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Wednesday, April 30, 2025

Jazz Music Is Quite Educational And Neurologically Stimulating As a music educator deeply invested in holistic and transformative learning, I can affirm that jazz music is not only artistically rich but also intellectually and neurologically enriching. Saying “jazz is quite educational” only scratches the surface of its profound impact on both learners and the learning process. 1. Jazz provides educational richness beyond performance. Jazz embodies a pedagogy of creativity. Through improvisation, students develop not only technical proficiency but also higher-order cognitive skills such as divergent thinking, emotional expression, and real-time problem-solving (Berliner, 1994; Sarath, 2013). The harmonic structures, rhythmic complexities, and genre-bending character of jazz challenge learners to think beyond rote memorization. They must create, respond, and collaborate dynamically. 2. The Brain on Jazz: Cortex-Level Activation. What makes jazz particularly compelling from an educational neuroscience standpoint is its activation of multiple regions of the brain cortex during performance and listening. The prefrontal cortex, known for regulating decision-making and creative thought, lights up during spontaneous improvisation, reflecting the deep neural engagement that jazz demands (Limb & Braun, 2008). I. The motor cortex is activated through the precise physical coordination required in jazz drumming, piano, and wind instruments (Bangert & Altenmüller, 2003). II. The auditory cortex is finely tuned during jazz listening and performance, where tonal, rhythmic, and textural details must be constantly interpreted and responded to (Zatorre et al., 2007). III. And the visual cortex, particularly in ensemble settings, aids in processing cues from conductors, sheet music, or fellow musicians, thereby making jazz a multisensory, whole-brain activity. This multidimensional engagement supports neuroplasticity—the brain’s ability to reorganize and adapt through experience. Studies affirm that consistent music training enhances brain structure and function, especially in young learners (Hyde et al., 2009; Schlaug et al., 2005). 3. Jazz provides a collaborative learning space. Beyond the brain, jazz teaches empathetic listening and adaptive collaboration. In group improvisation settings, each musician must contribute their voice while responding meaningfully to others. This process cultivates non-verbal communication, social-emotional intelligence, and group creativity (Sawyer, 2007)—skills increasingly critical in 21st-century learning frameworks. 4. It promotes cultural literacy through sound. Jazz is a living archive of African-American history, resilience, and innovation. Studying jazz opens up deep conversations about identity, migration, resistance, and cultural hybridity (Gioia, 1997; Monson, 2007). When we teach jazz, we’re not only teaching music; we’re cultivating cultural consciousness, cultural humility, cultural competence and historical empathy. To call jazz music “educational” is both an understatement and an invitation. It is a neuroscientific playground, a cultural textbook, and a creative catalyst. It is a discipline that stretches both the intellect and the spirit. In an age where educational outcomes are increasingly tied to adaptability, innovation, and empathy, jazz offers an extraordinary model for integrative, brain-based, and culturally relevant learning. – Joseph Adeleye References: Bangert, M., & Altenmüller, E. O. (2003). Mapping perception to action in piano practice: A longitudinal DC-EEG study. BMC Neuroscience, 4(1), 26. https://doi.org/10.1186/1471-2202-4-26 Berliner, P. F. (1994). Thinking in jazz: The infinite art of improvisation. University of Chicago Press. Gioia, T. (1997). The history of jazz. Oxford University Press. Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. (2009). Musical training shapes structural brain development. The Journal of Neuroscience, 29(10), 3019–3025. https://doi.org/10.1523/JNEUROSCI.5118-08.2009 Limb, C. J., & Braun, A. R. (2008). Neural substrates of spontaneous musical performance: An fMRI study of jazz improvisation. PLoS ONE, 3(2), e1679. https://doi.org/10.1371/journal.pone.0001679 Monson, I. (2007). Freedom sounds: Civil rights call out to jazz and Africa. Oxford University Press. Sarath, E. (2013). Improvisation, creativity, and consciousness: Jazz as integral template for music, education, and society. SUNY Press. Sawyer, R. K. (2007). Group genius: The creative power of collaboration. Basic Books. Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child's brain and cognitive development. Annals of the New York Academy of Sciences, 1060(1), 219–230. https://doi.org/10.1196/annals.1360.015 Zatorre, R. J., Chen, J. L., & Penhune, V. B. (2007). When the brain plays music: Auditory–motor interactions in music perception and production. Nature Reviews Neuroscience, 8(7), 547–558. https://doi.org/10.1038/nrn2152


 

