"How Does a Child Relate to Music?"
How Does a Child Relate to Music? There are two views to answer this question. A child is able to relate to music in two different but maybe similar ways. These ways are based on neurological and physiological sciences, as well as emotional behavior. Now how might a child react to a particular kind of music according to neurology? How about in the perspective of physiology? How are these reactions going to influence the child’s capacity to finish his piano lessons well? The Child’s Neurological Response to Music The truth is any human being--adult and child alike--reacts to a particular kind of music in the very same way: neurologically. Generally, any music characterized by polyrhythmic elements certainly make the brain release extra hormones which may, even at an early stage of child development, be released into his/her body, which may be--in terms of volume--just too much for even an adolescent one. This fact must then be able to shape the way music lessons are taught, especially to yet growing children. For this matter, a recommendation is given to guitar and piano teachers. They, among other music teachers, should check the pieces they are covering, as these might fundamentally contain polyrhythmic patterns. Also, the playing techniques contained in piano or guitar lessons must also be filtered in order not to elicit a problematic response from the children, especially when it’s their turn to explore the techniques during their practice hours. The Child’s Emotional Behavior Due to Music The neurological response is basically the initiator of the emotional response. The nervous system, being the primary elicitor of the responses, directs the kinds of hormones that are to be released into the body. The variety of hormones released makes up the diversity of human emotional response. As for the child, he still has most likely the same emotional responses to a particular kind of music as with adults. There may be differences, but the differences simply lay on the extent of experiences the child or the adult has had in his life. Thus, as for this fact’s effect on children’s endeavors in learning music, the truth is just that their guitar, violin or piano teachers should guide them in responsibly expressing musical responses to whatever is going on in the society. In other words, they should become citizens who would take responsibility for the proper use of their talents and how might this usage be, in turn, utilized to influence others in the community.