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Article
Let a Child's Brain Breathe
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 19
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Abstract/Notes: Review of Brain Respiration program
Language: English
ISSN: 1470-8647
Article
How Brainy Are You?
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 12–13
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Language: English
ISSN: 1470-8647
Article
Send Your Brain to the Gym
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 18
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Abstract/Notes: Review of Brain Gym program
Language: English
ISSN: 1470-8647
Article
Exercising Body and Brain
Publication: Montessori International, vol. 67
Date: Apr 2003
Pages: 8–9
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Language: English
ISSN: 1470-8647
Article
Concentration: The Key to Building a Better Brain
Available from: White Paper Press
Publication: Montessori White Papers, vol. 1
Date: 2015
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Language: English
Article
Reading and the Brain, Part 1: Developing the Reading Circuit
Available from: White Paper Press
Publication: Montessori White Papers, vol. 2
Date: 2016
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Language: English
Article
Brain Websites
Publication: Montessori International, vol. 73
Date: Oct 2004
Pages: 52
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Language: English
ISSN: 1470-8647
Article
Thinking Outside the Box: The Brain and Teacher Education
Publication: Montessori Life, vol. 12, no. 1
Date: 2000
Pages: 36–37
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Abstract/Notes: Includes the Cone of Experience by Edgar Dale
Language: English
ISSN: 1054-0040
Article
The Fragile Brain
Publication: Montessori Life, vol. 13, no. 4
Date: 2001
Pages: 14
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Abstract/Notes: Review of Different Brains, Different Learners by Eric Jensen
Language: English
ISSN: 1054-0040
Article
Music, the Brain, and Education
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 3
Date: Summer 2005
Pages: 40-45
Montessori method of education, Music - Instruction and study, Neuroscience
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Abstract/Notes: This article focuses on role of music education. If the society has changed how it values music, it is certainly worthwhile to reevaluate the role music should play in the education and development of a child. Children are not predisposed to be able to understand one style of music over another. Rather they learn traits of the style of their culture, just as they learn the grammar and syntax of their native tongue. In fact, the parallel with language, at least on this developmental level, is quite appropriate. Very early in their lives, infants are able to distinguish subtle differences in pitch and timbre (the qualities of a sound). At the same time, though, that a child's brain begins to focus on the sounds produced by what will become the primary language, his ears also become attuned to and accustomed to the content of the music of his society. Above all, it is important to remember that a child's brain learns how to process the sounds that meet his ear through repeated exposure. There are three models commonly used for bringing music into the classroom. The first is the most traditional, teaching music as a subject with the hope of turning out young people proficient in performing music. The second model is a more recent development, the result of much research into the neuroscience of learning that suggests that music can aid the brain in acquiring new information. The third model has traditionally been reserved only for younger children, and it involves music in the classroom as a kind of entertainment or diversion. Each of these models has value and deserves a place in the educational system, but each can be reevaluated in light of new perspectives on music. Any effects music can have on a developing brain are dependent on previous exposure, on a child's having begun to learn the syntax of the music he has heard. And any aesthetic and emotional power music can wield is dependent not only on the performers, but also on the listeners having a shared musicabulary. In short, music has beneficial effects only to the extent that music is shared: Active music making must be a part of daily lives if it is to have any long-term effects.
Language: English
ISSN: 1054-0040