:
 

 

In simple terms, the brain's cortex, the center of our intellectual functions, represents 85 percent of brain mass, The remaining 15 percent of the brain, the limbic system, handles our emotional functions. Researchers at McGill University in Montreal found that music functions as a key link between the cortex and limbic systems, suggesting that it's virtually impossible to study or play a musical instrument without feeling a wide range of positive emotions such as joy, happiness, love and tenderness
From this research, Author Sharlene Habermeyer, in her book, Good Music, Brighter Children, concluded, "and when we allow these emotions to be a part of the learning process, our education becomes richer, more meaningful, longer lasting, and has greater impact in our lives!"
 
Another study, performed at the University of Texas, found a direct relationship between the brain's ability to interpret musical notes and passages and written letters and words.
 
And further research has documented that the sensory input section of a violinist's brain which registers and controls activity of the left hand was more highly developed than that of the brain area controlling the less active right hand. The research further discovered that the earlier the violinist had begun to play, the greater the sophistication and response characteristics of the left hand cortical area of the brain.
 
   
   

 

Making Music Makes Us Smarter, Happier & Healthier  (if you like to read...)

 

Repeatedly, neurological research proved the TREMENDOUS IMPORTANCE OF MUSIC LEARNING TO BRAIN DEVELOPMENT AND ACHIEVEMENT.  Studies, including one by the University of California at Irvine, showed that LEARNING MUSIC INCREASES THE ABILITY OF YOUNG CHILDREN TO CREATE MENTAL IMAGES BY OVER 80%.  This ability is THE ESSENTIAL of MATHEMATICAL and ANALYTICAL THINKING!

One of the most recent studies, conducted upon request of the US Department of Education, included 28000 students seriously involved in study of different musical instruments.  Students were of different ages, social and cultural background with a minimum of 2 years of continued PRIVATE musical instrument study (various instruments).

AGAIN, the result was: Students seriously involved in private study of any musical instrument scored highest on mathematical AND verbal aptitude tests, outperforming their classmates not involved in study of music!

 

Music doesn't just soothe the soul , it also raises the IQ!

 

In recently published study, the University of Toronto professor and his team conducted a study in which some 6-year-old children were given piano or voice lessons, other received drama lessons and others received no lessons. He found the IQ of the music students rose nearly three points higher than those in other groups.( Article published in the Psychological Science, August 2004)

(click on .jpg image for article in full)

 
 

 

This study, as many other did, once again has confirmed the ASTONISHING impact of MUSICAL INSTRUMENT STUDY on a child's development

 

WHAT DOES MUSIC REALLY DO TO OUR CHILDREN?

 

Not only will music study help YOUR CHILD in the area of MATHEMATICS but also in READING, COMMUNICATIONS AND MEMORY!!!  And, aside from its academic value, there are MORE REASONS to give your child (OR YOURSELF) a music education:

 

  • to develop A LOVE FOR MUSIC
  • for an OUTLET for Energies and Emotion
  • for SELF-EXPRESSION
  • for the SENSE OF ACCOMPLISHMENT
  • for the building of SELF-CONFIDENCE, SELF-ESTEEM and SELF-DISCIPLINE
  • to HAVE FUN LEARNING EXPERIENCE
  • to help CREATIVITY and TALENT EMERGE
  • to establish and/or increase ability to grasp TIME/SPACE relations
  • to teach the values of punctuality, practice and perfection
  • ... what is inexpressible in WORDS ... is expressible in... ...SOUNDS

 

WHAT CHILD DEVELOPMENT EXPERTS THINK ABOUT PIANO TRAINING...

 

 

  • For the SHY child, piano is SELF-EXPRESSION

  • For the AWKWARD child, it is COORDINATION

  • For the IMPULSIVE child, it is a way to CHANNEL ENERGY
        INTO A REWARDING ACCOMPLISHMENT

  • For the EASILY DISTRACTED child, it is CONCENTRATION

  • For the UNCERTAIN child, it is POISE and CONFIDENCE

  • For the child who GIVES UP EASILY, it is PERSEVERANCE

  • For All CHILDREN, the MAGIC, the BEAUTY of MUSIC...

