Showing posts with label music education. Show all posts
Showing posts with label music education. Show all posts
Thursday, October 27, 2011
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Tuesday, October 25, 2011
Is it OK to switch instrument mid-stream???
We get this question a lot!
Is it OK to switch instruments after they have been taking another for 6 months to 18 months?
The answer - of course! It all depends on what your goal and expectations are how you look at this. Is your overall goal that of musical enjoyment? Then the exploration of more than one instrument is completely understandable. Many times parents and the students themselves sometimes, place unrealistic expectations upon themselves as to where they should be and at what time, what the lessons "should be like" or how they "should go". These are usually based on minimal information and a lot of what they have created in their heads. Lessons should be enjoyable and can take many forms. The days of the piano teacher slapping your wrists when you make a mistake are gone. Here are the days of the modern music educator which teaches to the strengths and desires of each individual student.
Often, when choosing an instrument for their child to start, accessibility to an instrument plays a larger part than possibly necessary sometimes. Specifically, siblings want to differentiate themselves from their peers so it is very common after all 4 children have been playing piano for 6 months there are a few defectors saying, "...I want to try drums...I want to try guitar...etc." What they are really saying is I want to be different from my brother's a sister's and have my "own thing". Not that the cost factor of already having a piano sitting in the living room, or Uncle Joey's Guitar in the closet isn't important, etc. but it may not be the proper fit for each child in the family and may not be, in the case of the guitar, the proper size even.
When it comes to music education, be flexible. The student should be enjoying themselves in the lessons and if that takes exploration of a secondary instrument so they can find their "voice" than explore on!
Happy Practicing!
The Music Momma
Tuesday, October 18, 2011
Music Education Improves Academic Performance
Music Education Improves Academic Performance
Music educators have always believed that a child’s cognitive, motivational, and communication skills are more highly developed when exposed to music training. Now, study after study proves that music instruction is essential to children’s overall education because it improves their academic performance. The positive effects of music education are finally being recognized by science, verifying what music teachers have always suspected.
Music enters the brain through the ears. Pitch, melody, and intensity of notes are processed in several areas of the brain such as the cerebral cortex, the brain stem, and the frontal lobes. Both the right-brain and left-brain auditory cortex interprets sound. Feza Sancar (1999) writes that the right-brain auditory cortex specializes in determining hierarchies of harmonic relations and rich overtones and the left-brain auditory cortex deciphers the sequencing of sound and perception of rhythm.
Many studies have been performed to examine the affect of musical instruction on the brain. For example, researchers at the University of Munster, Germany, (1998) reported that music lessons in childhood actually enlarge the brain. The auditory cortex is enlarged by 25% in musicians compared to those who have never played an instrument. According to the study by Frances Rauscher of the University of California, Irvine, (1997) links between neurons in the brain are strengthened with music lessons. Dr. Frank Wilson’s study (1989) involving instrumental music instruction and the brain reveal that learning to play an instrument refines the development of the brain and the entire neurological system.
Curriculum areas that music instruction affects most include language development, reading, mathematics, and science. Music itself is a kind of language full of patterns that can be used to form notes, chords, and rhythms. Exposure to music helps a child analyze the harmonic vowel sounds of language as well as sequence words and ideas. Another curriculum area enhanced by music participation is reading. A child who participates in music activities experiences sensory integration, a crucial factor in reading readiness. Wilson’s study (1989) reveals that music instruction enhances a student’s ability to perform skills necessary for reading including listening, anticipating, forecasting, memory training, recall skills, and concentration techniques.
Mathematics is the academic subject most closely connected with music. Music helps students count, recognize geometric shapes, understand ratios and proportions, and the frameworks of time. Researcher Gordon Shaw (1993) found that piano instruction enhances the brain’s ability for spatial-temporal reasoning, or the ability to visualize and transform objects in space and time. This translates into a student’s heightened ability to understand fractions, geometric puzzles, math problems, and math puzzles. T. Armstrong (1988) reports that music educator, Grace Nash, found that by incorporating music into her math lessons, her students were able to learn multiplication tables and math formulas more easily. Teacher Eli Moar (1999) believes that arithmetic progressions in music correspond to geometric progressions in mathematics and that the relation between the two subjects is logarithmic.
At every age, exposure to music training effects academic performance. Susan Black (1997) reports that newborn babies have mechanisms in their brains devoted exclusively to music. These mechanisms help the newborns organize and develop their brains. Rauscher’s study (1997) indicates that just fifteen minutes a week of keyboard instruction, along with group singing, dramatically improved the kind of intelligence that is needed for pre-school students to understand higher levels of math and science. Her test results showed a 46% improvement in the spatial IQs for the young musician compared to only 6% for non-musicians.
Grade school music students also show increased learning in math and reading. The Public Schools of Albuquerque, NM, conducted a study (n.d.) which found that instrumental music students, with two or more years of study, scored significantly higher in the California Test of Basic Skills, (CTBS), than did non-music students. High school students also achieve greater academic excellence when exposed to music training. A study by Mission Veijo High School in Southern California (1981) shows that the overall grade point average of music students is consistently higher than the grade point average of their non-music peers. The music students achieved a 3.59 average while the non-music students achieved a lower 2.91 average.
Almost every college bound high school student must take the SAT college entrance exam. The College Entrance Examination Board at Princeton, NJ, (1999) reports that music students continue to out perform their non-arts peers on the SAT. The students with coursework in music study or music appreciation scored 61 points higher on the verbal portion of the test and 42 points higher on the math portion than students with no reported music coursework. Additionally, music majors have the highest SAT scores in all areas.
High SAT scores are necessary for acceptance into college, but according to Nancy Biernat’s study (1989), those scores do not necessarily predict collegiate success. Success in college can be more accurately predicted by individual levels of achievement in student activities such as drama, debate, and music. Also, the students with the least amount of participation in school activities such as music have the highest drop out rates.
The scientific evidence is abundant, obvious, and compelling; there are strong connections between music instruction and greater student achievement. Regardless of age, exposure to music helps to develop and fine-tune the workings of the brain. Music training, whether instrumental, vocal, or music appreciation, helps develop a child’s cognitive and communication skills. Music education is linked to higher test scores, grade point averages, and success in college. Franz Roehman (1988) tells of one researcher, Dr. Jean Houston, who goes so far as to say that children without access to arts programs, such as music education, are actually damaging their brains. After reviewing the scientific evidence, it is clear that music instruction is essential to children’s education because it improves their academic performance.
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Monday, October 10, 2011
John Lennon biography
John Lennon biography
Synopsis
Pop star, composer, and songwriter John Lennon was born October 9, 1940, in Liverpool, England. Lennon met McCartney in 1957 and invited Paul to join his music group. They eventually formed the most successful songwriting partnership in musical history. Lennon left The Beatles in 1969 and later released albums with his wife Yoko Ono, and others. In 1980 he was killed by a crazed fan.
Quotes
"The thing the sixties did was to show us the possibilities and the responsibility that we all had. It wasn’t the answer. It just gave us a glimpse of the possibility."
– John Lennon
Early Life
Pop star, composer, songwriter, and recording artist. John Winston Lennon was born October 9, 1940, in Liverpool, Merseyside, NW England, UK, during a German air raid in World War II.
When he was four years old, Lennon's parents separated and he ended up living with his Aunt Mimi. John's father was a merchant seaman. He was not present at his son's birth and did not see a lot of his son when he was small.
Lennon's mother, Julia, remarried, but visited John and Mimi regularly. She taught John how to play the banjo and the piano and purchased his first guitar. John was devastated when Julia was fatally struck by a car driven by an off-duty police officer in July 1958. Her death was one of the most traumatic events in his life.
As a child, John was a prankster and he enjoyed getting in trouble. As a boy and young adult, John enjoyed drawing grotesque figures and cripples. John's school master thought that he could go to an art school for college, since he did not get good grades in school, but had artistic talent.
Forming the Beatles
At sixteen, Elvis Presley's explosion onto the rock music scene inspired John to create the skiffle band called the "Quarry Men," named after his school. Lennon met Paul McCartney at a church fete on July 6, 1957. John soon invited Paul to join the group and they eventually formed the most successful songwriting partnership in musical history.
McCartney introduced George Harrison to Lennon the following year and he and art college buddy Stuart Sutcliffe also joined Lennon's band. Always in need of a drummer, the group finally settled on Pete Best in 1960.
The first recording they made was Buddy Holly's That'll be the Day in mid-1958. In fact, it was Holly's group, the Crickets, that inspired the band to change its name. John would later joke that he had a vision when he was 12 years old—a man appeared on a flaming pie and said unto them "from this day on you are Beatles with an 'A.'"
The Beatles were discovered by Brian Epstein in 1961 at the Cavern Club, where they were performing on a regular basis. As their new manager, Epstein secured a record contract with EMI. With a new drummer, Ringo Starr (Richard Starkey), and George Martin as producer, the group released their first single, Love Me Do in October 1962. It peaked on the British charts at number 17.
Lennon wrote the group's follow-up single, Please Please Me, inspired primarily by Roy Orbison but also fed by John's infatuation with the pun in Bing Crosby's famous "Please, lend your little ears to my please." The song topped the charts in Britain. The Beatles went on to become the most popular band in Britain with the release mega-hits like She Loves You and I Want To Hold Your Hand.
