Mozart Effect Resource Center Newsletter
Volume 4


Car-Tunes: a sample of active listening from Mozart to Go CD,
volume 4 in The Mozart Effect Music for Children series

In Honor of Brain Awareness Week: A Brain Dance from Introduction to the Musical Brain

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Car-tunes

Making of a Michelangelo
"Track 6. Rondo: Allegro, II, from the Oboe Quartet in F Major, K.370
This high contrasting rondo can act as a sonic pick-me-up. Notice how the melody returns every minute or so. A rondo is like a club sandwich. Its form is A-B-A-C-A and so forth. If you are going on a long trip, bring coloring books and crayons. With this piece, each child can begin a new work, creating, drawing, coloring to the music. Notice how a child's choice of colors embraces the light and lively melodies. Compare this coloring work to pages colored without Mozart's music. Is your child inspired to artistic greatness in response to the music?"

Once Upon a Minivan
"Track 4. Menuetto- Trio, IV, from the Serenade, K.185
Charming and delightful, attentive and aware, this is a minuet, a popular dance during the eighteenth century. Although few people know how to dance the minuet today, it is still popularly performed in concert halls throughout the world. Throughout the years the minuet may have been used as background music during social events. Today it may reduce family stress during a traffic jam. Use the picturesque quality of the music to enhance any story. Make up a storytelling game with each traveler adding one sentence at a time. You may find as the music changes, so does your story--with each contribution inspired by both imagination and Mozart's music."

Auto Arithmetic
"Track 3. Presto, I, from the String Quartet in G major, K.156
Dr. Alfred Tomatis discovered that the high frequencies of the violin help stimulate the brain and improve concentration. With all the traffic sounds, the high pitched melodies create a refreshing diversion from the tension of noise. The rhythm of this piece is perfect for practicing addition, subtraction, multiplication, or division tables. Use this as a kind of 'call and response' game, matching '5 x 2' to the tempo of the music. You may find your child's answers follow closely to the next musical beat. You can use this selection to practice any kind of memory work, including spelling, rhymes, or math. (Caution: Never let an activity distract your driving!)"

This recording is designed to withstand repeated listening, with each session inviting new mental and creative stimulation. Enjoy all eleven selections with their activities, but remember there will be times you'll just want to enjoy the music without extra stimulation.

If you are listening while driving, please make sure that everyone is properly and safely using their seatbelts (or car seats) and that you're driving safely to protect your precious cargo! Keep the music at a moderate volume in the car, so you can still hear horns and sirens for the safety of your family.

© 2000 The Children's Group, Inc. All rights reserved.

Introduction to the Musical Brain, by Don Campbell:

A Brain Dance

This exercise is for the stimulation of the nondominant part of the body. Left-handed participants should do the exercise with the right part of the body and the right-handed participants should use the left part of the body. It is essential for the room area to be open so that movement can easily take place.

Choose music such as:
Champagne Polka by Johann Strauss
The Moldau by Smetana
España by Charbrier

Begin with the left hand (nondominant hand) with every possible motion as it moves with the music. Suggest that each finger be an independent dancer with much concentration given to the third and fourth fingers. Gradually extend the movement to the wrist, arm, and elbow. Remember the dominant side of the body is to remain motionless.

The dancing hand and arm can conduct and dance with every creative variation possible. The more parts of the nondominant side of the body that are being added do not detract from the activity in the hand. Add the toes, foot, and ankle on that side of the body, and then all parts on this side of the body begin to dance.

Approximately three-fourths of the way through the selection add the opposite side of the body in a full body movement throughout the room.

After this stimulating exercise, how do you feel? Notice the differences between the feelings in the left and right hands. If drawing material is available, draw your feelings with the nondominant hand and then with their dominant hand.