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Barbara
Bullard has been professor of speech at Orange Coast College for 35
years and is currently chairman of department. She was thrice
nominated as Teacher of the Year at the college and received the
NISOD Teaching Excellence award from the University of Texas in
1994, 1999 and 2000. She has been a professional member of The
Monroe Institute since 1989.
Ever
since the dawn of civilization, man has recognized the profound
effect of music on human behavior and learning. The ancient Greeks
believed that music was divinely created. Both Plato and Aristotle
placed music at the core of their educational curricula,
acknowledging music's power to stimulate human thought and
understanding.
Modern
research has given us scientific explanations for the 'magic' of
music that the ancients recognized by instinct and observation, as
can be seen, for example, in the research described in the splendid
books by musicologist Don Campbell: Physician for Times to Come,
Music and Miracles, and The Mozart Effect. This research reveals
that music has a powerful impact on almost every aspect of the body
and mind of the listener.
Over
the past thirty years, as a teacher and a parent, I have been
interested in discovering methods by which my students might use
music as an aid to learning faster and more efficiently. I was very
impressed with the techniques of 'suggestopaedia' and super-learning
in the work of Dr George Lozanov and in the studies by Ostrander and
Schroeder. For more than two decades I have been recommending
background music as a key element in the application of
super-learning and my students can attest to the significant impact
of certain music in facilitating super-learning states. My research
led to the co-authoring of a book, Communicating from the Inside
Out, (B. Bullard & K. Carroll, 1995).
The
specific topic of this article, the use of Metamusic compositions
that combine the synergy of super-learning musical formats with
Hemi-Sync, is a more recent adventure of my research, brought about
by the personal challenges of raising two children with impulsivity
and Attention Deficit Disorder (ADD). My two younger children were
challenging all my parenting skills and the patience of their
teachers. They were the type that walked on the classroom tables,
talked incessantly and flitted from project to project. The teachers
encouraged me to try ritalin with them. I figured there must be a
less invasive alternative - and yes, there was! It was to be found
in the Hemi-Sync technology, to which I was introduced when I
attended the Professional Seminar in 1989.
The
insights that I learned in that week propelled my own research in a
quantum leap. I was deeply impressed by the work of Dr Micah Sadigh
as slide after slide demonstrated the widespread neuronal effects of
Hemi-Sync on eliciting desired brainwave patterns in a synchronized
manner across the cortex. This was followed by a remarkable
presentation by Dr Suzanne Morris, an internationally known
speech-language therapist who works with children with developmental
disabilities. Dr Morris's research involved using Metamusic with
alpha-theta brainwaves on children with autism and severe brain
damage. I was awed as I watched her video of an autistic child who
could not even bear to be touched yet within less than ten minutes
of listening to Metamusic moved towards its source, wrapped her arms
around the tape player and allowed herself to be gently massaged by
Dr Morris while the music played on. To ordinary relaxation music
the child made no response. For me this was the most dramatic image
of the 'magical' effects of Metamusic. Thereafter I began using
Metamusic to enhance the sleep and relaxation states that would ease
the stressful effects in the lives of my family. Compositions such
as Cloudscapes, Sleeping Through the Rain and Inner Journey helped a
lot throughout the following years.
Two
years later at another Professional Seminar I was intrigued by a
discussion of recent research, led by Robert Sornson, that
demonstrated an insufficiency of coordinated hemispheric brainwave
pattern, especially with beta brainwaves in the left hemisphere, for
those with ADD. Sornson, a Director of Special Education Services,
pointed out that research indicated that those with attention
deficit had difficulty in maintaining the high levels of brain
arousal associated with sustained alertness and focused attention.
He added that he had been working with Hemi-Sync using beta-harmonic
sound patterns specifically designed to increase the level of
awareness.
Listening to this discussion, I awoke to the idea of combining
super-learning music with the beta patterns discovered by Sornson,
to see if this would help my two teenagers with their issues
stemming from ADD. During the following two years, Sornson and I
collaborated on incorporating his researched beta-harmonics with
Hemi-Sync with a super-learning musical format that I designed
myself. The music appropriate for super-learning and peak
performance states had to meet many technological standards. An
enchanting composition was created by J.S. Epperson, a graduate of
the USC School of Electronic Music, to comply with the theoretical
specifications I formatted. This 'designer Metamusic' was titled
Remembrance and was launched by The Monroe Institute in 1994.