Beatlemania
In 1964, The Beatles became the first band to break out big in the United States, beginning with their appearance on TV's The Ed Sullivan Show on February 9, 1964. Beatlemania launched a "British Invasion"' of rock bands into the U.S., which included The Rolling Stones and The Kinks. After 'Sullivan,' The Beatles returned to Britain to film their first movie, A Hard Day's Night and prepare for their first world tour.
The Beatles followed up with their second movie Help! in 1965. In June, the Queen of England had announced that the Beatles would be awarded the MBE (Member of the Order of the British Empire). In August, they performed to 55,600 fans at New York's Shea Stadium, setting a record for largest concert audience. When they returned to England, they recorded the breakthrough album Rubber Soul, which extended beyond love songs and pop formulas.
The magic of Beatlemania had started to lose its appeal by 1966. The group's lives were put in danger when they were accused of snubbing the presidential family in the Philippines. Then, Lennon's remark that "we're more popular than Jesus now" incited denunciations and Beatles record bonfires in the U.S. bible belt. The Beatles gave up touring after an August 29, 1966, concert at San Francisco's Candlestick Park.
After an extended break, the band returned to the studio to expand their experimental with drug-influenced exotic instrumentation/lyrics and tape abstractions. The first sample was the single Penny Lane/Strawberry Fields Forever, followed up by Sgt. Pepper's Lonely Hearts Club Band, still considered by many to be the greatest rock album ever.
The Band Breaks Up
The Beatles then suffered a huge blow when Epstein died of an accidental overdose of sleeping pills on August 27, 1967. Shaken by Epstein's death, the Beatles retrenched under McCartney's leadership in the fall and filmed Magical Mystery Tour. While the film was panned by critics, the soundtrack album contained Lennon's I Am The Walrus, their most cryptic work yet.
After the Magical Mystery Tour film failed, the Beatles retreated into Transcendental Meditation and the Maharishi Mahesh Yogi, which took them to India for two months in early 1968. Their next effort, Apple Corps Ltd. was plagued by mismanagement. In July, the group faced its last hysterical crowds at the premiere of their film Yellow Submarine. In November, their double-album The Beatles (frequently called the White Album) showed their divergent directions.
Lennon had married Cynthia Powell in August 1962 and they had a son together who they called Julian, named after John's mother. Cynthia had to keep a very low profile during Beatlemania. They divorced in 1968 and he re-married Japanese avant-garde artist Yoko Ono, whom he had met at the Indica Gallery in November 1966.
John and Yoko's artist partnership began to cause further tensions within the group. Together they invented a form of peace protest by staying in bed while being filmed and interviewed, and the single recorded under the name of The Plastic Ono Band, Give Peace a Chance (1969), became the national anthem for pacifists.
Lennon left The Beatles in September 1969, just after the group completed recording Abbey Road. The news of the breakup was kept secret until McCartney announced his departure in April 1970, a month before the band released Let It Be, recorded just before Abbey Road.
Solo Career
After the Beatles broke up, Lennon released Plastic Ono Band, with a raw, minimalist sound that followed "primal-scream" therapy. In 1971, he followed up with Imagine, the most commercially successful and critically acclaimed of all John Lennon's post-Beatles efforts. The title track was later listed as the third all-time best song by Rolling Stone magazine.
Peace and love, however, was not always on Lennon's agenda. Imagine also included the track How Do You Sleep?, a nasty response to veiled messages at Lennon in some of McCartney's solo recordings. Later, the former songwriting duo buried the hatchet, but never formally worked together again.
Lennon and Ono moved to the U.S. in September 1971, but were constantly threatened with deportation by the Nixon administration. Lennon was told he was being kicked out of the country because of his 1968 marijuana conviction in Britain. But Lennon believed the true reason was his activism against the unpopular Vietnam War. Documents later proved him correct. Two years after Nixon resigned, Lennon was granted permanent U.S. residency in 1976.
In 1972, Lennon performed at Madison Square Garden to benefit mentally handicapped children and continued to promote peace while battling to stay in the U.S. That immigration battle took a toll on the Lennon's marriage and in the fall of 1973, they separated. John went to Los Angeles, where he partied and took a mistress, May Pang. He still managed to release hit albums, such as Mind Games, Walls and Bridges and Rock and Roll and collaborate with David Bowie and Elton John.
In the end, Lennon realized he really loved Yoko and he could not live without her. They reconciled and she gave birth to their only child, Sean, on Lennon's 35th birthday. John decided to leave the music business to raise his son
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Saturday, October 8, 2011
The History of Funk Music
What is Funk?
Along with R&B/Soul and Rap/Hip-Hop, Funk is one of the most enduring popular music forms to emerge out of the American black community. Although Funk predated the Disco revolution, Funk began to have a major impact on club music as Disco began to fade. Funk evolved from R&B but grew more earthy and rhythmic. A distinguishing feature is the beat emphasis of Funk. The primary accents are on the 1 and 3 counts (of 4). The guitar and horns often are used as primarily rhythmic and percussive instruments in Funk. As the rhythm became more prominent it also became more complex with extensive use of syncopation.
James Brown is the undisputed "Godfather of Funk." The "Hardest Working Man in Show Business" demonstrated the use of syncopation and scratching rhythm guitar on the influential hit Papa's Got a Brand New Bag. Over the years James continued to produce more rhythmically sophisticated Funk recordings, and he spread the gospel of Funk in his wild stage shows. In the 1970's, George Clinton and "Bootsy" Collins, a former member of James Brown's band, emerged as the leaders of the Parliament-Funkadelic conglomeration of bands. They brought Funk forward as a powerful force in popular music. Tear the Roof Off the Sucker (Give Up the Funk) and Flashlight brought Funk to the attention of mainstream audiences. Through most of the 1970's, Funk was rarely heard in discos. Parliament-Funkadelic concert events drew huge crowds that gyrated and danced for hours, but their audience was not a Disco audience. Disco presented a sound in which all four beats tend to be equal in accent. Some of the most intense examples of the disco beat are evident in the pounding bass beats of the work of Giorgio Moroder on hits such as Donna Summer's I Feel Love.
In 1978, Rick James laced his brand of Funk with a touch of Disco and produced the smash album Come Get It! featuring a brand of Funk that was palatable to dance audiences. He continued to have moderate success on the Disco chart until 1981's party anthem Give It To Me Baby became a #1 dance smash. Other performers helped bring the sound of Funk onto the dancefloor. The Gap Band's aggressive, bass heavy sound found a receptive audience. Songs such as Burn Rubber and Humpin' featured a sexual grind with a bit of bluesy attitude. Cameo carried the Funk standard onto dancefloors of the mid-1980's with the synthesizer-based beats of She's Strange and Word Up! Bootsy Collins - Ah...The Name is Bootsy, Baby! The Funk influence can be seen later in the 1980's in the work of superstars such as Michael Jackson and Prince. Billie Jean's heavy beat on the one is a testament to Funk's lasting influence. Wendy Melvoin's scratching guitar, the fuzzy bass, and vocals punctuated by grunts and moans on Prince's Kiss come together for a picture-perfect piece of Pop-Funk. The golden era of Funk is long gone, but the various elements introduced by seminal performers such as James Brown, George Clinton, and "Bootsy" Collins continue to be influential. Rap and Hip-Hop performers continue to sample pieces of Funk classics and celebrate the accent "on the one."
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Wednesday, October 5, 2011
The Evolution of Jazz
Jazz
Jazz is an American musical art form which originated at the beginning of the 20th century in African American communities in the Southern United States from a confluence of African and European music traditions. The style's West African pedigree is evident in its use of blue notes, improvisation, polyrhythms, syncopation, and the swung note. From its early development until the present, jazz has also incorporated music from 19th and 20th century American popular music. The word jazz began as a West Coast slang term of uncertain derivation and was first used to refer to music in Chicago in about 1915; for the origin and history. Jazz has, from its early 20th century inception, spawned a variety of subgenres, from New Orleans Dixieland dating from the early 1910s, big band-style swing from the 1930s and 1940s, bebop from the mid-1940s, a variety of Latin jazz fusions such as Afro-Cuban and Brazilian jazz from the 1950s and 1960s, jazz-rock fusion from the 1970s and late 1980s developments such as acid jazz, which blended jazz influences into funk and hip-hop.