 

 

   ...and the JOY of MUSIC Making are simply GIFTS for LIFE!  

   

 

  So, think about it — as a parent, would you be interested in an activity that would not only help your child perform better in school, but also increase their chances for success later in life? And what if that activity was something your child actually enjoyed and wanted to take part in. Interested?
Sure, you're interested. And, surprise! This activity is not new, and as a matter of fact, you might have taken part in it yourself. It is the process of making music. And until recently, scientists didn't really understand the connection between music making and intelligence.

 

 

From recent issue of USA TODAY: "Musical training can be a big help in getting to the top of business and politics, according to most congressmen and Chief Executive Officers of Fortune 500 companies.  Ninety three percent of more than 1,000 CEO's and congressmen interviewed during this survey said playing a musical instrument as a child helped them develop "character and leadership skills."

 

A recent Rockefeller Foundation Study concluded that students seriously trained in music (for minimum of 10 years) have the highest rate of admittance to medical schools, followed by biochemistry and the humanities.

 

A comprehensive series of skill tests were run on 5,154 fifth graders in 75 of the Boston, MA elementary schools.  In EVERY SINGLE TEST AREA, kids who were learning to play a musical instrument received higher marks than their classmates.  And, the longer the school children had been in the instrumental programs, the higher they scored

 

The American Music Conference reports that music-makers are more likely to go on to college and other higher education than non-music music makers...52% more likely. The AMC also reports that music-makers watch less TV and are more optimistic about their futures than non-music makers.

 

It is also interesting to note that music making is being found to benefit the seniors as well. A survey of people in their 70’s showed that those who regularly participated in hobbies that were intellectually challenging, like reading or playing a musical instrument, during their younger adult years tended to be protected from Alzheimer’s disease. This research was done by Dr. Robert Friedland, whose study appeared this year in the Proceedings of the National Academy of Sciences. Dr. Zaven Khachaturian, senior medical adviser to the Alzheimer’s Association, said the study is important because it supports other research showing that the onset of Alzheimer’s is delayed by education and by intellectually demanding activities like music making.

 

SCIENTIFIC EVIDENCE related to the benefits of piano/music study...

 

 

 

...mounts. Repeatedly, neurological research proved the TREMENDOUS IMPORTANCE OF MUSIC LEARNING TO BRAIN DEVELOPMENT AND ACHIEVEMENT.  Studies, including one by the University of California at Irvine, showed that LEARNING MUSIC INCREASES THE ABILITY OF YOUNG CHILDREN TO CREATE MENTAL IMAGES BY OVER 80%.  This ability is THE ESSENTIAL of MATHEMATICAL and ANALYTICAL THINKING!

 
One of the most recent studies, conducted upon request of the US Department of Education, included 28000 students seriously involved in study of different musical instruments.  Students were of different ages, social and cultural background with a minimum of 2 years of continued PRIVATE musical instrument study (various instruments).
 
AGAIN, the result was: Students seriously involved in private study of any musical instrument scored highest on mathematical AND verbal aptitude tests, outperforming their classmates not involved in study of music - even those involved in extracurricular computer training!
 

 

Those and numerous other studies conducted all over the world, are  unanimously confirming the ASTONISHING impact of MUSICAL INSTRUMENT STUDY on child's development.

 

It has long been maintained that music training produces significant non-musical educational benefits. In the last ten years, important scientific and educational research has provided convincing evidence of the extrinsic value of music education. Numerous neurological research studies published in the last few years show that children who participate in piano instruction demonstrate a dramatic improvement in spatial-temporal reasoning abilities - abilities crucial to the comprehension of math and science concepts. This is understood to be a result of the visual-linear representation of the spatial relationships between pitches found on the keyboard, and the fact that two significantly different and challenging mental processes are working simultaneously while playing a piano keyboard.

Reading and interpreting abstract musical symbols from a two handed piano arrangement is a challenging 'receptive' process while playing the music on the keyboard is a challenging 'productive' process. A piano player learns to handle both these complex processes concurrently. Still, it may be surprising to discover that concert pianists enjoy, on average, 30% more grey-matter ( the thinking part of the brain ) than people without musical background who are considered intellectuals.

