Music and Its Effect on Body, Brain/Mind, and Spirit
A brief look at history
• Some archaeologists believe that music and dancing preceded language.
• Since the days of the Greeks and Romans, music has had a profound effect on the body and the mind.
• Healing and sound were considered sacred science. 
• Healing and music diverged in the 18th century, music was for entertainment, healing was practiced through science and medicine.
• Since World War II, the health benefits of music have become more recognized in mainstream medicine.
• Today, no human culture is known that does not have music. 

Music affects the body and the brain
Music for Mind and Body (article) http://valleymusictherapy.com/research.html
Tuning the Brain for Music (article)  http://www.braintuning.fi/research.html
Music and the Human Brain (article)  http://www.silcom.com/~aludwig/Brain.htm
Music for Pain (Article and Video)  http://www.sciencentral.com/articles/view.php3?article_id=218392834
The Healing Power of Music (article) http://www.myoptumhealth.com/portal/Information/item/
Music+Therapy%3A+Benefits+and+Uses?archiveChannel=Home%2FArticle&clicked=true
Can Music Therapy Affect your Health? (article)
http://www.scientificblogging.com/erin039s_spin/can_music_therapy_affect_your_health 
“Music medicine” has only begun to receive serious scientific consideration, with rigorous medical research beginning to build up in the late 1980s.
“Music Neuroscience, Physiology and Medicine.” Fall 1997. Musica(IV)2. (article) http://www.musica.uci.edu/mrn/V4I2F97.html#neuroscience
Music as Medicine (article) http://seattletimes.nwsource.com/html/health/2002286998_healthmusic25.html

Music Medicine
Physical effects of music
• Changes in blood flow
• Speed of muscle reaction
• Lower blood pressure
• Lower heart rate
• Changes in cell structure
• Stimulation of chemicals in the brain

Music and its Effect on the Brain (links and websites) http://www.google.com/search?hl=en&q=music+and+its+eff
ects+on+the+brain&start=10&sa=N 

Music and its Impact on the Human Brain (article)
http://stanford.wellsphere.com/general-medicinearticle/doctor-blog-music-and-it-s-impact-on-the-humanbrain/18975

Music and the brain
Psychological effects of music
• Calms the body and the mind
• Facilitates visualization
• Diverts attention away from unpleasant situations.
• Entrainment enables individuals to experience commonality with feelings conveyed in music.

Music’s effect on the brain
• The cerebellum is connected to the ears. Music produces emotional responses and positively impacts movement.
• Watching musicians perform affects brain chemistry differently than listening to a recording.
• Music triggers reward centers in the brain, the same neural clusters that process pleasure also fire up for music.
• Brain neurons are hard-wired for music.
• Processing music is complex and not limited to the right hemisphere only.
• There is a strong connection between memory centers of the brain and those that process music

• Music is transported via the auditory nerve to the auditory cortex.

• The right side of the cortex perceives pitch, melody, harmony, and timbre.
• The left side of the cortex processes changes in frequency and intensity.
• Both sides are needed for rhythm, as in differentiating time signatures.
• The hippocampus differentiates between styles of music.
• Frontal cortex perceives other aspects of melody and rhythm; patterns of neural activity are seen that are affected by music.
• Research has shown that activity in regions of the brain, in addition to the cerebral cortex, are heightened while listening to music.
• The limbic system of the brain evokes a feeling from a certain piece of music .
• The rhythm of a song makes people want to tap out a rhythm, or dance, which is controlled by the brain’s motor functions.  
• The experience of a live music performance is perceived and responded to by the brain even more strongly than recorded music.

Music’s effect on the brain
Psychoacoustics is:
• The study of how humans perceive sound.

How we listen
Psychological responses to music
Physiological impacts on human nervous system
• In the spectrum of sound, there is a chain of vibration.
All atomic matter vibrates.
 Frequency is the speed at which matter vibrates.
The frequency of vibration creates sound (sometimes inaudible to
human ears).
Sounds can be molded into music.