Definition
Jazz can be hard to define because it spans from Ragtime waltzes to 2000s-era fusion. While many attempts have been made to define jazz from points of view outside jazz, such as using European music history or African music, jazz critic Joachim Berendt argues that all such attempts are unsatisfactory. One way to get around the definitional problems is to define the term "jazz" more broadly. Berendt defines jazz as a "form of art music which originated in the United States through the confrontation of blacks with European music"; he argues that jazz differs from European music in that jazz has a "special relationship to time, defined as 'swing'", "a spontaneity and vitality of musical production in which improvisation plays a role"; and "sonority and manner of phrasing which mirror the individuality of the performing jazz musician". Travis Jackson has also proposed a broader definition of jazz which is able to encompass all of the radically different eras: he states that it is music that includes qualities such as "swinging', improvising, group interaction, developing an 'individual voice', and being 'open' to different musical possibilities". Krin Gabbard claims that "jazz is a construct" or category that, while artificial, still is useful to designate "a number of musics with enough in common to be understood as part of a coherent tradition". While jazz may be difficult to define, improvisation is clearly one of its key elements. Early blues was commonly structured around a repetitive call-and-response pattern, a common element in the African American oral tradition. A form of folk music which rose in part from work songs and field hollers of rural Blacks, early blues was also highly improvisational. These features are fundamental to the nature of jazz. While in European classical music elements of interpretation, ornamentation and accompaniment are sometimes left to the performer's discretion, the performer's primary goal is to play a composition as it was written. In jazz, however, the skilled performer will interpret a tune in very individual ways, never playing the same composition exactly the same way twice. Depending upon the performer's mood and personal experience, interactions with fellow musicians, or even members of the audience, a jazz musician/performer may alter melodies, harmonies or time signature at will. European classical music has been said to be a composer's medium. Jazz, however, is often characterized as the product of democratic creativity, interaction and collaboration, placing equal value on the contributions of composer and performer, 'adroitly weigh[ing] the respective claims of the composer and the improviser'. In New Orleans and Dixieland jazz, performers took turns playing the melody, while others improvised countermelodies. By the swing era, big bands were coming to rely more on arranged music: arrangements were either written or learned by ear and memorized - many early jazz performers could not read music. Individual soloists would improvise within these arrangements. Later, in bebop the focus shifted back towards small groups and minimal arrangements; the melody (known as the "head") would be stated briefly at the start and end of a piece but the core of the performance would be the series of improvisations in the middle. Later styles of jazz such as modal jazz abandoned the strict notion of a chord progression, allowing the individual musicians to improvise even more freely within the context of a given scale or mode. The avant-garde and free jazz idioms permit, even call for, abandoning chords, scales, and rhythmic meters.
Debates
There have long been debates in the jazz community over the definition and the boundaries of "jazz." Although alteration or transformation of jazz by new influences has often been initially criticized as a "debasement," Andrew Gilbert argues that jazz has the "ability to absorb and transform influences" from diverse musical styles. While some enthusiasts of certain types of jazz have argued for narrower definitions which exclude many other types of music also commonly known as "jazz", jazz musicians themselves are often reluctant to define the music they play. Duke Ellington summed it up by saying, "It's all music." Some critics have even stated that Ellington's music was not jazz because it was arranged and orchestrated. On the other hand Ellington's friend Earl Hines's twenty solo "transformative versions" of Ellington compositions were described by Ben Ratliff, the New York Times jazz critic, as "as good an example of the jazz process as anything out there." Commercially-oriented or popular music-influenced forms of jazz have both long been criticized, at least since the emergence of Bop. Traditional jazz enthusiasts have dismissed Bop, the 1970s jazz fusion era as a period of commercial debasement of the music. According to Bruce Johnson, jazz music has always had a "tension between jazz as a commercial music and an art form". Gilbert notes that as the notion of a canon of jazz is developing, the "achievements of the past" may be become "...privileged over the idiosyncratic creativity..." and innovation of current artists. Village Voice jazz critic Gary Giddins argues that as the creation and dissemination of jazz is becoming increasingly institutionalized and dominated by major entertainment firms, jazz is facing a "...perilous future of respectability and disinterested acceptance." David Ake warns that the creation of "norms" in jazz and the establishment of a "jazz tradition" may exclude or sideline other newer, avant-garde forms of jazz.
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Saturday, October 1, 2011
An Intelligence View of Music Education
An Intelligence View of Music Education
Dr. Arthur Harvey
University of Hawaii (Manoa)
This article is used with permission from the Hawaiian Music Educators Association editor, and was published in the February 1997 issue of Leka Nu Hou, the Hawaiian Music Educators Association Bulletin.
As music educators we ought to be grateful for, and knowledgeable about, three major developments in recent years that have strengthened our position in promoting music as a significant and research supported discipline that ought to be at the core of the curriculum. They are: (1) The extensive amount of Brain Research, much of it using music to understand the human brain, encouraged by the 1990's being proclaimed “The Decade of the Brain”; (2) Howard Gardner’s development of the “Theory of Multiple Intelligences”, providing a model of human intelligence for educational reform that gives music a significant place in the development of educational programs; and (3) the highly publicized research of Frances Rauscher, Gordon Shaw and colleagues at the University of California, Irvine on “The Mozart Effect”, research that showed a causal relationship between music and aspects of intelligence.
As music educators we received a powerful emotional boost for music education in recent years as a result of the release of the film, Mr. Holland’s Opus. Building on this momentum, it is important to know where rational and scientific research data may be found to support our beliefs that music is indeed important in the education of all children. Having produced a 7 part video series in the 1980's on MUSIC AND THE BRAIN, it is exciting to see the current and expanding interest in music and the brain from a variety of perspectives as represented in the following selected publications:
...June 11, 1990 U.S. News and World Report “The Musical Brain”.
...May 16, 1995 The New York Times: Science Times “The Mystery of Music: How IT Works in the Brain”.
...February 19, 1996 Newsweek “Your Child’s BRAIN: How Kids are Wired for Music, Math & Emotions.
...March/April 1996 Learning “Music: Exercise for the Brain.”
...August 1996 Parents Magazine “Does Music Make Babies Smart?”.
...September 17, 1996 Family Circle “5 WAYS TO INCREASE YOUR MUSIC IQ.”
...October 1996 Discover “Music of the Hemispheres.”
...January 1997 The American School Board Journal “The Musical Mind”.
A significant number of neurologists are studying the relationship between music and brain development. One such study published in Science in 1995 reported that musicians who learned to play string or keyboard instruments before adolescence appear to have larger areas of the brain devoted to touch perception of the fingers. In the journal Neuropsychologia it was reported that musicians who started keyboard training before the age of seven had 12% thicker nerve fibers in the corpus callosum, that part of the brain that carries signals between the two hemispheres. Sharon Begley’s article, “Your Child’s Brain...” in Newsweek reported that researchers at the University of Konstanz in Germany had evidence that exposure to music rewires neural circuits.
At a January 1997, International Alliance for Learning Conference called “Unleashing the Brain’s Potential” in San Antonio, Texas, the majority of the presentations focused on the use of music to accelerate learning, as initially developed by Dr. Georgi Lazanov, and now used throughout the world as an important educational methodology, to optimize memory and other cognitive processes. Educational Listening Centers around the United States utilizing the research of Dr. Alfred Tomatis, use the music of Mozart as a vehicle for remediating audiological and neurological dysfunctions and facilitating higher levels of brain function. Even the popular press and recording companies are advertising that “Mozart Makes You Smarter”.
To assist me in the process of writing this article, while I’m reading and typing I am listening to “Classical Rhythms” from Relax With the Classics produced by LIND Institute, for which I served as consultant. The program notes read, “The exceptional beauty of Baroque Music, combined with its power to enliven the brain, is the hallmark of these Baroque allegro selections, which will energize you both physically and mentally. In contrast to the slower tempos of other RELAX WITH CLASSICS recordings, these faster allegro tempo pieces activate the most alert brain state--the beta brain wave state, enabling you to work, to study, to think, and to exercise with optimal energy and productivity. The bright tempos and tonal qualities of the instrumentation have been selected to help maintain a positive mental attitude.
An awareness of the breadth and depth of resources and approaches to the relationship of music to brain function and development has been the purpose of the preceding section. Of related interest, and of equal importance in understanding the necessary role that music can play in education is the work of Howard Gardner, a cognitive psychologist from Harvard University, who developed a Theory of Multiple Intelligences. In his Frames of Mind: The Theory of Multiple Intelligences, published in 1983, he first challenged the commonly held practice of categorizing people by single measures of intelligence and proposed that there are seven basic intelligences.
In 1991, Gardner published To Open Minds and in 1993 Multiple Intelligences: The Theory in Practice, updating the theory to reflect developments in his thinking. In Multiple Intelligences in the Classroom, Thomas Armstrong describes Gardner’s seven basic intelligences as a framework for educational practice. In a recent September 16, 1996 Business Week article, “How Many Smarts Do You Have” and in a Spring, 1996 Scholastic Parent and Child article, “Your Child’s Intelligence(s)” an eighth intelligence--Naturalist: The ability to recognize species of plants or animals in one’s environment, was added. For our purposes, we will limit discussion to the following seven intelligences.
In the January 1997 article, “The Musical Mind”, Gardner was quoted as saying that music might be a special intelligence which should be viewed differently from other intelligences. He stated that musical intelligence probably carries more emotional, spiritual and cultural weight than the other intelligences. But perhaps most important, Gardner says, is that music helps some people organize the way they think and work by helping them develop in other areas, such as math, language, and spatial reasoning. In a January 1997 publication, Gardner states that school districts that “lop off” music in a child’s education are simply “arrogant” and unmindful of how humans have evolved with music brains and intelligences. Students are entitled to all the artistic and cultural riches the human species has created.
While it is understood that music education can have an important impact on musical intelligence, there is accumulating a significant amount of research supporting the impact of music education on all seven intelligences. This article will provide a few recent selected examples for the purpose illustration. An important recent 1995 publication, Spin-Offs: The Extra-Musical Advantages of a Musical Education reviews the research literature from 1970 to 1992 and should be consulted for additional research.
Linguistic
A study by Hall in 1952, reported that when examining 278 eighth and ninth graders, the use of background music in study halls resulted in substantially more improvement of reading comprehension than those that studied without music.
