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TESTIMONIALS MusicWorks! Education Programs MusicWorks! Everyday Feedback from Students, Teachers and Administrators ............................ Students Say: "The violin sounds nice and beautiful. It makes my mind clear." Grade 4 student on Mozart's Eine kleine Nachtmusik. "It's very exciting. You can see pictures or scenes with horses." Grade 6 student on "Hoe-Down" from Rodeo by Aaron Copland. "I wonder if Haydn had a favorite song out of all the songs he's written." Grade 4 student after hearing the first movement of Haydn's Symphony No. 6. Teachers Say: "The five-day repetition seems to be just right. By the third day, most of the kids are recognizing motifs and, by the fourth day, they are humming them." "A great opportunity for children to relax and regain focus; a nice breather for me." "I feel students are beginning to form opinions about the pieces they are hearing. Not only are they listening, they are also thinking about the music." Administrators Say: "Comments from visiting parents, volunteers, and noon-hour supervisors have all been positive. They tell me, 'This is really nice,' and 'What a great idea.' " Cape Cod Symphony Orchestra Fiddlers’ Green 712A Main Street Yarmouth Port, MA 02675 Once daily music listening began in Peebles Elementary School in Bourne, music teachers and classroom teachers alike began to observe a noticeable change in behavior. Classroom teachers reported that students were calmer, more relaxed after the listening period. Some noticed that attention spans improved; students were able to sit still for longer periods of time and they remained better focused in the classroom environment. Several teachers indicated that the listening program enhanced the routine in their classroom because students seemed settled and ready to work. “. . .they remained better focused in the classroom environment.” The general music teacher at Sippican School in Marion is “over the moon” with the program and remarks that it has a high music education value. She often links it to her daily music lessons. After three years, she has noticed an enormous increase in musical literacy. As for the students, quiet listening has become part of the culture. In fact, it appears to act as a curtain between the hassle of arrival at school and a calming down before class. Tardiness has almost disappeared. Students are disappointed when the listening program is not available on a given day. In particular, the program is adored by grades K-1. “Tardiness has almost disappeared.” Music teachers surveyed by the publisher reported that listening skills improved, both in the processing of musical sounds and the attention to aural detail. Several music teachers reported, some with amazement, that students consistently heard more going on in the music than what was outlined in the scripts. Others related that they had seen a significant improvement in listening behavior in students when classmates performed during music classes. Parents reported changes, too. One parent related that her son was able to recognize the sound of certain composers when listening to music on a classical radio station. Another parent reported that her daughter had asked for a cassette tape of Bach’s music for her birthday. “. . .her daughter had asked for a cassette tape of Bach’s music for her birthday.” Perhaps the most telling change in student behavior came in one school where all the students were assembled in the gymnasium to listen to a performance by the Vancouver Symphony Orchestra Touring Ensemble. In addressing the students before playing a selection, the director spoke a little about the composer. He finished by asking, “How many of you have ever heard of Mozart?” A look of incredulity washed over his face before a huge grin appeared as he looked out and saw that every hand of every student in the room was raised.