Psychoacoustics
http://www.sound-remedies.com/psyc.html

Spiritual effects of music
• Music creates a point of focus for the mind.
• Music aligns energy fields, when coupled with intention,
vibration and resonance flow.
• Music allows access to inner resources:
• Renewed vitality
• Balance
• Clarity
• Inspiration
• Relaxation
• Creativity
• Transformation
In conclusion
• The brain is the CPU for all human thoughts and actions;
only now are we beginning to understand how it
orchestrates the symphony of music and its effects.
• The brain synthesizes music unlike any other “input” and
uses all of its parts to create pleasure or pain from the
sounds and frequencies we hear.
• From cancer to Alzheimer’s, to mentally handicapped, to
spiritually broken, as well as many other conditions, music
flows into the brain and aids in the healing of body, mind
and soul.
References
•
“The Importance of Music and Brain Research.”
http://www.centerformusicmedicine.org/pdfs-music-andbrain/THE_IMPORTANCE_OF_MUSIC_AND_BRAIN_RES
EARCH.pdf
• “The Role of Music and Sound in Healing from Cancer:
Developing Your Own Sound Healing Practice.”
www.healingmusic.org
• Sancar, Feyza “Music and the Brain: Processing and
Responding.”
http://www.centerformusicmedicine.org/pdfs-music-andbrain/Music_and_Brain-Sancar.pdf

This article is from:  http://www.musicforhealthservices.com/Music_as_therapy/Pages/Module%2007_Creative_Applications_of_Music_and%20_Sound/7.2_Music_and_its_effect_on_Body_Brain_and_spirit.pdf

The quick answer is YES! Private instruction is when a student is able to work one-on-one with a professional musician, the private teacher is able to work more in depth with the student on their instrument. Students will get help with developing a more professional tone on the instrument, fundamentals of playing their instrument correctly with better technique and help with a set of goals that will help your student excel on their instrument. Of course, the student must do their part and practice the lessons and assignments that the private teacher assigns to the student. Over the years, we know that when a student studies privately, they will improve as a musician. We have never witnessed a student become a worse musician when studying privately. What could be easier to help your student improve on their instrument by taking lessons?

From WikiHow

The ability to play a musical instrument is a wonderful thing, and you can never start too early. Children are curious and imaginative by nature, and many will be able to pick up music very quickly, and develop a love for it. The ability to play an instrument and read music will be infinitely helpful later in your child's life, and studies have shown that music can help make a child smarter, develop giftedness, more mature, and more confident. If they're not yet out of elementary school, a good musical background will help them to succeed in middle and high school bands, setting an example for all of their peers.

Step 1: Set an example and motivate your child

If you have any musical talent, play your instrument in front of your child, and answer their curious questions. Let them experiment with it (within reason really young children probably shouldn't be messing with your oboe, especially unsupervised). Talk about your days in school band, how much fun you had back when you took piano lessons, and other things that will pique their interest. Take note if they show a particular interest in a certain instrument.

Step 2: Expose your child to music

Start early - when your child is very young, play quiet music for them and let them fall asleep to CDs of classical music. Once they're older, take them to school and professional concerts, and point out certain instruments. You can also listen to music or watch videos of concerts together. Try to teach them to "feel" the music, and take note of the many things going on at once. Get into the habit of playing classical music in the background when you read, sew, or do something else relaxing. Try to teach them to "feel" the music, and take note of the many things going on at once.

Step 3: Talk to them about music lessons

Forcing your child to learn an instrument, or signing them up for lessons without telling them first, is not going to help foster the love and commitment to music that you want your child to develop. If you had any success with the previous step, they'll probably be eager to start. Ask if there's a particular instrument that they'd like to learn. They may want to try the same instrument you play, or they may say "I don't know", in which case, proceed.