In a study by Ramey and Frances Campbell of the University of North Carolina (as reported in “You Can Raise Your Child’s IQ” in Readers Digest October 1996) preschool children taught with games and songs showed an IQ advantage for 10 to 20 points over those without the songs, and at age 15 had higher reading and math scores.
Logical-Mathematical
The Council on Basic Education conducted a study comparing the amount of time spent on the arts by schools in Germany, Japan, England and the United States, and found that not only did the U.S. trail the other countries in time devoted and percentage of time devoted to arts instruction, but that the U.S. trailed countries in math and science scores.
A study in Rhode Island published in the May 23, 1996 issue of Nature reported that first-graders who participated in special music classes as part of an arts study saw their reading skills and math proficiency increase dramatically. Students who studied music appreciation scored 46 points higher on the math portion of the SAT in 1995, and 39 points higher if they had music performance experiences, than those without music education.
Spatial
In a study by Frances Rauscher and Gordon Shaw at the University of California, Irvine, that was presented in 1994 at the American Psychological Association, they reported that pre-schoolers who took daily 30 minute group singing lessons and a weekly 10-15 minute private keyboard lesson scored 80 percent higher in object-assembly skills than students who did not have the music lessons.
Bodily-Kinesthetic
In a report of the significance of singing in MUSICA Research Notes in Fall 1996 Weinberger cites research of Kalmar dealing with the positive effects of singing in normal children in a long term study, as she studied the effects of the Kodaly method of instruction, and found significant effects on motor development and cognitive development of those participating in the music program.
Musical
A report in The New York Times International in May 1996 indicated that in Japan, Korea, Taiwan, and China music is a more significant part of education for children than in the U.S.A., and the children in those countries are far more likely to have what some regard as one of the most striking signals of a musical mind, absolute pitch. As reported in “The Musical Mind” by Susan Black, neuromusical investigations are producing evidence that infants are born with neural mechanisms devoted exclusively to music. And perhaps, even more importantly, studies show that early and ongoing musical training helps organize and develop children’s brains.
A report by John Langstaff and Elizabeth Mayer in Learning, March/April 1996, presented a rationale for the importance of music education in early childhood. By approximately age 11, neuron circuits that permit all kinds of perceptual and sensory discrimination, such as identifying pitch and rhythm, become closed off. Not using them dooms the child to be forever tone deaf and offbeat.
Interpersonal
A study done in 1978 by McCarty, McElfresh, Risce and Wilson, reported that a pattern of inappropriate student behavior on a school bus was changed by playing music. Research at the Harvard Project Zero as reported by Colwell and Davidson, suggests that arts activities for all students on Fridays and Mondays reduces the absentee rate on those days.
Intrapersonal
Martha Mead Giles found in a study reported in the Journal of Music Therapy that music and art instruction may be an important link to children’s emotional well-being. In an Update: Applications of Research in Music Education report, Fall/Winter 1994, research was cited that in addition to an enhancement of self-concept as an outcome of music education, trust and cooperation, empathy, and social skills were also shown to be benefits of a music education.
Historically music education and music therapy researchers have provided a clear evidence that music and music education does have a measurable impact on individuals. However, it was the research efforts of Frances Rauscher (now at the University of Wisconsin, Oshkosh), Gordon Shaw and colleagues, at the Center for the Neurobiology of Learning and Memory at the University of California at Irvine dealing with the causal relationship between music and spatial task performance that resulted in the creation of the term “The Mozart Effect” and the proclamation that music can and does indeed make you smarter. A new book, The Mozart Effect, by Don Campbell, is to be released later this year.
The October 1993 issue of Nature included the report of a study done by Rauscher, Shaw and Ky that found that listening to 10 minutes of Mozart’s piano Sonata K.448 over a period of time increased spatial IQ scores in college students. A further study on spatial performance and music found that the spatial reasoning skills of 19 preschool children who were given 8 months of music lessons far exceeded the spatial reasoning performance of 15 children who had no musical training. Whereas the effect of listening to Mozart lasted only a short time (about 15 minutes), the results of the study with preschool children suggested to the researchers that music can improve intelligence for long periods of time, maybe even permanently.
In 1995, Rauscher and other researchers replicated and extended their findings concerning the Mozart effect and reported the results in Neuroscience Letters. In the most recent study, they used the same task as in their first experiment but extended the types of listening experienced. Seventy-nine college students were divided into three groups: silence, the same Mozart as used in the 1993 study, and a work by Philip Glass. Only the Mozart group showed a significant increase in spatial IQ score.
Rauscher and Shaw developed their research based on a neurobiological model that posits that music will enhance higher brain functions. There are certain synaptic connections being made through music training that are similar to those required for abstract and spatial reasoning.
What we as musicians knew experientially and intuitively, scientific studies on the brain, intelligence and music are confirming that we hold in our hands as music educators a powerful tool, a key that may unlock the door to developing the great potential residing in the human brain. May this sampler whet your appetite to taste more from this table of knowledge.
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Tuesday, July 19, 2011
The benefits of group music instruction
Learning to play an instrument is learning to become a musician. A good musician knows how to read notes and rhythms independently and can maintain his own part in an ensemble.
During group music lessons, students learn strong musicianship skills through movement, singing, games, and writing activities.
In a group setting, students play in what can be referred to as a " band". Many young musicians taking only private instruction lack the experience necessary to play with other musicians.
In group music lessons, everyone plays in an ensemble, thus building the skills needed for strong solo playing as well an ensemble experience.
Beginning Musicians often suffer from performance anxiety. In group music lessons, students play for one another frequently in a safe, supported environment, thus reducing the cause of anxiety in advanced musicians.
Group lessons are perfect for young beginners.
Find more info on PRIVATE and GROUP music instruction
The Musical Momma
Thursday, July 14, 2011
Seven ways music boosts that brain
Recent research underscores how playing an instrument (sooner than later) bolsters kids' academic, social, and emotional lives.
When her son started kindergarten at a public school in Berkeley, Calif., Marion Atherton just assumed that music would be part of his education.
As the director of the Crowden School, a Bay Area non-profit that offers music education to children who don't have access to it, Atherton took it for granted that her own son's school would teach music. She soon learned differently: her son wouldn't be getting any music classes until third grade.
"I was sort of shocked," said Atherton. "Here I am director of the Crowden Center, and my own children don't have a music program?"
Her son's school was not alone: A 2008 study by the Center on Education Policy found a narrowing of school curricula had resulted in a significant shift away from arts and music programs nationwide: since 2001-2002, 16 percent of elementary school districts have reduced their instructional time in arts and music.
Such cuts to music education are particularly ironic given the growing body of research that underscores how music engages many of same areas of the brain involved in language processing, memory, and other critical thinking skills essential for academic success. Music also appeares to benefit kids socially and emotionally.
Here are seven areas where studies have shown the benefits of music to kids' education and development:
Language processing: Several recent studies suggest that the brain processes music and language in similar ways, and that training in music may have benefits for language-related skills. The Neurosciences Institute reports that its research has "revealed a significant degree of overlap between music and language processing," and in a 2005 study , researchers at Stanford University found that mastering a musical instrument improves the way the human brain processes parts of spoken language. The findings suggested that students who are struggling with language and reading skills could especially benefit from musical training.
Memory: The benefits of music training appear to extend to memory, too. A 2003 study by researchers at The Chinese University of Hong Kong found that children with musical training showed better verbal memory than their peers. "When these children were followed up after a year," the study's authors wrote, "those who had begun or continued music training demonstrated significant verbal memory improvement." In other words, memorizing music pieces correlated with improvements in non-musical memory, too.
This correlation may stem from particular ways that music "challenges" young minds. Takako Fujioka, a scientist at the Rotman Research Institute in Toronto, Ontario, Canada, and co-author of a study that found musically trained children showed greater improvement on memory tests throughout the course of a year than their non-musically trained peers, explains that playing music "requires the brain to solve the problems of how to allocate attention and memory toward complex tasks."
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Tuesday, July 12, 2011
Benefits of Music Education
The U.S. Department of Education recommends the arts to college-bound middle and junior high school students asserting, “Many colleges view participation in the arts and music as valuable experience that broadens students’ understanding and appreciation of the world around them.”
In addition, it plays a part in developing “children’s intellectual development.” The U.S. DOE also suggests one year of Visual and Performing Arts for college-bound high school students. (Source: Getting Ready for College Early: A Handbook for Parents of Students in the Middle and Junior High School Years, U.S. Department of Education, 1997)
The arts are one of the six subject areas in which the College Board recognizes as essential in order to thrive in college. (Source: Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York )
The arts produce jobs, generating an estimate $37 billion with a return of $3.4 billion in federal income taxes. (Source: American Arts Alliance Fact Sheet, October 1996 )
Students taking courses in music performance and music appreciation scored higher in the SAT than students with no arts participation. Music performance students scored 53 points higher on the verbal and 39 points higher on the math. Music appreciation students scored 61 points higher on the verbal and 42 points higher on the math. (Source: 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey)
According to the National Education Longitudinal Study of 1988, music students received more academic honors and awards than non-music students. A higher percentage of music participants received As, As/Bs, and Bs than non-music participants. (Source: NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington D.C.)