Child development research has also established a clear connection between early involvement in the study of piano and the development of healthy self-esteem and self-confidence.

 

The following paragraphs summarize important recent studies:

A research team exploring the link between music and intelligence reported that piano training is superior to computer or singing instruction in enhancing children’s abstract reasoning skills. Neurological Research, Vol. 19, Feb. 1997, Shaw, Rauscher, et al

Under-achieving first grade students in two Rhode Island elementary schools who were given an enriched, sequential, skill-building music program showed marked improvement in reading and math skills. Nature, May 23, 1996, Gardiner, Fox, Jeffrey and Knowles

A McGill University study found that scores on pattern recognition and mental representation tests improved significantly for students given piano instruction over a three-year period. The McGill Piano Project, Costa-Giomi, E., April 1998

An Auburn University study found significant increases in overall self-concept of at-risk children participating in a music and arts program. Project ARISE: Meeting the needs of disadvantaged students through the arts, Auburn University, 1992, Barry, N.H.

In the kindergarten classes of Kettle Moraine, WI school district, children who were given piano instruction scored 48% higher on spatial-temporal skill. Early Childhood Research Quarterly, Volume 15, Issue #2, Sept. 2000, Rauscher, F. and Zupan, M.

An analysis of the US Dept. of Education NELLs88 database, compiled over a period of ten years, showed that students involved in music scored higher than those with no music involvement in standardized tests and proficiency exams. Catterall,J., UCLA, 1997

 

Academic & Behavioral Benefits of Study of Music:

Success in society, of course, is predicated on success in school. Any music teacher or parent of a music student can call to mind anecdotes about effectiveness of music study in helping children become better students. Skills learned through the discipline of music, these stories commonly point out, transfer to study skills, communication skills, and cognitive skills useful in every part of the curriculum. Another common variety of story emphasizes the way that the discipline of music study  — helps students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. And there are a number of hard facts that we can report about the ways that music study is correlated with success in school:

According to statistics compiled by the National Data Resource Center, students who can be classified as "disruptive" (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in private music classes meet the same criteria as "disruptive." — Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992.

Students with coursework/experience in music performance and music appreciation scored higher on the SAT: 52 points higher on the verbal and 36 points higher on the math for music performance, and 60 points higher on the verbal and 41 points higher on the math for music appreciation than students with no music study participation. — 1998 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey

Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades. — NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC

Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted. — As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994

A study of 811 high school students indicated that the proportion of minority students with a music teacher role-model was significantly larger than for any other discipline. 36% of these students identified music teachers as their role models, as opposed to 28% English teachers, 11% elementary teachers, 7% physical education/sports teachers, 1% principals. — D.L. Hamann and L.M. Walker, "Music teachers as role models for African-American students," Journal of Research in Music Education, 41, 1993

Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills. — National Arts Education Research Center, New York University, 1990

Developmental Benefits:

Success in school and in society depends on an array of abilities. Without joining the intense ongoing debate about the nature of intelligence as a basic ability, we can demonstrate that some measures of a child’s intelligence are indeed increased with music instruction. Once again, this burgeoning range of data supports a long-established base of anecdotal knowledge to the effect that music education makes kids smarter. What is new and especially compelling, however, is a combination of tightly-controlled behavioral studies and groundbreaking neurological research that show how music study can actively contribute to brain development:

A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills, the skills necessary for learning math and science. — Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, "Music training causes long-term enhancement of preschool children's spatial-temporal reasoning," Neurological Research, Vol. 19, February 1997

Students in two Rhode Island elementary schools who were given an enriched, sequential, skill-building music program showed marked improvement in reading and math skills. Students in the enriched program who had started out behind the control group caught up to statistical equality in reading, and pulled ahead in math. — Gardiner, Fox, Jeffrey and Knowles, as reported in Nature, May 23, 1996

Researchers at the University of Montreal used various brain imaging techniques to investigate brain activity during musical tasks and found that sight-reading musical scores and playing music both activate regions in all four of the cortex's lobes; and that parts of the cerebellum are also activated during those tasks. — Sergent, J., Zuck, E., Tenial, S., and MacDonall, B. (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.