Step 4: Look into your options

If your child is going into middle school, check to see what kind of band and/or orchestra programs are offered. If they're in elementary school, check and see if some of the older grades have a music program. Many elementary schools teach recorder, which is a great starter instrument. Some schools may even offer piano or guitar classes. Otherwise, what lessons are available in your area? To find music instructors, you may want to ask a band director or member of a local band or orchestra.

Step 5: Help your child choose an instrument

You'll want to take several things into consideration... among them, your child's commitment to music (it's possible that they'll lose interest next week... maybe it's not the best idea to go out and buy them a sousaphone), their size (don't give an 8 year old a tenor saxophone, as they won't be able to hold it or support it), and maturity (perhaps the most expensive instrument isn't a good idea, if it'll be in danger from reckless behavior). Once you've got a general idea of what you might be looking for, take them to a music store or arrange for them to meet with a band director to try a number of common "starter" instruments - these are as follows:

Step 7: Encourage your child to practice

Once they've started taking lessons or practicing with a group, the best way for them to excel at playing is to practice for at least half an hour or so every day. Don't be too harsh about forcing them, but make sure they understand how important it is to practice. Encourage and motivate them, and be sure to congratulate them when they do something exceptionally well.

As your child gets older and more mature, they might want to take up a second instrument, and become a multi-instrumentalist. If you think they can handle it, let them give it a try. Although they can't play both instruments in the same orchestra, they could play their current instrument in the band and just take regular lessons on a different instruments.

Be reasonable when helping the child choose an instrument. If your child could fit into the case, or the instrument is twice as tall as they are, you might want to go a little smaller. You also don't want to pick a rare or less heard-of instrument, such as a contrabass clarinet or mezzo-soprano saxophone. Instruments like these will be hard to find, even harder to find music for, and may be practically impossible to find a teacher for, and most band programs don't have a place for them. Why let them learn the contra-alto flute, only to find that they'll have to switch to a concert flute when they start playing in school.

Stereotypically, flute players are obnoxious, self-centered girly girls. However, there are plenty of successful male flute players, and most females aren't nearly that bad. Trumpet players are said to be big-headed, obnoxious guys, and have a general "I'm better than you" attitude", as well as egos that can be seen from space. Don't listen to this - girls can play the trumpet too, and there are plenty of nice trumpet players with much smaller egos. The list goes on. Although in every section, there may be a few players who conform to such stereotypes, most of the blanket statements just aren't true. Or fair.  Avoid stereotypes and the old standards. There's no rule that says your child should learn the violin, or that you have to force them to take piano lessons until they're teenagers. Many children learn to play other instruments such as the tuba or oboe as young children. Perhaps that kills some of the common stereotypes of child musicians, but if they do well with it, stereotypes should be the last thing on your mind.

Tuba or flute? Picking the right instrument for your child 
Music educators use body type and personality to determine best instrument for a child
Experts look at how outgoing a child is, lip size, height to make best match
Best advice for parents is to first let the child decide what he or she wants to play
Researchers say music training turns kids into more effective learners

(CNN) -- Most parents are probably so focused on just getting our kids to play an instrument that we don't give much thought to the question: "What's the right instrument for my child?"
Quite honestly, on the list of things I'm supposed to keep in mind as a parent, I never knew such a question existed. Until now.

Ron Chenoweth is the band and orchestra division manager for Ken Stanton Music, a Georgia-based music education company with nearly 100 teachers providing more than 1,000 lessons every week.  Part of Chenoweth's job includes managing a team that regularly goes into schools to help band directors determine what instrument each student should play. Two things he and his colleagues are always looking at are body type and personality.  

Best instruments for kids who like center stage
If a child likes to be the star of the show, Chenoweth might steer the child to the flute because flutists tend to stand in front of the band.  "I look for the kid that's smiley, happy, sometimes talkative, rather than just very, very quiet," said Chenoweth, who has been with Ken Stanton Music for 16 years. "They usually are asking questions and they'll say, 'Well, I want to do this because ... ' and so they're telling you their story.  Other instruments for extroverts, Chenoweth says, are the saxophone and trumpet.  "They tend to be lead instruments, whether a jazz band or a show band. They play that higher melodic part, and these kids tend to be almost uncontrollable at some point," he said with a laugh. "But they just are very outgoing. You don't really see the quiet ones go that way."