The
success of Remembrance, as indicated by the amount of positive
feedback we received, led to the creation of a second composition in
1996. This carried similar beta-harmonics. The music itself was a
modification of Mozart's Sonata for Two Pianos in D Major. We chose
the title Einstein's Dream, as this was a favorite composition of
Alfred Einstein, the great Mozart expert. I'd like to quote two
interesting comments on the effects of Mozart's music. In a Newsweek
article on his music, Joshua Cooper Ramo remarked: "Mozart's musical
architecture evokes a sympathetic response from the brain, the way
one vibrating piano string can set another humming." And physics
professor Dr Gordon Shaw, a researcher on the effects of music on
the cortex and on learning, says, "It is not that Mozart will make
you permanently smarter, but it may be a warm-up exercise for parts
of the brain."
Two
more recordings were issued in 2002: The Seasons at Roberts
Mountain, incorporating extracts from Vivaldi's Four Seasons (much
super-learning music research has focused on Baroque selections) and
arranged by Scott Bucklin, and Indigo - for Quantum Focus, by J.S.
Epperson.
Reports
received since 1994 indicate that Metamusic embedded with beta
Hemi-Sync patterns may also help with other learning disabilities,
specifically dyslexia and slow reading development, both of which
have as an underlying cause a disparity of errors in timing between
the two hemispheres. As one researcher reported in The Brain-Mind
Bulletin:
"While
reading, most good readers have left-hemisphere activity in the beta
range (around 13 Hz) and mid-range amplitude. Dyslexics, on the
other hand, tend to have left hemisphere measurements in alpha
(roughly 10 Hz) and higher than average amplitudes, although some
have unusually low amplitude…the cerebellum of dyslexics has not yet
learned the coordinatioin and timing involved in internal balance of
the body."
It
seems that the synergistic combination of designer music with the
beta-harmonic Hemi-Sync embedded frequencies helps to facilitate the
necessary brain synchrony for focused attention. The musical
environment helps one to study smarter rather than harder.
These
effects of music make sense. All of us have had experience of the
effect of music on learning. We learned our ABCs in elementary
school by singing them, and we can remember the tunes throughout our
lifetime. Also when the first three beats of an 'oldies' song play
on the radio, you begin to remember the lyrics even if you haven't
heard the song in decades. Then you may recall the image of your
sweetheart at that time and the emotions you experienced when you
were together. It is a truism: what goes in repeatedly with music,
comes out with music even decades later.
Another
reason for the effect of music on learning can be gathered from the
split-brain research which has found that music is the one stimulus
that inherently synchronizes both hemispheres of the brain. It has
been theorized that the linear-sequential aspects of music, such as
the lyrics, beat, rhythm, notation and specific details are being
processed by the left hemisphere, while the right hemisphere is
processing the holistic aspects, such as harmony, intonation,
creativity and the overall flow of the musical piece. But current
research has found that the impact of music on the brain is much
more widespread than just the effect on the cerebral hemispheres.
Brain imaging research has spotlighted the impact of music on the
'convergent zones' that function in the prefrontal lobes. It is here
that the inter-connectivity of the two hemispheres takes place,
arousing coordinated thinking patterns.
Following hundreds of studies on children and adults with ADD, Dr
Daniel Amen discovered that the frontal lobe tends to 'turn off'
rather than on. In Windows into the ADD Mind he writes; "When people
with ADD try to concentrate, the frontal lobes of their brain (which
control attention span, judgement, impulse control and motivation)
decreased in activity. When normal control groups do concentration
tasks, there is increased activity in this part of the brain. So the
harder these people try, the worse it gets for them."
Perhaps
this is why the 'designer Metamusic' which combines the best of
music with the widespread impact on the brain of beta Hemi-Sync
binaural beat technology, can be so helpful to those with ADD and
dyslexia. The synergistic impact creates a side-to-side and
front-to-back stimulation, a top-down process beginning from the
cortex to the limbic brain where our emotions are triggered. This
positive cascade of brainwaves then affects the hormonal and immune
systems.
There
is another point to bear in mind. Earlier research indicated that
the ability to switch rapidly between hemispheres might be hallmarks
of higher intelligence. One characteristic of gifted children is
that they have a profound 'switching' ability between hemispheres.
Remembrance and its companion pieces have all been specifically
designed to enhance this rapid processing partnership so desirable
for learning, for the gifted among us as well as for those with
learning challenges. Moreover these compositions facilitate the
anchoring of studied information into a wider neuronal pathway.
Wider anchoring should result in greater retention and recall,
perhaps as much as five to ten times greater recall.
Here
are just a few of the comments we have received from students,
parents and teachers on the effects of these compositions on
learning problems.
"I was
diagnosed with ADD years ago. When I first heard of the benefits
that came from listening to Metamusic, I must say I was skeptical.