Lewis Thomas, physician and biologist, found that music majors comprise the highest percentage of accepted medical students at 66%. (Source: As reported in “The Case for Music in the Schools,” Phi Delta Kappan, February 1994.)
Research made between music and intelligence concluded that music training is far greater than computer instruction in improving children’s abstract reasoning skills.(Source: 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 )
The University of Montreal researched brain imaging techniques to study brain activity during musical tasks. Researches concluded that sight-reading musical scores and playing music “activate regions in all four of the cortex’s lobes” and “parts of the cerebellum are also activated during those tasks.” (Source: J. Sergent, E. Zuck, S. Tenial, and B. MacDonnall (1992). Distributed neural network underlying musical sight reading and keybpard performance. Science, 257, 106-109.)
Researchers in Leipzig discovered through the use of brain scans that musicians had larger planum temporale, the region of the brain associated with reading skills. Also, musicians had a thicker corpus callosum, the nerve fibers that connect the two halves of the brain. (Source: G. Schlaug, L. Jancke, Y. Huang, and H. Steinmetz (1994). “In vivo morphometry of interhemispheric asymmetry and connectivity in musicians.” In I. Deliege (Ed.), Proceedings of the 3rd international conference for music perception and cognition (pp. 417-418), Liege, Belgium.)
“The arts enrich communities and employees, and also stimulate the kind of intellectual curiosity our company needs to stay competitive.” (Source: Norma R. Augustine, Chairman and Chief Executive Officer, Martin Marietta Corporation.)
“A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser. (Source: Robert E. Allen, Chairman and Chief Executive Officer, AT&T Corporation, in “America’s Culture Begins with Education”)
This data is exerpted from Music Makes the Difference: Music, Brain Development, and Learning which is MENC publication #1668 and may be purchased at the MENC website at www.menc.org.
Arts Education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate; the ability to learn new skills, to be creative and innovative, and to strive for excellence. (Source: Joseph M. Calahan, Director of Corporate Communications, Xerox. Corporation)
I believe arts education in music, theater, dance and the visual arts is one of the most creative ways we have to find the gold that is buried just beneath the surface. They (children) have an enthusiasm for life, a spark of creativity, and vivied imaginations that need training...training that prepares them to become confident young men and women. As I visit schools around the country I see a renewed interest in arts education and a growing concern about the negative impact of cutting art and music out of curriculum. The creativity of the arts and the joy of music should be central to the education of every American child. (Source: Richard W. Riley, U.S. Secretary of Education)
Music is Beating Computers at Enhancing Early Childhood Development. Music training, specifically piano instruction, is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills necessary for learning math and science. Learning music at an early age causes long-term enhancement of spatial-temporal reasoning. (Source: Frances Rauscher, Ph.D., Gordon Shaw, Ph.D., University of California, Irvine, 1997)
Music Enhances Linguistic Skills. Music -- specifically song -- is one of the best training grounds for babies learning to recognize the tones that add up to spoken language. (Source Sandra Trehubn, University of Toronto, 1997)
America Is a Country Full of Music-Makers. 113 million, or 53% of Americans over the age of 12 are current or former music makers. (Source: 1997 "American Attitudes Towards Music" poll conducted by the Gallup Organization)
Americans Say Schools Should Offer Instrumental Music Instruction as part of the regular curriculum. 88% of respondents indicated this in a 1997 "American Attitudes Towards Music" Gallup poll. (Source: Music Trades, September 1997)
Student involvement in extracurricular or cocurricular activities makes students resilient to current substance use among their peers, according to a recent statewide survey of Texas Schools. Secondary students who participated in band, orchestra or choir reported the lowest lifetime use of all substances. (Source: 1994 Texas School Survey of Substance Abuse Among Students: Grades 7-12)
Studying Music Strengthens Students' Academic Performance. Rhode Island studies have indicated that sequential, skill-building instruction in art and music integrated with the rest of the curriculum can greatly improve children's performance in reading and math. (Source: "Learning Improved by Arts Training" by Martin Gardiner, Alan Fox, Faith Knowles, and Donna Jeffrey, Nature, May 23, 1996)
Music and Spatial Task Performance: A Casual Relationship. Music lessons, and even simply listening to music, can enhance spatial reasoning performance, a critical higher-brain function necessary to perform complex tasks including mathematics. (Source: Frances Rauscher, Ph.D., Gordon Shaw, Ph.D., University of California, Irvine, 1994)
The Mozart Effect surfaced about four years ago when research uncovered that adults who listened to music of complexity for ten minutes or so experienced temporary increases in their spatial IQ scores. (Source: Frances Rauscher, Ph.D., Gordon Shaw, Ph.D., University of California, Irvine, 1994)
Music Is One of Our Greatest Economic Exports. "The arts are an economic plus -- second only to aerospace as our most lucrative national export." (Source: Michael Greene of The National Academy of Recording Arts and Sciences)
Teacher Expertise in Music is a Critical Factor in Student Learning. Research indicates that teachers of all subjects -- including music -- who are more experienced and educated are more effective in the classroom. Consequently, students learn more from them. (Source: Paying for Public Education: New Evidence on How and Why Money Matters, by Ronald Ferguson, 1991)
Tuesday, June 28, 2011
The Drum Circle
A drum circle is any group of people playing (usually) hand-drums and percussion in a circle. They are distinct from a drumming group or troupe in that the drum circle is an end in itself rather than preparation for a performance. They can range in size from a handful of players to circles with thousands of participants.
In 1991, during testimony before the United States Senate Special Committee on Aging, Grateful Dead drummer Mickey Hart stated:
Typically, people gather to drum in drum "circles" with others from the surrounding community. The drum circle offers equality because there is no head or tail. It includes people of all ages. The main objective is to share rhythm and get in tune with each other and themselves. To form a group consciousness. To entrain and resonate. By entrainment, I mean that a new voice, a collective voice, emerges from the group as they drum together.
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Wednesday, June 22, 2011
"A History of Rock and Dance Music"
Rock'n'Roll 1951-57
The economic boom
The illusion of peace after the bloodbath of World War II did not last for long. After the Korean war (1950) it became apparent that another war was underway, a war by proxy against the Soviet Union (that had just exploded its first atomic bomb). The two winners of the war represented two opposing ideologies: capitalism versus communism, democracy versus tyranny. Previous wars had been largely fought over territory, resources, prestige, patriotism; not quite over ideology. The tragedy of Hiroshima and Nagasaki made the confrontation all the more dangerous: a war between the USA and the Soviet Union would have caused massive destruction. China became no less hostile to the West, shutting down all communication with the capitalist world. India gravitated mostly towards the Soviet Union too. The communist countries supported independence movements by all the former European colonies, and many of them ended up being ruled by socialist regimes. Thus the "Cold War" would spread throughout the planet. Another impact of the "Cold War" on USA society was a renewed sense of insecurity. Between 1948 and 1954 senator Joseph McCarthy successfully launched a "witch hunt" against intellectuals suspected of being communist spies. When a civil war in Cuba was won by the communist Fidel Castro (1959), the paranoia only increased.
The war had left behind some good inventions. First came the computer (the first commercial computer, the Univac, was introduced in 1951), then the transistor radio (1954), then cheaper television sets (that allowed sitcoms such as the "Honeymooners" to become national phenomena), then the integrated circuit (1956), then the first artificial satellite, the "Sputnik" (1957), then the first intercontinental jet service (1958), then the first telecommunication satellite, the "Telstar" (1962). However, the symbol of the USA economy was the car. 73% of world cars were produced in the USA in 1952, and in 1956 the country embarked on a project to build a nation-wide network of freeways. Homes were built outside cities, thus creating a suburban culture.
The USA was experiencing one of its greatest economic booms. Two events of 1955 are suitable metaphors: the first McDonald's restaurant opened near Chicago and Disneyland was inaugurated in Los Angeles. In 1957 a record number of babies were born (the peak of the "baby boomers" generation, conventionally those born between 1946 and 1960). In 1958 the USA's gross national product was about half of the world's national product. In 1960 Manhattan alone had 98 buildings which were taller than 100 meters: the rest of the world had none. The spirit of the age was summed up by John Kennedy (1961), the youngest president ever, who spoke of a "New Frontier". When a few months later Yuri Gagarin became the first astronaut, Kennedy launched the "space race" culminating in a program to put a man on the Moon. It was the zenith of USA optimism.
The late 1950s and the 1960s were the age of the car. After all, owning and driving a car was almost cheaper (relative to the returns) than owning a television set: in 1950 the average cost of a new car was $1,500 versus $250 for a (black and white) tv set and $60 for a radio, and gasoline was still only 18 cents per gallon (68 cents per liter). It was in 1956 that the USA embarked in the project to build a nation-wide network of freeways, thus de-facto creating the culture of suburban America. A new house in California cost less than $10,000, which was only twice the average salary. Ten years later prices had not changed that much: the average house was $13-15,000 and the average car was $2,500 and a gallon of gas was 25 cents. But the median income had almost doubled, and it almost doubled again during that decade. The cars were big and heavy. The average Cadillac weighted more than two tons. And a new kind became popular, the two-seat convertible sport cars: General Motors introduced the Corvette in 1953, and Ford the Thunderbird in 1954 (but even more successful was to be the Mustang introduced in 1964). And USA car manufacturers dominated the world market, especially after the end of the Korean War allowed them to focus on civilian cars. People liked to spend so much time in their cars that "drive-in" cinemas, restaurants and even churches popped up everywhere.