Researchers in Leipzig found that brain scans of musicians showed larger planum temporale (a brain region related to some reading skills) than those of non-musicians. They also found that the musicians had a thicker corpus callosum (the bundle of nerve fibers that connects the two halves of the brain) than those of non-musicians, especially for those who had begun their training before the age of seven. — Schlaug, G., Jancke, L., Huang, Y., and Steinmetz, H. (1994). In vivo morphometry of interhemispheric assymetry and connectivity in musicians. In I. Deliege (Ed.), Proceedings of the 3d international conference for music perception and cognition (pp. 417-418). Liege, Belgium.

A University of California (Irvine) study showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning IQ. — Rauscher, Shaw, Levine, Ky and Wright, "Music and Spatial Task Performance: A Causal Relationship," University of California, Irvine, 1994

Researchers found that children given piano lessons significantly improved in their spatial- temporal IQ scores (important for some types of mathematical reasoning) compared to children who received computer lessons, casual singing, or no lessons. — Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R. (1997) Music training causes long-term enhancement of preschool children's spatial temporal reasoning. Neurological Research, 19, 1-8.

A McGill University study found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. They also found that self-esteem and musical skills measures improved for the students given piano instruction. — Costa-Giomi, E. (1998, April). The McGill Piano Project: Effects of three years of piano instruction on children's cognitive abilities, academic achievement, and self-esteem. Paper presented at the meeting of the Music Educators National Conference, Phoenix, AZ.

Researchers found that lessons on songbells (a standard classroom instrument) led to significant improvement of spatial-temporal scores for three- and four-year-olds. — Gromko, J.E., and Poorman, A.S. (1998) The effect of music training on preschooler's spatial-temporal task performance. Journal of Research in Music Education, 46, 173-181.

In the Kindergarten classes of the school district of Kettle Moraine, Wisconsin, children who were given music instruction scored 48 percent higher on spatial-temporal skill tests than those who did not receive music training. — Rauscher, F.H., and Zupan, M.A. (1999). Classroom keyboard instruction improves kindergarten children's spatial-temporal performance: A field study. Manuscript in press, Early Childhood Research Quarterly.

An Auburn University study found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics and art, as measured by the Piers-Harris Children’s Self-Concept Scale. — N.H. Barry, Project ARISE: Meeting the needs of disadvantaged students through the arts, Auburn University, 1992

Social & Health Benefits of the Study of Music:

Each of us wants our children — and the children of all those around us — to achieve success in school, success in employment, and success in the social structures through which we move. But we also want our children to experience "success" on a broader scale. Participation in music, often as not based on a grounding in music education during the formative school years, brings countless benefits to each individual throughout life. The benefits may be psychological or spiritual, and they may be physical as well:

Music making makes the elderly healthier.... There were significant decreases in anxiety, depression, and loneliness following keyboard lessons. These are factors that are critical in coping with stress, stimulating the immune system, and in improved health. Results also show significant increases in human growth hormones following the same group keyboard lessons. (Human growth hormone is implicated in aches and pains.) — Dr. Frederick Tims, reported in AMC Music News, June 2, 1999

Music education opens doors that help children pass from school into the world around them — a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music. — Gerald Ford, former President, United States of America

During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought to me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North — and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children. — H. Norman Schwarzkopf, General, U.S. Army, retired

Music is about communication, creativity, and cooperation, and, by studying music , students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective. — Bill Clinton, President of the United States of America (1992-2000)

 

 

PIANO LESSONS: Investing in our children

As a parent, you undoubtedly realize the importance of preparing your children for the future. Since education is one of the key elements to future success, if you were shown a way to increase your child's I.Q. right now, wouldn't that be a step in the right direction?

You, the parent, must be actively involved in the education process to be certain your children succeed academically. Besides offering help and encouragement, there is another less known, but carefully researched "educational tool" that can help your children achieve greater academic success. PIANO LESSONS being that tool!

