per coloro di Torino e dintorni, un seminario interessante
per coloro di Torino e dintorni, un seminario interessante
Si informa che il giorno 12 settembre 2007 alle ore 17.30, presso l'Aula
C del Dipartimento di Biologia Animale e dell'Uomo, via Accademia
Albertina 13, Torino, il Prof. Marcello COSTA, della Flinders University
di Adelaide, terrà il Seminario dal titolo MUSICA E CERVELLO: TUTTI
INSIEME APPASSIONATAMENTE.
Gewa
C del Dipartimento di Biologia Animale e dell'Uomo, via Accademia
Albertina 13, Torino, il Prof. Marcello COSTA, della Flinders University
di Adelaide, terrà il Seminario dal titolo MUSICA E CERVELLO: TUTTI
INSIEME APPASSIONATAMENTE.
Gewa
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- LucaIlRastamanno
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Non credo proprio che ci siano problemi per quanto riguarda il pubblico. Entrando nell'edificio, alla tua sinistra trovi la portineria, ti basta solo chiedere a loro dove si trova l'aula ed entrare (l'aula, comunque, e' una delle tre che si aprono a lato del lungo corridorio che troverai davanti a te...sempre che non abbiano cambiato le cose nel mentre).LucaIlRastamanno ha scritto:chao..sarei interessato, sai dirmi se il seminario è aperto a tutti e indicativamente quanto può durare?
grazie
Tempo...di solito i Professori hanno un'ora per chiacchierare piu' eventuali domande. Il tutto puo' pertanto variare dall'ora alle due ore, di solito non si va oltre.
Nel caso tu andassi, cosa che spero, ti sarei infinitamente grata se potessi raccontarci qualcosa di quello che verra' detto.
Grazie,
Gewa
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Re: per coloro di Torino e dintorni, un seminario interessan
A quanti hanno manifestato interesse la ricerca:gewa89 ha scritto:
il Prof. Marcello COSTA, della Flinders University
di Adelaide,
Gewa
http://www.fastthinking.com.au/media/1808.pdf
è breve ma fornisce idee puntuali
ciao
jordan
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Re: per coloro di Torino e dintorni, un seminario interessan
Developmental Benefits of Teachinggewa89 ha scritto: Flinders University di Adelaide Australia
Gewa
Music can have a physical effect on the body. Many of our senses are improved with involvement in music. Music can influence:
Sensory
Music requires repeated mental activity and coordination of mind and body. Mental disciplines including memory skills, concentration and symbol recognition are learnt through musical play and study. Learning music can help children improve academically. Studies have shown that music improves reasoning, memory and problem solving abilities.
Research is showing how early musical training is resulting in large benefits towards brain development. When a baby is born there is about 100 billion brain cells in place but they are poorly connected. These connections, called ?synapses?, are reconfigured in childhood. Early musical experiences are among the most powerful and effective ways to develop the ?synapses? for greater aptitudes in music and many related areas.
Brain scans of musicians shows larger planum temporal (brain region related to reading skills), thicker corpus callosum (the bundle of nerve fibers that connect the two halves of the brain), especially if musical training had begun before seven years of age.
The brain function is therefore enhanced throughout life.
Motor Skills
Music relies on movement in which the entire body participates, but emphasizes the development of precise control of the smaller muscles of the arm and hands and those controlling breathing and the voice.
Musical practice builds accuracy, speed, timing, smoothness and coordination of muscle control. It can actively contribute to brain development, more skilled at making movements
A fundamental part of music involves acquiring a sense of rhythm. Let the children interact, allow children to move to the rhythm or clap in time. Exploring sounds is important, experimentation with percussive ?simple? instruments is best. Eg: bells, drums, whistles, rattles.
Visual
Learning to read music has been shown to improve vision. Increases in the speed of reading music occur because the eye is forced to move ahead to follow the music. This in turn helps increase the speed of reading words.
Research has shown that the ability to sight-read music activates regions in all four of the cortex?s lobes and parts of the cerebellum. Importantly it also utilises the right side of the brain (the holistic influences of pattern recognition, music and emotion). Western education tends to focus on development of the left hemisphere (the sequential influences of language, speech and logic) at the expanse of the more creative right hemisphere.
Music develops the motor and sensory systems (including vision) of the brain in ways that no other activities do.
Aural
The ear is the first organ to develop in the embryo, and is fully functional by 18 weeks. By the third trimester, the foetus can hear the mother?s heartbeat in the womb and beliefs exist that other sounds (voices and music) can be heard as well. The parent-child relationship can be strengthened and stabilised through experiences with songs. Early experiences aid in the development of neuronal interconnections in the brain.
The skill of listening is a basic literacy capability and a fundamental music skill. It develops proficiency in perception, comprehension and analysis of music. This in turn has developed from auditory discrimination. Within the music context listening begins with initial recognition and discrimination of sound and leads to the development of an accurate memory bank.
Singing not only develops musical ability and social skills but also assists auditory development when practiced using cumulative songs, counting songs and rounds. Silence is also an important part of auditory discrimination; therefore constant music is not a necessity within the classroom context.
Social
Through group musical activities, children strengthen bonds of trust. They learn to support each other and work to common goals. Children also learn the valuable social skill of cooperation. There is often a sense of greater unity and belonging.
A child may gain a positive self-image through music. Self-awareness as well as a positive altitude is developed and reflected in all aspects of living.
Vocal
Musical activities in young children are particularly significant for developing language skills. Song is one of the best training grounds for young children learning to recognise the tones, melodic and rhythmic elements that add up to spoken language.
Music improves reading performance in junior primary grade children by promoting an understanding of syllables. It helps give understanding in regards to volume of speech (dynamics). Higher control of small muscles responsible for controlling breathing gives an insight into phrasing and pausing at the end of sentences. Children will come to discover how far the mouth should open when talking and establish the need for clear diction, especially if the child has sung in a group or choir.
Re: per coloro di Torino e dintorni, un seminario interessan
Jordan, grazie per questi apporfondimenti. Se hai tempo e voglia, potresti postare anche una traduzione di quanto riportato sopra, in modo che sia conprensibile e utile a tutti?
Ti ringrazio
Gewa
Ti ringrazio
Gewa
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- Utente Attivo
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Re: per coloro di Torino e dintorni, un seminario interessan
Gewa, la traduzione pubblica tra qualche eone...gewa89 ha scritto: Jordan, grazie per questi apporfondimenti. Se hai tempo e voglia, potresti postare anche una traduzione di quanto riportato sopra, in modo che sia conprensibile e utile a tutti?
Ti ringrazio
Gewa
intanto date una occhiata a qs che è molto interessante:
http://delivery.acm.org/10.1145/1300000 ... EN=6184618
ciao
jordan