In Europe it was a different story: it was the age of the small car. The car that best defined the 1960s in Britain was the Austin Mini (introduced in 1959), and the cars that best defined the economic booms in Germany and Italy were the Volkswagen "Beetle" and the Fiat 500 (introduced in 1957).
Those were also the years of consumerism, of shopping malls, of tv commercials, of fast food (the first McDonald's restaurant had opened in 1955), of appliances, of "plastic fantastic", of Disneyland (that had opened in 1955 and represented a metaphor for the artificial life of the economic boom). It was still an age of routine lives with well-defined roles both in the family, in the community and at work, although the triumph of the suburban bourgeoisie had slightly changed the stereotypes of husband and wife, of neighborhood and of workplace. Suburban life emanated a reassuring sense of "artificial" that replaced the insecurity of down-to-earth rural life.
However, there were strains in the society. On one hand, black communities were still segregated, and in 1955 the arrest of Rosa Parks, a humble woman who refused to give her seat to white folks, sparked non-violent protests led by Martin Luther King, while in 1956 Malcom X became the spokesman for the violent "Nation of Islam". In 1960 Martin Luther King delivered his speech "We shall overcome", inaugurating the era of the civil-right movement. On the other hand the white intellectuals of the "beat generation" repudiated the "American way of life". Last but not least, the youth of the USA was increasingly torn between the traditional morality (represented by the stable family of a working husband, a housewife and three children, and by a puritanical ethic that criminalized sex and fun) and a looser lifestyle. The older generation became paranoid about the "juvenile delinquents" that were out to subvert the codes of conduct. In 1962 Tom Hayden and others founded the "Student for Democratic Society" (SDS), introducing the generational issue at the intellectual level. This marked a strategic move, because it initiated the process by which the youth became a political force. On another front, in 1962 Helen Gurley Brown published "Sex and the Single Girl", a book that defended a woman's right to have sex for pleasure. While very few girls read it, it marked the beginning of the sexual revolution.
Alaska (1958) and Hawaii (1959) marked the last tokens of territorial expansion. However, in 1962 the USA sent troops to Vietnam to counter Soviet help for the communist guerrilla. That was the beginning of a different kind of expansionism. This too triggered an intellectual reaction, that led to a peace movement. The USA still had a draft, and that induced many teenagers to join the peace movement. It had been easy for president Roosevelt in 1941 to convince young people to go to war after Japan attacked the USA, but it was not easy to convince young people to go to war against people who posed no threat.
All these tensions exploded violently in the next few years. In november 1963 Kennedy was assassinated. A few months later Mario Savio founded the "Free Speech Movement" and student riots erupted at the Berkeley campus. The nation's psyche was now split between an economic boom and constant social unrest.
In the meantime, Europe was slowly recovering. Elizabeth II had become queen of Britain in 1952, inaugurating one of the longest reigns of all times, but also presiding over the two crucial transformations of the century: the decline of the monarchy and the dissolution of the empire. In the following decade dozens of Britain's former colonies declared independence: the British Empire was no more. Nonetheless the reconstruction of Europe brought prosperity to the United Kingdom (as it was still called). The "Swinging London" enjoyed a period of blissful exuberance. The social transformations were even more visible than in the USA, but somehow more tolerated. Kids wore long hair, Mary Quant launched the mini-skirt (1965), poor neighborhoods were terrorized by juvenile delinquent called "mods", the sexual revolution was underway.
In continental Europe peace was maintained by USA troops and by a number of new organizations, notably the European Coal and Steel Community (ECSC) that had been founded in 1951. France too lost most of its empire, although at a cost of millions of lives in Indochina and Algeria. Charles DeGaulle still believed in a "Grande France" at a time when France was obscured by the two emerging superpowers, the USA and the Soviet Union. The tragedy of Europe was not over yet. After so many wars, there was still one "cold war" to fight: in 1961 the Soviet Union built a wall to isolate West Berlin and to discourage people from fleeing the Soviet-controlled eastern part of Germany. It was the final act in the division of Europe, once arrogant and ruling the world, between the USA and the Soviet Union. Europe took consolation in sport: football and cyclism often prevailed over politics. They marked a return to peace (no matter how many nuclear bombs the superpowers were deploying on its soil) and presented heroes that did not kill.
Rock prehistory
The list of serious pretenders to the title of first rock'n'roll song (not just a title referencing the act of "rocking") begins with The Fat Man (1949), cut by Antoine "Fats" Domino, a New Orleans performer, which certainly sounded like a new kind of boogie. The man who is commonly credited with inventing the term "rock'n'roll" is a white Cleveland disc-jockey, Alan Freed, who in 1951 decided to speculate on the success of Leo Mintz's store and started a radio program, "Moondog Rock'n'Roll Party", that broadcasted black music to an audience of white teenagers. Other white disc-jockeys had done and were doing the same thing, but it was Freed's enthusiasm for black music that became contagious. That same year Ike Turner's Rocket 88 (1951) was definitely rock'n'roll (although an adaptation of Pete Johnson's instrumental Rocket 88 Boogie of 1949). And that same year Gunter Lee Carr cut the dance novelty We're Gonna Rock. Therefore, everybody was already "rocking". Alas, they were mostly black, i.e. distributed only locally.
The record industry was aware that a new music was being created by the blacks, and tried to exploit it with Bill Haley. His success proved that there was an audience for that music, and it was an audience desperate for anything that would play that music.
White people had the money, but black people were making the most exciting music. This created a niche for independent labels recording black artists for the white audience, but it could never become a mass market. The USA was still largely a racially-divided country. There was little chance that a black singer could become as popular as, say, Frank Sinatra. When Sam Phillips founded Sun Records in Memphis (Tennessee), he made the famous statement "If I could find a white man who sings with the Negro feel, I'd make a million dollars".
In 1952 a white singer, Bill Haley, formed the Comets, which can be considered the first rock'n'roll band. 1952 is also the year in which Bob Horn's "Bandstand" tv program (which in 1956 would become Dick Clark's "American Bandstand") began airing from Philadelphia every weekday afternoon, and the year in which Alan Freed (now more famous as "Moondog") organized the first rock'n'roll concert, the "Moondog Coronation Ball". And the year in which the first rock'n'roll song to enter the Billboard charts was Bill Haley's Crazy Man Crazy in 1953. At the same time, Sam Phillips was recording the first Elvis Presley record in his Sun studio, using two recorders to produce the effect of "slapback" audio delay that would become the typical sound of rockabilly.
Rock'n'roll was certainly not the only thing to happen to the USA music scene in those post-war years. The sentiment of euphoria was contagious. Hank Williams reached the top of the country charts in 1949, and turned country music into a serious art. Howlin' Wolf (out of Memphis) and Joe Turner (out of Kansas City) were popularizing the aggressive blues style of the "shouters". In 1952 Roscoe Gordon, a Memphis pianist, invented the "ska" beat with No More Doggin'. Charles Brown's Hard Times (1952) was the first hit by Jerry Leiber and Mike Stoller to enter the charts, and marked the beginning of a new era for pop music. The Orioles' Crying in the Chapel (1953) was the first black hit to top the white pop charts. The following year saw the boom of a new kind of black vocal harmony, doo-wop, inaugurated by the Penguins' Earth Angel (1954) and by the Platters' Only You (1955).
Technological innovations laid the groundwork for further stylistic innovations. In 1952 Gibson introduced its solid-body electric guitar, invented by Les Paul a few years earlier, and the following year Leo Fender introduced the Stratocaster guitar (that he had invented in 1950). In the meantime, since 1951 the first juke-box machines that played 45 RPM records had begun to spread in every corner of the USA.
In 1954 all the record companies switched from 78 RPMs to 45 RPMs: the 78 RPM was dead, and the 45 RPM came to symbolize a new era of prosperity and fun. That same year a Japanese electronic company, TTK (later renamed Sony), introduced the last thing that was missing to turn popular music into a universal language: the world's first transistor radio. The new, cheaper gramophones and the portable radios caused a musical revolution of their own in the way people (especially young people) listened to music. The masses were now able to listen to music when they wanted and where they wanted.
Bill Haley's Rock Around The Clock (1954), written in 1953 by James Myers and Max Freedman (both white) for a boogie group, was the first rock song used in a movie soundtrack. Bill Haley was the most unlikely "teen idol" (he was almost 30), and that song sounded like a novelty number, not a revolutionary anthem, but that was the song that turned rock'n'roll into a nation-wide phenomenon. Two films of 1955, "Rebel Without A Cause" and "Blackboard Jungle", established a new role model for teenagers: the rebellious loner and sometimes juvenile delinquent (not exactly the role model that their parents would have liked for them).
From black to white rockers
TM, ®, Copyright © 2005 Piero Scaruffi All rights reserved.