It is now known, according to numerous studies, that there is a profound link between music and intelligence. As a parent, it is of extreme importance that you learn more about the amazing results of these studies and how your children can experience the same benefits.

Overall, the children who received the piano/keyboard training performed 34% higher on tests measuring spatial temporal ability.

The February 19, 1996 issue of Newsweek magazine contains two eye-opening articles. The first article entitled, "Your Child's Brain," revealed a study that was led by psychologists Dr. Gordon Shaw and Dr. Frances Rauscher at UC Irvine. It was found that after giving nineteen preschoolers either singing or piano lessons, the children's "spatial reasoning had dramatically improved". Compared with children who had not received music lessons, as displayed by their ability to work mazes, draw geometric figures or shapes and copy patterns of two- color blocks "Music," says the UC team, "excites the inherent brain patterns and enhances their use in complex reasoning tasks."

The second article, "Why do schools flaunt Biology?" goes into greater detail about neurons, synapses, and axonal connections. Detailed, but not impossible to understand. We recommend that you drop by your local library and read the articles in full

Another fascinating study done by the same UC team revealed that, "music lessons, specifically piano instruction, is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills necessary for learning math and science." Published in the February 1997 issue of Neurological Research, these findings are the result of a two-year experiment with four groups of preschoolers.

In the experiment, one group of preschoolers received private piano/keyboard lessons. Another group was given singing lessons, while the third group received private computer lessons. The fourth group received no training. Overall, the children who received the piano/keyboard training performed 34% higher on test measuring spatial-temporal ability. 

Obviously, music enhances brain functions needed for mathematics, science, and engineering.

These findings can change the way educators view the core school curricula, as music tends to "nurture" the intellect and produces long-term improvements.

Dr. Rauscher stated, "It has been clearly documented that young students have difficulty understanding the concepts of proportion (heavily used in math and science) and that no successful program has been developed to teach these concepts in the school system."

As a result, Dr. Shaw added, "The high proportion of children who evidenced dramatic improvement in spatial-temporal reasoning as a result of music training, piano training in particular, should be of great interest to scientists and educators."

What the UC team's studies indicate is that music training generates the neural connections used for abstract reasoning like those necessary for understanding mathematical concepts. Neural connections are responsible for all types of intelligence and a child's brain will develop to its full potential only with exposure to enriching childhood experiences. Early experiences determine which brain cells (neurons) will connect with other brain cells and which will die away.

Drs. Shaw and Rauscher, through earlier studies, have reported a "casual relationship between music training and spatial-temporal ability enhancement in preschoolers (1994) and among college students who simply listened to a Mozart sonata (1993, 1995)!

Although piano lessons are a fundamental way to give a child a broad appreciation of music, the benefits are largely non-musical.

Incidentally, it is not important for a child to play a song to perfection. What is important is for a child to develop to the best of his or her abilities. The piano is the "educational tool" that can help accelerate a child's development.

Children that take piano lessons learn valuable qualities such as concentration, coordination and confidence. These qualities have been termed the "three C's", and they can help children reach their full potential.

Complete concentration is required when studying piano. In lessons, a child learns to read two lines of music and uses both ears, arms, legs, feet and all ten fingers with the brain sending a different message to each of the body parts, causing them to work together. No other activity allows these skills to be used so constructively!

Coordination of the mind and muscles is also developed with piano lessons, transferring into many daily activities, which can include improved hand-eye coordination, greater sports enjoyment, and the fuller use of both sides of the brain.

Confidence is then developed as a child begins to experience the benefits of concentration and coordination. It is very rewarding for a child to complete a difficult task, allowing him or her to feel good about the accomplishment.

In other words, the "three C's" can help build a foundation that will cause a child to grow and benefit now and also in the future.

In 1991, a pilot piano/keyboard project had some remarkably convincing results. In fact, it was described boldly as, "a revolution in the art of teaching." School officials and business leaders had nothing but praise for the project that was started in 1990, for first and second graders.

