Music and the Child

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts? This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.https://knightscholar.geneseo.edu/oer-ost/1005/thumbnail.jp

Music and the Child

By Natalie Sarrazin, associate professor at The College at Brockport Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts? This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.https://digitalcommons.brockport.edu/bookshelf/1428/thumbnail.jp

Indian Music for the Classroom

By Natalie Sarrazin, college at Brockport faculty member. Indian Music for the Classroom presents the different styles of Indian music and their cultural contexts, with chapters on Indian culture and sound, Indian classical vocal and instrumental music, folk music, film music, and traditional popular musics. From Hindi-Pop to bhangra to the Urdu ghazal, the book covers them all, as well as national songs, children\u27s songs, and the devotional bhajan. With lists of vocabulary and concepts, musical transcriptions, photos, and resources, teachers can use the text in their classrooms immediately. More than 53 lesson activities with listening charts, composition exercises, reflective questions, and other creative ideas bring the music of India alive and align with the National Standards. In addition, 48 musical transcriptions of teaching examples, drum rhythms, and songs make it easy to teach authentically. Sarrazin starts with the fundamentals-such as swara (pitch), sargam (Indian solfège), and that (basic scales)-and then moves on to Indian music notation, improvisation, and Indian instruments. She draws students into the culture with Indian legends and folk stories. Internet resources are provided so teachers can find authentic sound clips and order movies discussed in the book, as well as other resources. Most songs include English lyrics with the Hindi, and film and national songs contain piano or Orff accompaniments appropriate for concert performance.https://digitalcommons.brockport.edu/bookshelf/1045/thumbnail.jp

Music in Contemporary Indian Film : Memory, Voice, Identity

Edited by Jayson Beaster-Jones and Natalie Sarrazin (College at Brockport faculty member) Music in Contemporary Indian Film : Memory, Voice, Identity provides a rich and detailed look into the unique dimensions of music in Indian film. Music is at the center of Indian cinema, and India\u27s film music industry has a far-reaching impact on popular, folk, and classical music across the subcontinent and the South Asian diaspora. In twelve essays, written by an international array of scholars, this book explores the social, cultural, and musical aspects of the industry, including both the traditional center of Bollywood and regional film-making. Concentrating on films and songs created in contemporary, post-liberalization India, this book will appeal to classes in film studies, media studies, and world music, as well as all fans of Indian films.https://digitalcommons.brockport.edu/bookshelf/1424/thumbnail.jp

The Oxford Handbook of Children\u27s Musical Cultures

Edited by Patricia Shehan Campbell and Trevor Wiggins. Includes a chapter by College at Brockport faculty member Natalie Sarrazin: Children\u27s urban and rural musical worlds in North India. The Oxford Handbook of Children\u27s Musical Cultures is a compendium of perspectives on children and their musical engagements as singers, dancers, players, and avid listeners. Over the course of 35 chapters, contributors from around the world provide an interdisciplinary enquiry into the musical lives of children in a variety of cultures, and their role as both preservers and innovators of music. Drawing on a wide array of fields from ethnomusicology and folklore to education and developmental psychology, the chapters presented in this handbook provide windows into the musical enculturation, education, and training of children, and the ways in which they learn, express, invent, and preserve music. Offering an understanding of the nature, structures, and styles of music preferred and used by children from toddlerhood through childhood and into adolescence, The Oxford Handbook of Children\u27s Musical Cultures is an important step forward in the study of children and music. --Publisherhttps://digitalcommons.brockport.edu/bookshelf/1361/thumbnail.jp

PEG-IFN alpha but not ribavirin alters NK cell phenotype and function in patients with chronic hepatitis C

Background: Ribavirin (RBV) remains part of several interferon-free treatment strategies even though its mechanisms of action are still not fully understood. One hypothesis is that RBV increases responsiveness to type I interferons. Pegylated Interferon alpha (PEG-IFNa) has recently been shown to alter natural killer (NK) cell function possibly contributing to control of hepatitis C virus (HCV) infection. However, the effects of ribavirin alone or in combination with IFNa on NK cells are unknown. Methods: Extensive ex vivo phenotyping and functional analysis of NK cells from hepatitis C patients was performed during antiviral therapy. Patients were treated for 6 weeks with RBV monotherapy (n = 11), placebo (n = 13) or PEG-IFNa-2a alone (n = 6) followed by PEG-IFNa/RBV combination therapy. The effects of RBV and PEG-IFNa-2a on NK cells were also studied in vitro after co-culture with K562 or Huh7.5 cells. Results: Ribavirin monotherapy had no obvious effects on NK cell phenotype or function, neither ex vivo in patients nor in vitro. In contrast, PEG-IFNa-2a therapy was associated with an increase of CD56bright cells and distinct changes in expression profiles leading to an activated NK cell phenotype, increased functionality and decline of terminally differentiated NK cells. Ribavirin combination therapy reduced some of the IFN effects. An activated NK cell phenotype during therapy was inversely correlated with HCV viral load. Conclusions: PEG-IFNa activates NK cells possibly contributing to virological responses independently of RBV. The role of NK cells during future IFN-free combination therapies including RBV remains to be determined