Friday, February 14, 2025

Find Your Sound, Own It, Live It, Make It Simply Unforgettable Early in my journey, I realized that mimicking others could only take me so far. True growth came when I embraced my own sound. Developing a unique and excellent musical signature, artistic uniqueness, creativity, and cultural impact is essential because it distinguishes you from others, making your work instantly recognizable. Music historians and researchers, using tools like historiometry, show that musical greatness isn’t just about style, it’s also about productivity, influence, and historical context (Simonton, 1994). Scholars like Simonton and Paisley (1980) reveal that legacy in music is built through originality, persistence, and cultural relevance. Your sound is more than just notes and rhythms, it’s a historical imprint, shaping the artistic landscape for generations to come. Pouring your entirety into your craft allows you to connect deeply with your audience, offering them the best of yourself. When you create with authenticity and passion, you don’t just make music, you make a statement to the world saying: "This is my sound, my art, my gift to you." So, as you craft your sound, remember — history doesn’t remember the best imitators; it remembers the boldest creators. Remember this – what applies to music equally applies to life, because "MUSIC IS LIFE"! 😃🫶 — Joseph Adeleye References Paisley, W. J. (1980). Information and creativity: Toward a research agenda. In B. Dervin & M. J. Voigt (Eds.), Progress in communication sciences (Vol. 2, pp. 125–146). Ablex. Simonton, D. K. (1994). Greatness: Who makes history and why. Guilford Press. #MusicIdentity #CreativeGenius #Historiometry #Originality #MusicEducation #CulturalImpact #COLLSMusicAcademy


 

From Sociopsychology of Music to Music Economics: The Evolution of Sound and Business The field of Sociopsychology of Music explores how social structures, cultural norms, and psychological factors influence musical behavior. Globalization and technology have significantly transformed the music industry, the discipline has naturally expanded into Music Economics, which examines the financial and market-driven aspects of music production, distribution, and consumption. Music is a force that influences our emotions, connects communities, and drives economies. Music moves from personal taste to global business. Countries like South Korea and Nigeria have recently harnessed music's power, turning K-Pop and Afrobeats into significant cultural exports, in a bid to diversify their economy. Music is now an export shaping global trends and cultural influence (Towse, 2020). Nigeria’s Afrobeats is now a billion-dollar industry, with Nigerian artists achieving remarkable influence and affluence on the global stage. Integrating music business, entrepreneurship, economics, and technology into music education empowers students to thrive in the evolving music industry. — Joseph Adeleye, FMNES #Musiceconomics #Culturalinfluence #Globalmusic #Economicpolicy #musicenterpreneurship #musictechnology #musiceducation What role does music play in your daily life or industry? Share your thoughts below!


 

How Music Shapes Our Feelings, Choices, and Daily Life What is an Aesthetic Experience? Have you ever listened to a song and felt ecstatic (happy), sad, or even inspired? That feeling is part of what we call an aesthetic experience. It is our emotional and mental response or reaction to music. Traditionally, people thought aesthetics was only about great works of art or classical music. But in reality, our daily experiences or interactions with everyday music, like humming a tune, vibing to a song on TikTok, or listening to the radio, are just as important and considered as valuable aesthetic experiences (Shusterman, 1992). Why Do We Like Certain Music? A psychologist named Daniel Berlyne (1971) discovered that our music taste is influenced by three main things: 1. Familiarity - We often like songs we’ve heard before. We like songs that ring a bell or sound familiar 2. Complexity - Some people love simple melodies, while others enjoy intricate or complex/jazzy compositions. 3. Novelty - A fresh, unique sound can excite, tickle our fancy or keep us intrigued. That’s why some people prefer Afrobeat, others love jazz, and some enjoy K-pop. It all depends on how our brains respond to these elements! How Society Influences Our Music Preferences? Music is not just about sound, it reflects the world around us. The way we experience music is shaped by social norms, traditions, and even the people we hang out with (Bourdieu, 1984). In some cultures, classical music is seen as prestigious, while pop and hip-hop might be considered rebellious or youthful. Family and friends influence our choices. Kids who grow up in a home filled with "gospel music" or "rhythm & blues" may naturally prefer it. Social expectations about gender can also shape what instruments people learn. For instance, the violin is often associated with girls, while drums are seen as more “masculine” (Green, 1997). Correcting these gender-based biases and their limitations is an ongoing effort or enlightenment among music teachers and adults in society. Same Music, Different Meaning: Did you know the same song can mean different things depending on where and how it is played? This is called contextual meaning. A national anthem can make people feel patriotic at a sports event but remind others of oppression in a historical setting. A love song can feel romantic when played at a wedding but evoke sadness after a breakup. This shows that music is not just about sound, it’s about personal and cultural experiences (Small, 1998). This understanding helps guide song selection for appropriateness. Music and Emotions: How We Adapt Music helps us manage emotions. Music can do the following: I. Motivate us (e.g., workout playlists to boost energy, or help us wade through a difficult task or moment) II. Calm us down (e.g., lullabies for babies) III. Express feelings (e.g., protest songs for activism, or help us profess our love to our loved ones) IV. Music therapy research proves that music can reduce stress and improve mental health (Koelsch, 2014). That’s why schools and therapists use it to help kids and adults with anxiety, trauma, and learning difficulties. Why This Matters (Relevance) for Music Education? 1. Music learning should not only focus on formal lessons (like classical training) but also on real-life experiences or how people naturally engage with music in their daily lives. 2. Music teachers should blend structured lessons with everyday listening habits (e.g., analyzing popular songs alongside classical pieces). 3. Understanding how social and emotional factors shape music appreciation can help educators create inclusive and engaging learning experiences (Jorgensen, 2003). Summarily, music is not just entertainment, it’s part of how we feel, connect, and express ourselves. By understanding its social and emotional impact, we can appreciate music more deeply, whether we’re learning, teaching, or simply enjoying a good song. — Joseph Adeleye References: Berlyne, D. E. (1971). Aesthetics and Psychobiology. Appleton-Century-Crofts. Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Harvard University Press. Green, L. (1997). Music, Gender, Education. Cambridge University Press. Koelsch, S. (2014). “Brain and Music: A Lifespan Perspective.” Trends in Cognitive Sciences, 18(3), 131-137. Jorgensen, E. R. (2003). Transforming Music Education. Indiana University Press. Shusterman, R. (1992). Pragmatist Aesthetics: Living Beauty, Rethinking Art. Blackwell. Small, C. (1998). Musicking: The Meanings of Performing and Listening. Wesleyan University Press. #musiceducation #sociopsychologyofmusic #interdisciplinarylearning #collsmusicacademy