Musically, the real event of 1955 was Chuck Berry's first recording session. His songs were the first ones to have the guitar as "the" lead instrument, and introduced the descending pentatonic double-stops (the essence of rock guitar). His music was the meeting point of the guitar technique of T Bone Walker, the vocal technique of the "shouters" and the rhythm of boogie-woogie (with help from his pianist Johnnie Johnson). His songs also told a story that teenagers could relate to, that emphasized the generation gap, and hinted at taboo subjects such as adolescent love, notably in School Day (1957) and Sweet Little Sixteen (1958). He began the process of transforming the issues of a young generation into mythology. The riffs of his three masterpieces, Roll Over Beethoven (1956), Rock And Roll Music (1957) and the mythological Johnny B. Goode (1958), electrified millions of white kids. Last, but not least, his songs were... "his": Berry was the first major composer of rock'n'roll (not just an interpreter). But Berry was black, and blacks did not get the same airplay as white musicians. He remained a cult item.
In the same city and in the same year, another black musician, Chuck Berry's bassist Bo Diddley (born Otha Ellas Bates, raised Ellas McDaniel), invented the "hambone" rhythm (a syncopated boogie rhythm), that harked back to tribal Africa and gave songs such as I'm A Man (1955), the ominous Bo Diddley (1955) and Who Do You Love (1955) suspenseful, sinister and hypnotic quality. The album Bo Diddley (mar 1955 - ? 1957 - ? 1958), Mona (1957), Love Is Strange (1957), written for Mickey (Baker) & Sylvia (Robinson), Dearest Darling (1958), typical of his devilish approach to the mystical, the proto-rap Say Man (1959), the novelty Road Runner (1960) coupled primordial energy and good-time humor. He also pioneered the blues-rock format with the four lengthy jams of Two Great Guitars (mar 1964 - jul 1964), a collaboration with Chuck Berry.
Rock'n'roll was certainly more closely related to rhythm'n'blues than to country music. Chicago rhythm'n'blues naturally morphed into rock'n'roll with black musicians such as Chuck Berry and Bo Diddley.
If Berry invented the kind of rock'n'roll that will rule for the following 50 years, others laid the foundations for several strains of rock'n'roll. Perhaps the most influential on future generations was the kind of rock'n'roll that arose from gospel music. In New Orleans a singer and pianist named Esquerita (Eskew Reeder) coined a wild style of playing and singing that was popularized by New Orleans vocalist and pianist "Little" Richard Penniman. They performed like animals, and added another level of provocation: clothes and facial make-up that were obscene. Esquerita and Little Richard invented decadence-rock. Little Richard's frenzied songs of the time (mostly propelled by the drums of Earl Palmer) would remain the most hysterical specimens of rock'n'roll until punk-rock: Tutti Frutti (1955), Long Tall Sally (1956), Bumps Blackwell's Rip It Up (1956), Lucille (1957), Keep A-Knockin' (1957), Bumps Blackwell's Good Golly Miss Molly (1958). Larry Williams (also from New Orleans) was a Little Richard clone: Short Fat Fannie (1957), Bony Moronie (1957) and Dizzy Miss Lizzie (1958).
Sam Phillips' dream came true when he met Elvis Presley. Presley went on to become the first great swindle of rock'n'roll, and the prototype for the ones that would follow. Sam Phillips had found his man, equipped him with a masterful rhythm section (Bill Black on bass and Scotty Moore on guitar), and proceeded to market him as the juvenile delinquent that he was not. In a segregated society like the USA of the time, Presley became the ultimate white robber of black hits: Arthur Crudup's That's All Right Mama (1954), Roy Brown's Good Rockin' Tonight (1955), Junior Parker's Mystery Train (1955). He began to move towards "whiter" material with Carl Perkins' Blue Suede Shoes (1956), with Frederick "Shorty" Long on piano, Mae Axton's Heartbreak Hotel (1956), perhaps his vocal masterpiece, Leiber & Stoller's Hound Dog (1956), but his black soul still emerged in Otis Blackwell's diptych Don't Be Cruel (1956), his greatest hit, and All Shook Up (1957). Leiber & Stoller's Jailhouse Rock (1958), finally an irreverent boogie, was his swan song. Presley the rocker died there: he went on to croon and shout operatic melodies such as old Italian songs, and to specialize in seduction numbers such as Love Me Tender (1956, stolen from the soundtrack of "Rancho Notorious"), and Hugo (Peretti) & Luigi (Creatore)'s Can't Help Falling In Love (1961, a rewrite of Giovanni Martini's Plaisir d'Amour).
Presley's success was important in enabling hundreds of kids to play the music of the blacks. White rockers were finally tolerated, and even promoted by the "majors" (major label companies). These rockers (or, rather, Sam Phillips' production) defined "rockabilly", a style whose singer sang in a stuttering and hiccuping manner, accompanied by a small combo of slapping bass and frantic guitars, while the whole was captured using two recorders to produce an effect of "slapback" audio delay. Rockabilly songs were simulated bursts of lust.
Among early white rockers, Jerry Lee Lewis was, by far, the most faithful to the wild style of black rockers. James "Roy" Hall's Whole Lotta Shakin' Goin' On (1957) and Otis Blackwell's Great Balls Of Fire (1957) coined a style of psychotic singing that will make the history of rock music (unlike Presley's, that will make the history of easy listening) and coined a manic style at the piano that was as ferocious as Berry's guitar riffs.
Other notable white rockers (all based in Memphis unless noted) were Carl Perkins, the stereotypical rockabilly singer, who wrote Blue Suede Shoes (1956) for Presley; Wayne "Buddy" Knox of the Rhythm Orchids, a Texan who wrote Party Doll (1956) for his friend Holly; Gene Vincent (Craddock) of the Blue Caps, an authentic rebel from Virginia who spew out Be Bop A Lula (1956), reminiscent of the Drifters' Money Honey, and formed the Blue Caps, one of the first rock bands; Louisiana's Dale Hawkins, whose swampy Suzie Q (1957) was derailed by James Burton's bluesy guitar solo; Johnny Burnette, a schoolmate of Elvis Presley whose trio recorded Tiny Bradshaw's Train Kept A-rolling with one of the first solos of distorted guitar (by Paul Burlison); Charlie Feathers, with a vocal style that was both nonsensical and virtuoso (Defrost Your Heart, 1955; Tongue Tied Jill, 1956); Albert "Sonny" Burgess of the Pacers, from Arkansas, one of the wildest (Red Headed Woman, 1956); Billy Lee Riley, leader of Sun's house band and one of the most sound-conscious (Ray Scott's Flying Saucers Rock'n'Roll, 1957, Billy Emerson's Red Hot); West Virginia's wildman and one-man band Hasil Adkins (She Said, 1955; The Hunch, 1957; Chicken Walk, 1962); and Ronnie Hawkins (Mary Lou, 1959). Wanda Jackson in Los Angeles was the "queen" of rockabilly (Honey Bop, 1956; Fujiyama Mama, 1958), and one of the very first white women to adopt a provocative, rebellious stance. The fact that their songs didn't climb the charts does not mean that they were any less talented than Presley. If nothing else, they mostly wrote the songs they sang.
There was also a brief "Latino rock" fad, with Ritchie Valens' Come On Let's Go (1958) and Chan Romero's Hippy Hippy Shake (1959), two of the most frantic rockabilly songs.
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The limit of white rockers was their roots in country music. Their music was rarely as powerful and original as the music of black rockers. Black rockers who developed a unique style included Junior Parker, whose Mystery Train (1954) was the best wedding of country and blues, Richard Berry, a doo-wop performer who wrote Louie Louie (1956) for his Pharoahs (and sung it in Jamaican patois), Joe Turner, whose Shake Rattle And Roll (1957) would remain one of the most frenetic songs of all times, Screamin Jay Hawkins, from Cleveland (Ohio), who introduced voodoo into rock'n'roll with I Put A Spell On You (1956) and whose macabre stage antics virtually invented gothic-rock. Otis Blackwell, a black songwriter from New York, is one of the unsung heroes of the genre: he wrote Fever (1955) for Little Willie John, Don't Be Cruel (1956) and All Shook Up (1957) for Elvis Presley, and Great Balls Of Fire (1957) and Breathless (1958) for Jerry Lee Lewis. Jazz organist Bill Doggett bridged jump blues and rock'n'roll with the one instrumental track that mattered, Honky Tonk (1956), which actually emphasized guitar and sax.
Los Angeles-based Eddie Cochran was perhaps the greatest talent of the second white generation, but he died at 22. Summertime Blues (1958) and C'mon Everybody (1958), on which he overdubbed all instruments and vocals, were moving away from rockabilly.
Texas-based Buddy Holly was even more of an "enfant prodige": he also died at 22, but left behind an impressive corpus of songs. He radically altered the image of rock'n'roll: wearing glasses and a formal high-school outfit, he represented the exact opposite of the juvenile delinquent. His childish, naive optimism contrasted with the nasty, morbid world of the other rockers. His lyrics reached for the primal child in every teenager: they were made of onomatopoetic tongue-twisters and of "baby talk" (syllables, rather than words, silly repetitions, trifling rhymes). His vocal phrasing was a recital of exaggerated tones of voice, hiccupping from bass to falsetto, a nonsense lingo of guttural ejaculations and martial slogans. His music was catchy, but set to bizarre accompaniments (clapping, tom-toms, celesta), distilled from blues, tex-mex, folk, pop and country. That'll Be The Day (1957) and Peggy Sue (1957), a childish nursery-rhyme accompanied by one of the most famous drum beats in history, were his rockabilly masterpieces, but Words Of Love (1958), Everyday, It's So Easy and Well All Right already belonged to another genre, a form of jangling, melodic music straddling the line between folk and rock, and arranged in creative ways. In many ways, Holly was the first of rock's singer-songwriters. Last but not least, his Crickets forged the standard of the rock band: their line-up was two guitars, drums and bass; they wrote their own material, and the sound of their songs mainly relied on their playing (not on session musicians or orchestras).