How body type factors in
Physical characteristics can determine the best instrument for a child too. Take the bassoon, for example, which isn't ideal for small kids.  "The bassoon, when assembled, is almost 6 feet tall, and the spread of the finger holes is ridiculous," he said.  Someone with very small lips might be better suited for the trumpet or French horn, while someone with larger lips might have trouble playing those instruments, according to Chenoweth.  "The cup size of a trumpet or a French horn would be too small, and they wouldn't actually be able to produce a good sound," said Chenoweth, who played the French horn in his high school and college marching bands and has been involved in music education ever since.  "And then sometimes you're surprised. ... Somebody you thought 'Oh, they'll never get the sound out of this trumpet,' and away they go."
I asked Chenoweth what personality and physical attributes might lead to success with other instruments:
• Oboe: An important trait for mastering this "very intricate" instrument is "above average intelligence," according to Chenoweth.  

  Tuba: An excellent choice for students with larger lips, he said.
• Trombone: The player's front teeth should be even. "You want a nice bite that shouldn't be in need of orthodontia," he said.
• Violin: Kids can start playing as early as 2 to 3 years old. "I think because they have varying sizes, it makes them rather universal," said Chenoweth, who started playing the clarinet in the fourth grade.
• Piano: Long fingers or large hands are desirable, and so is being a good thinker. "Physically they're going to need good dexterity with their hands," said Chenoweth. "You would probably look for a propensity to something analytical, somebody who might show a little bit of inquisitiveness."

Let them play what they want to play

Even before you start assessing whether an instrument matches your child's personality, or if they have the right body type for success, you should let your child be the guide, Chenoweth says.
"My first thing is you have to get them onto an instrument that they first are interested in because if there's little interest in playing it, there will be the same amount of success -- very little," he added.
Try not to push them to play what you played, said Chenoweth. "Private lessons at home with the parent are not necessarily going to be successful," he said with a laugh.
And always try to be supportive, even when it just might not be music to your ears.
"We all know that the sounds are not going to be great," said Chenoweth, but parents should try to stay positive. That means avoiding comments such as, " 'Oh here we go. Here's something new to try for three months and then you're going to give it up. Are you ever going to pick something that you're going to stick with?' "
The importance of music education in schools   Why music matters
Dr. Nina Kraus, professor of communication sciences, neurobiology, and physiology, and the director of the Auditory Neuroscience Laboratory at Northwestern University, has been studying the impact of music training on a child's cognitive development for almost a decade. Her extensive research has been published in more than 200 journals and media publications.
Defining a musician as someone who plays music twice a week for 20 minutes, she and her team compare how the brains of musicians and non-musicians respond to sound and the impact music playing has on the musician's attention, language, memory and reading abilities.
"The same biological ingredients that are important for reading are those that are strengthened through playing a musical instrument," said Kraus. "The ability to categorize sounds, to pull out important sounds from background noise, to respond consistently to the sounds in one's environment ... these are all ingredients that are important for learning, for auditory learning, for reading, (and) for listening in classrooms."
Her findings, she said, have a clear message for policymakers and parents.  "It's not just about your child becoming a violinist," said Kraus, a mother of three whose children all played an instrument growing up. "It's about setting up your child to be a more effective learner for all kinds of things."
And the benefits continue even after a child stops playing, says Kraus.
"The brain continues to profit long after the music lessons have stopped," she said. (To visualize Kraus' extensive research and comprehensive findings, check out her slideshow.)
If my girls weren't already signed up for music lessons this fall (we're starting with piano!), I'd be signing them up today.   http://www.cnn.com/2013/09/09/living/parents-kids-body-type-music-instrument/