The children’s brain in Primary School is biologically musical. The embryo in the third month can hear and remember musical patterns and can associate them with feelings which they provoke. As infant he or she has developed to a certain extent musical skills. Studies have shown that what makes the difference is the way in which musicality can be developed in the environment in which a child grows up. For example, the parents’ musical preferences, as well as if the child is involved in Music from earliest years and with a teacher suitable for this, influence decisively the musical education the child will receive. Studies show that the earliest contact with music studies improves significantly the development of an already musical mind. Indeed this influence does not relate only to the development of musical skills but also to different skills related to sciences and arts. This proposal aims at the description and analysis of views of neuromusical researchers about the extent to which a child’s musical abilities constitute an innate imperative but also can be developed by the teaching itself.

  Music has been a testimony to the journey of my life at any particular moment. I fondly remember the songs my mom sang to me when I was ill as a young child or the catchy tunes my teacher sang

Los Angeles, CA- When children start pre-school, it begins. They dabble with construction paper, finger paints, and glitter. They bring art work home nearly every day and we proudly plaster it across

This article focuses on my post-doctoral research into talent in piano learning in the Greek environment (Markea, 2005) and this built on my previous doctoral studies. The post-doctoral fieldwork embraced a national survey of piano teachers in Greece, as well as case studies of prestigious Greek piano teachers. The outcome is a major report that reviews the research data and links it to related research literature. Amongst the main findings are that the participants believe talent to be essentially innate. However, they perceive also that talent can be developed to a degree by four factors: practice, teaching, the family and the social environment. Nevertheless, their opinion is that an ‘ordinary’ student would be unlikely to perform on the piano in the same way as a ‘talented’ one. Somewhat surprisingly, the interviewees did not suggest that the music conservatory was a significant developmental influence. This finding is contrary to that reported in my earlier research (Markea, 2002), which suggested that the difference in policies among the conservatories in Greece was one of the most important variables influencing piano learning.

How effective is the strategy of drama in teaching extended written text within the English classroom?

Plays are great for an after-school project, but classrooms are the perfect platform for drama as well. There are many ways to incorporate drama into subject matter that may capture the attention of even the most apethetic students.

By Phyllis Ventresca There's nothing like dance for adults with its agility, strengthening and fitness rewards. So why not add it to your school? Kids, in particular girls, will line up to get in

Every band director I know who deals with beginners finds almost each year a disproportional flock of new students determined to play the drums. Being the ideologues we are, we want to give each stude

In the hierarchy of musical priorities, dynamics have often appeared to me to be relegated to fairly low niche and left there to languish, their immense potential for beauty and expressiveness being o

“Listen, you spoiled little cretins, the world does not revolve around you,” I patiently explained. “You’re kidding right?” hooted my students derisively.“Pick up your instruments, st