A social disease
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Slowly but steadily, this new generation of white rockers overthrew two entrenched praxes of the recording industry. First, the guitar took over the piano. Second, singers began to sing their own songs. Since the beginning of the recording industry, professional songwriters had been writing the hits for pop singers to sing (and nameless players to accompany). Black rockers, instead, were writing most of the songs that they were singing. Pop songwriters were mainly pianists: they would compose a song on the piano, and then score the orchestral arrangements. Black rockers were composing on the guitar, just like bluesmen had been doing ever since, and knew too little about other instruments to arrange their compositions for an orchestra (they also used much simpler chords). Thus rock'n'roll became essentially a guitar-based genre. Thus the natural unit of delivery for rock'n'roll was the small combo, instead of the orchestra. Thus rock'n'roll emphasized the rhythm, not the harmony.
The guitar soon became integral part of the character: while pop singers only dealt with microphones, rockers were expected to swing a guitar in front of them (even though the majority of white rockers did not know how to play it).
"What" these singers sang also changed. Pop songwriters had always focused on universal values and feelings: each story was rehearsing the eternal themes (love, for example) of western literature. Black rockers came from a tradition that was more realist: the bluesmen sang about life in the plantation, in the jail, in the street, in the ghetto. Black rockers continued that tradition, except that they set their stories in a modern milieu that connected with the personal experiences of the white youth of the USA.
Rock'n'roll was, in many ways, the by-product of changes that were taking place within the USA society: mass education through a public school system (that put kids of the same community in daily contact with each other), the widespread diffusion of the radio, the juke-box and the 45 RPM record (that put kids from far-flung communities in daily contact), consumerism (that granted teenagers limited financial independence from their parents), increased racial integration (that allowed white kids to learn the more libertine customs of black people). The sexual revolution may have started before rock'n'roll, but certainly rock'n'roll became its soundtrack. The net effect of these developments was to favor a "clandestine" genre such as rock'n'roll was in the beginning. In 1955 the establishment applied the capitalistic rules of mass marketing to this new product, and sanctioned its existence. Rock'n'roll was, therefore, an almost inevitable synthesis of the USA civilization of the 1950s.
The tone of rock'n'roll was certainly different from the traditional tone of popular music. The sentimental, the tragic and the comic tones of popular music became (respectively) erotic, violent and sarcastic. That "was" a teenager's view of the world.
Rock'n'roll was revolutionary at several levels. It originated from small, independent labels (rather than big corporations). It ridiculed the stars and the sounds (and, indirectly, the lifestyle) of the establishment. It bridged the gap between the white public and the black public. It invented the notion of a rebellious youth. These were all destabilizing facts.
Puritans were right when they claimed that rockers (by appropriating the convulsions of strippers, the sensuality of perverts, and the "savagery" of blacks) were inciting male teenagers to become criminals and female teenagers to become prostitutes. It was their way to vent a generation's feeling of independence.
Through rock'n'roll, young people began searching for an identity, a process that would continue for decades, parallel to the evolution of rock music.
There had already been signs of discontent and dissent within the white capitalistic society (the beatniks in literature, for example), but they had not affected the masses. The "revolutionary" power of rock'n'roll far exceeded any political or cultural movement that had preceded it. Music became the terminal stage of an anelastic process: from social alienation to musical alienation to musical revolution to social revolution. Music became more than entertainment. Music became more than a universal language. Music became more than a message board. Music became a revolutionary tool for the youth of the USA.
The disease spreads
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Rock'n'roll spread to Britain, causing the first mass adoption of a USA musical style by the European masses. British rock hits included: Tommy Steele's Rock With the Cavemen (1956), Cliff Richard (Harry Webb)'s Move It (1958), written by his guitarist Ian Samwell, Marty Wilde's Bad Boy (1959), Frederick "Johnny Kidd" Heath's Shaking All Over (1960), and especially Billy Fury, who made the best album of British rockabilly, The Sound Of Fury (apr 1960 - ? 1960). These rockers laid the foundations for the British takeover of rock'n'roll.
The popularity of rock'n'roll caused the record industry to boom and allowed independent labels to flourish. Between 1955 and 1959, the USA market share of the four "majors" dropped from 78% to 44%, while the market share of independent record companies increased from 22% to 56%. The US market had increased from 213 million dollars to 603 million, and the market share of rock'n'roll increased from 15.7% to 42.7% in 1959. The excellent health of the recording industry was probably one reason why they kept experimenting with the format. In 1956 Elektra pioneered the "compilation" record, containing songs by different musicians, and in 1958 RCA introduced the first stereo long-playing records.
As musicians were allowed to make more and more bizarre records, they began to plunder the repertory of the rest of the world. In 1955 Pete Seeger released the first album of African music by a white musician, Bantu Choral Folk Songs (? 1955 - ? 1955), and in 1956 Martin Denny's Exotica created a new genre. Interest in Indian music (until then largely unknown in the west) was triggered by sarod player Ali Akbar Khan's 1955 concert in New York. Mexican composer Juan-Garcia Esquivel concocted super-kitschy lounge music, scoring odd melodies and counterpoints for exotic instruments and just about anything that had an unusual sound, from theremins to harpsichords. As a title of his best album goes, Other Worlds Other Sounds (jan 1958 - ? 1958).
Rock'n'roll was only the tip of the iceberg. Music was changing at every level. The Chordettes of Mr Sandman (1955) were the first "girl-group". Also in 1955, Ray Charles invented "soul" music with I Got A Woman, a secular adaptation of an old gospel.
The first Jamaican recording studio had opened in 1951 and recorded "mento" music, a fusion of European and African folk dance music. By fusing the mento rhythm and Memphis' rhythm'n'blues, a new genre, "ska" began to spread in the island.
So many parallel developments did not eclipse the traditional forms of popular music, which was still largely dependent on Broadway's musicals. For example, the best-selling album of 1955 was Doris Day's Love Me Or Leave Me ( ? 1955 - may 1955), and the mega-seller of the following year was Rodgers' and Hammerstein's Oklahoma (may-jul 1954 - ? 1955). The kids were still only a fraction of the market. Presley himself began to dominate the market only with his movie soundtracks (from 1957 on), and even he was eclipsed by the album of Leonard Bernstein's musical West Side Story (1961), that spent 54 weeks at the top of the charts (a record that no rock musician would ever beat).
While the youth of the USA danced at a faster rhythm and was being entertained by rebellious singers, isolated minds were experimenting with ever more unusual sounds. One of the most under-rated and eccentric geniuses of the 20th century, Moondog, who was a blind New York street performer, virtually invented every future genre of rock music between 1949 and 1956. Harry Revel's suite Music Out of the Moon (1947), issued as a set of three 78 RPM records, was arranged by Les Baxter for cello, horn, choir and (mainly) a theremin played by Sam Hoffman, the man who had debuted the instrument in Miklos Rozsa's soundtracks for Lost Weekend (1945) and Spellbound (1945). Louis and Bebe Barron's soundtrack for the science-fiction film The Bells of Atlantis (1952), and later for the more famous Forbidden Planet (1956), employed only electronic instruments.
Restoration
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It didn't last. Soon, the puritanical element that was so pivotal in the USA society managed to kill the new genre. Actually, there were at least three forces working against rock'n'roll, despite its commercial success: a political force (the USA was coming out of Joseph McCarthy's "witch hunt" but unruly behavior was easily suspected of communism), a religious force (rock'n'roll, with its obvious references to sex, wasn't exactly the kind of music that church-goers desired for their children), and a racial force (rock'n'roll was clearly a black invention, in an age that was still obsessed with racial separation).
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The impact of rock'n'roll could still be felt long after the last rocker retired or emigrated: the new pop idols promoted by Dick Clark's "American Bandstand" program (which was broadcast by 105 tv stations), were younger, and spoke to a younger audience. But the format went back to the melodic, romantic song of the vocal groups, and the guitar/bass/drums band was replaced by the string orchestra.
This was not true in Britain, where neither of those three forces was particularly strong, and where bluesmen and jazzmen were treated like living legends. Black music became very popular among white kids of the British middle-class at the same time that was being forgotten in the USA. In fact, two of the most influential phenomena of the 1950s originated from this passion for the Afro-American culture. London was the center of "trad" ("traditional jazz"), which spawned a generation of white musicians playing black music, notably Alexis Korner. Rock Island Line (1955), sung by Lonnie Donegan for trombonist Chris Barber's jazz combo, launched the fad of "skiffle", a sort of fast-paced, exuberant and melodic jug-music performed with cheap instruments. (In the 1920s, "skiffle" was used by USA record companies to refer to music performed by musicians who were too poor to buy instruments, thus using washboards, kazoos and jugs). Within a year, there were almost a thousand groups of skiffle bands in London alone, notably the Vipers (featuring the young Hank Marvin) of Don't You Rock Me Daddy-O (1956) and Streamline Train (1957).
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