But as I began listening to Remembrance I immediately noticed the
difference. My breathing slowed to a steady rhythm. I relaxed
naturally while staying completely alert. I was shocked to realize
I'd been studying for an hour without stopping. Listening to
Remembrance enables me to pay complete attention to my studies now."
R.M (age 19)
"Hemi-Sync dramatically improved my hyperactive son's life. Right
away I noticed the calming effect while the tape was playing. Even
better, my son can now usually recreate that calm state whenever he
chooses to do so. It's as if his brain learned how to experience
calmness and now he can move into that mental state by himself." M.C.
"Thank
you for turning me on to Metamusic tapes. These tapes have a major
impact on my life and education. I listen to Einstein's Dream every
day, especially when I need to concentrate and energize. The other
night I was studying so intensely that when the tape clicked off I
jumped because it seemed like the loudest thing I'd ever heard. I
turned the tape and continued. I was amazed that the difficult
concepts came so easily to me while I was using it. The next day I
got a perfect score on my test!" R.M.
A
teacher reported: "The classroom was always chaotic and I was
totally frustrated/ I now play Remembrance as background for various
activities and find a completely different level of comfort in the
room. Obviously it's good for the children and I know it's great for
me." J.A. (3rd grade teacher)
Counselor R.S. reported on a 12 year-old client: "After five months
of frustrating, largely unproductive sessions, I put on Remembrance
while T. was sullenly fiddling with a toy. His eyes got wide, he
smiled and turned up the volume. Hesitantly at first, then with
increasing tempo, he began to pour out years of confusion, anger and
hurt, and asked for a copy of the tape."
The
following comments relate to the experiences of some who do not face
learning challenges but have found this 'designer Metamusic' helpful
in their work.
"With
only one day to study for the state insurance licensing exam I
thought it was hopeless. I'd never be able to remember a manual of
190 pages. Anyway, I decided to give it a shot. I began studying at
9 am and by 1 pm was losing my ability to concentrate. I put
Einstein's Dream into my continuous tape player and finished the
book at 3.05 next morning. I passed with 86 percent, thanks to
Einstein's Dream, which enabled me to maintain concentration for 18
hours."
"When
needing to read some highly technical papers I experimented with and
without Remembrance. The difference really impressed me. Listening
to the tape I was much more able to attend to the content, stay
focused and not having to re-read sentences for comprehension.
Eventually I didn't even notice it was playing. That's when the
benefits started showing. I was studying for a major test requiring
lots of formulas and memorization. I got a perfect score, and I know
Remembrance helped me study more efficiently." E.A.
A 60
year-old man was studying to become a minister at the Dallas
Theology Seminary. He became stymied by the challenge of learning
Greek and Hebrew. His mind could not wrap itself around these
languages and he was about to have to give up his dream. A friend
gave him Remembrance to see if it would help. Within two months he
mastered both languages, passed with an A, and is now Pastor at
Baylor Hospital. W.J.Q.
Conclusion
When
using Metamusic for study or attaining peak performance, it is best
to treat it as a sonic background. If it is used consistently while
studying, you need only to allow your favorite portions of the
refrain to flow through your awareness and the information you
studied will be more readily accessed. The music is especially
effective when used in tandem with some other Hemi-Sync exercises.
My students find Attention, Think Fast and Retain-Recall-Release
especially helpful. Also very helpful are the 'Lifelong Learning
Program', produced by Robert Sornson, and the 'Student PAL' set.
Other exercises that I've found particularly helpful in helping
adults move out of the more challenging aspects of ADD are Human
Plus Brain:Repair and Maintenance and Off-Loading. These played at
night for about six weeks have been most helpful when combined with
the use of Remembrance or Einstein's Dream during the day.
Although many parents and teachers have found these beta-harmonic
compositions to be highly effective tools for learning, they should
not be regarded as 'magic bullets'. Rather they should be treated as
helpful aids to lead the brain gently into an alert and attentive
state of consciousness. A sixty-year-old engineer, who had suffered
for many years with a medical diagnosis of 'cognitive brain
collapse' reported quite poetically after using Remembrance for two
months:
"Remembrance is like breathing clean air; it's even better than a
box of chocolates! It offers a gentle, three-dimensional support. It
calms the scattering, allows the centering, like a pleasant
non-noticeable incense. I find myself now able to lead the project
rather than push the project. I don't have to push logs upstream any
more. With Remembrance I don't have to conquer tasks but can guide
them simply and effectively. Remembrance is the difference between
harmony and heartburn; as a helper, it allows me to allow." G.M.
e-mail:
RemembranceMusic@aol.com
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