 

Thursday, February 13, 2025

Helping Young Musicians Become Independent (A Guide for Parents & Teachers) Many young musicians love playing music but sometime struggle to make their own creative choices. Instead, they rely on their teachers or parents to tell them what to do most times. While guidance is important, too much dependency can slow down their growth as musicians. Have you ever noticed a child saying: I. “I don’t know what to play unless my teacher tells me.” II. “I’m afraid of making mistakes.” III. “I don’t want to try something new, it’s too hard.” This happens because most children feel safer following instructions than exploring on their own. But great musicians don’t just copy, they create, interpret, and express themselves! Why Do Some Kids Struggle with Independence? Research shows that children learn best when they have the right balance of: I. Support (someone to guide them) II. Challenge (tasks that push them to improve) III. Freedom (a chance to make their own choices) If a child only follows instructions, they miss out on discovering their own musical voice. How Can We Help? Here are some simple ways parents and teachers can help children grow into independent musicians: 1. Guide, then step back Show them how to play a song, then let them try without help. 2. Encourage “Musical Conversations”. Ask, “What do you think this piece is saying?” Let them explore different ways to play it. Let them explore alternative chords of best fit to a song, for instance. 3. Give choices or opportunities to make choices. Let them pick a song, try a new rhythm, or even change the melody a little. 4. Make mistakes a normal opportunity to learn. Show them that even professionals make mistakes and learn from them! 5. Let them teach someone else. When kids explain music to a friend or sibling or perhaps their parents, they understand it better themselves. The Goal is Confidence & Creativity! When children feel safe to explore, they become better musicians and better learners in general. So let’s encourage them to think, experiment, and express themselves through music! 🎵 What are your favorite ways to help young musicians become more independent? - Joseph Adeleye #musiceducation #earlychildhoodmusiceducation #parentalguide #teachersguide


 

Music Education is Shaping Minds not just Melodies: A music teacher does more than teach notes and rhythms. We help shape minds, emotions, and connections. Studies in the sociopsychology of music show that learning music strengthens memory, boosts creativity, and fosters social bonds. But beyond the research, we see it firsthand: I. How a hesitant beginner grows into a confident performer II. How discipline in practice turns into resilience in life III. How music becomes a bridge between cultures and generations, etc. Music education isn’t just about playing an instrument; it’s about nurturing the whole person - intellectually, emotionally, and socially.😀 #MusicEducation #SociopsychologyOfMusic #LifelongLearning #Creativity #ThePowerOfMusic


 

Will Today’s Music Stand the Test of Time? In his seminal work, Musical Taste: Its Measurement and Cultural Nature (1950), music psychologist Paul R. Farnsworth argued that musical taste isn’t purely subjective but it’s shaped by history, cultural bias, exposure, and, most importantly, social validation over time. The reason we still talk about Mozart, Beethoven, or Coltrane isn’t just their genius; it’s because their work has been continuously performed, studied, and reinterpreted across generations. So, the real question is: Who from our era will be considered “timeless” in 150 years?😄 We live in a world where music is more accessible than ever. For an artist’s work to endure, it needs more than just viral moments, it requires institutional adoption (universities, orchestras, and archives), cultural resonance, the ability to be reimagined by future generations & so much more. In my opinion, some strong contenders may include? John Williams & Hans Zimmer – Orchestral scores that define modern storytelling. The Beatles, Michael Jackson, Beyoncé – Artists who shaped and redefined popular music. Kendrick Lamar, Radiohead, Björk – Innovators whose music carries depth and reinvention. Miles Davis, Herbie Hancock, J Dilla – Figures whose work is foundational in their genres Who else do you think? But here’s the thought-provoking part: I. Does our current digital age help or hinder artistic immortality? II. Will AI-generated compositions and shifting tastes reshape what we even consider "timeless"? III. What do you think? Who from today’s generation has the potential to be studied, performed, and revered in 2175? 🤗 Joseph Adeleye, FMNES References: Farnsworth, P. R. (1950). Musical taste: Its measurement and cultural nature. Stanford University Press. Levitin, D. J. (2006). This is your brain on music: The science of a human obsession. Dutton/Penguin. #musiceducation #sociopyschologyofmusic #musicaltasteandpreferences #timelessmusic #musiceconomics #musictechnology