Handout CONSTRUCTS: SPEECH, LANGUAGE, AND MUSIC · 2018-10-02 · RELEVANCE • Speech, language, and music exist as different constructs • Features and functions in modern society
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DECONSTRUCTING THE CONSTRUCTS: SPEECH, LANGUAGE, AND MUSIC
MARA E. CULP, MMEVisiting Assistant Professor of General Music Education, Ithaca College, Ithaca, New York, United StatesPh.D. Candidate, The Pennsylvania State University, University Park, Pennsylvania, United States
Handout
ELAINE BERNSTORF, PHD, CCC-SLPProfessor, Music Education and Special Music EducationWichita State University, Wichita, Kansas, United StatesHonors Faculty Fellow, Administrator for Kodaly Programs
• Speech, language, and music exist as different constructs • Features and functions in modern society characterize each
• Yet, overlap could lead to simultaneous and natural improvement in another• e.g., singing activities in general music enhancing phonological awareness (Degé &
Schwarzer, 2011)• Disabilities could negatively impact a student’s development in multiple areas (Baker
& McLeod, 2011; Call, 1980) and participation in music classrooms• Music teachers should seek to help students improve in all three areas (music,
speech, language) when possible• Understanding can promote natural and concurrent growth across domains
Firstly it would be foolish to claim that music is simply another natural language. There are many fundamental differences which cannot be overlooked, the most obvious being that we use language to make assertions or ask questions about the real world and the objects and relationships in it. If music has any subject matter at all, then it is certainly not the same as that of normal language.
ALTHOUGH EVERY PERSON DOES NOT SPEAK THE SAME LANGUAGE OR DERIVETHE SAME MEANING FROM THE SAME MUSICS, MUSIC IN SOME FORM EXISTS THROUGHOUT THE WORLD AS A HUMAN EXPERIENCE
MUSIC IS A HUMAN KNOWLEDGE SYSTEM“A KNOWLEDGE SYSTEM IS A MODE OF SHARING, EXPRESSING, UNDERSTANDING, AND KNOWING INFORMATION ABOUT OUR INNER AND OUTER WORLDS AND FOR UNDERSTANDING RELATIONSHIPS WITHIN AND BETWEEN THE TWO” (HODGES & SEBALD, 2011, P. 25)
SPEECHDefinition: “The communication or expression of thoughts in spoken words,
that is, in oral, verbal communication” (Bauman-Wängler, 2012, p. 419)Features: Time, frequency, timbre, intensity Function: To create sounds orallyRelationship to Language: Speech helps express language, but can be
produced without an understanding of the language (e.g., autism) Relationship to Music: Speech and music share features (e.g., time/rhythm,
frequency/pitch, timbre, intensity/dynamics); and both can be produced (re-produced) without understanding
Function:Thought and communicationRelationship to Speech: Languagecan be used without oral or aural elements
(i.e., sign or written language), but oral/aural elements can be used to express or receive language
Relationship to Music: Language is not dependent on aural features, whereas music seldom exists without a basis in and experience of aural elements, which are akin to those found in language (Phonological (contour/phrase) phonemic (individual sounds or articulation); semantics (patterns); syntactic (form-repetition/contrast); fluency (delivery) orthographic (notational understanding, i. e. scale) elements
MUSICDefinition: Sound organized over time. Sounds arranged “in time so as to produce a continuous,
unified, and evocative composition” (Farlex, Inc., 2016). Our brains organize the aural attributes (Levitin, 2006, p. 14), by which sounds (vibrations) are interpreted as music.
Features: Global Elements (timbre, time, pitch, dynamics); Form (repetition, contrast); Sections; Contours; Phrases; Patterns (motifs/words); Discrete utterances (Individual sounds, rhythm values/pitches); Articulation
Function: To express, experience, and/or understand thoughts or meaning from organized soundsRelationship to Speech: Music and speech share features (e.g., time/rhythm, frequency/pitch,
timbre, intensity/dynamics); and both can be produced (re-produced) without understanding.Relationship to Language: Music seldom exists without a basis in and experience of aural
elements, which are akin to those found in language (Phonological (contour/phrase) phonemic (individual sounds or articulation); semantics (patterns); syntactic (form-repetition/contrast); fluency (delivery) orthographic (notational understanding, i.e., scale) elements, whereas language is not dependent on aural features
• Auditory Cortex• Develops in utero and fetuses can respond to musical and speech sounds (Bauman- Wängler, 2012;
Hodges & Sebald, 2011)
• Recalling Sounds• Fetuses can register musical and speech sounds that will affect behavior after birth (Bauman- Wängler,
2012; Hodges & Sebald, 2011)
• Neural Pruning – Discriminating Sounds• The infant brain has more synaptic connections in the auditory cortex than it will as an adult• Synaptic connections for music processing may disappear altogether if the sounds associated with those
neural pathways are never heard again (Hodges & Sebald, 2011)
• Infants up to 8 months discriminate between two similar nonnative phonemes • By 10-12 months, the ability disappears (Bauman-Wängler, 2012)
• Similarities among the constructs can create blurred lines that can serve for arguments that posit the three constructs are one and the same (e.g., music islanguage).
• However, differences in the function, organization, expression, and reception of each help define three unique human constructs.
• Growth in each domain can be realized concurrently through well-planned activities that capitalize on similarities and differences among the constructs.
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