Davis Elementary of Greenwood, Mississippi was chosen due to the ample room available, making it easier to implement the program. The program was modeled after a similar program in Japan, with the results being the same... positive. There were substantial increases in both reading and especially math. Without lessons, there was only a marginal increase for both. The percentile increases were based on the SAT scores taken before and after the program.

The results were pretty amazing when you consider that the lessons were given to a group of twelve to fifteen students just once a week. Sound familiar? It's just like the piano lessons many students receive today with piano teachers around the world. With private one-on-one lessons the results would probably be even better, especially for those who are encouraged to practice regularly.

According to an article by public relations chairman for the Sounds of Aloha chorus and the Hawaii’s men's barbershop chorus, Tom Hutton, entitled, "Music improves school grades," the social development that results from a child who receives music instruction are only the tip of the iceberg."

The real results are in academic achievement. The article points out, "Particularly in a child's early formative years, the impact of music instruction and activity on mental development is dramatic." There is also credible evidence that the benefits are particularly pronounced in "slow learners."

Students with music backgrounds have consistently exceeded the national average on SAT scores by 19-31 points on the verbal portion and 14-23 points on the math portion, according to the College Entrance Examination Board. The investment you make now can translate into scholarship money later because of the higher SAT scores, saving you money in the long run.

As parents, we only have a short amount of time to influence and mold our children in a positive way for the future.

And finally, we're not sure who wrote the following, but we think it effectively sums everything up…

"A hundred years from now it will not matter what my bank account was, or the sort of house I lived in, or the kind of car I drove… but the world may be different because I was important in the life of a child". 

 

Today, we feel blessed to have been given the opportunity to study piano, and all the necessary assistance, support and encouragement through our music learning path and are determined to do everything in our power to bring the benefits, the power and the joy of music-making to our children, our students, the community and -to YOU. We Thank You for browsing the pages of our site!   

Boris & Vesna

 

Summarized by Boris V. Hrovat 

 

Few MUSICAL QUOTES:

"I firmly believe that music is a thrill, not a frill."  the late Sheri Lewis

"Have you ever wondered why young people take to music like fish to water?  maybe it's because music is fun.  Plan and simple.  It opens up their minds to dream great dreams about where they can go and what they can do when they get older."   Isaac Hayes, composer/arranger/performer

"The Japanese consider the study of music important for their engineers.  Playing a musical instrument involves discipline, creativity and conceptualization.  These attributes, added to engineering talent, help produce results that are not only functional but also harmonious in every way.  Music reaches across cultures and needs no translation."  Shirley Young, VP, Consumer Market Development for General Motors

"A bird doesn't sing because it has an answer, it sings because it has a song."  Maya Angelou, poet

"Music is Brain food..."  the late Sheri Lewis

"Music gives us a language that cuts across the disciplines, helps us to see connections and brings a more coherent meaning to our world."  Ernest Boyer, Carnegie Foundation President

"Study after study has proven that music education dramatically increases early brain development and improves students' overall academic performance.  But music does so much more!  It makes your mood more pleasant, your child a happier person, the car ride more fun and enjoyable, and your life more fulfilling."  Lynn Kleiner, author of "Kids Make Music!  Twos and Threes for Parents and Their Children"

"The facts are all there...music education really helps your brain."  Clint Black, recording artist

"Our schools tend to refine intellects but neglect to discipline emotions.  For anyone to grow up complete, music is imperative."  Paul Harvey, broadcaster and commentator

"I was lucky enough to have music lessons when I was young...I think it's good for a child to have a positive addiction."  Christina Applegate, actress

 "Music training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul."  Plato

"The man that hath no music in himself ... let no such man be trusted."  William Shakespeare 

"The things I learned from my experience in music in school are discipline, perseverance, dependability, composure, courage, and pride in results.  Not a bad preparation for the work force!"  Gregory Anrig, President, Educational Testing Service

"Almost all children respond to music.  Music is an open-sesame, and if you can use it carefully and appropriately, you can reach into that child's potential for development." Dr. Clive Robbins, Nordoff-Robbins Music Therapy Clinic

"Music helps all types of people to remain forever young.  Simply put, music can heal people."  Senator Harry Reid (D-Nevada) 

 


 

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