Handout CONSTRUCTS: SPEECH, LANGUAGE, AND MUSIC · 2018-10-02 · RELEVANCE • Speech, language, and music exist as different constructs • Features and functions in modern society

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

© Culp & Bernstorf, 2016

BACKGROUND

• Human activities

• Pitch, rhythm, duration, timbre, dynamics, tempo, and form

• Express ideas, convey emotions, and/or arouse feelings

• Disorders

• Speech impairment: Articulation errors (inaccurate speech sounds)

• Language impairment: Aphasia (loss of language ability)

• Musical impairment: Amusia (loss of musical ability)


RELEVANCE

• 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


AIMS

The purposes of this presentation are to:

• discuss the distinct features of and similarities between the constructs of speech,

language, and music; and

• provide suggestions to allow music teaching praxis to naturally support simultaneous

growth and development in each domain


MUSIC IS A UNIVERSAL LANGUAGEYES? NO? UNSURE?WHY OR WHY NOT?


“UNIVERSAL”BI-LINGUALBI-MUSICAL


MUSIC AS LANGUAGE: FOOD FOR THOUGHT

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.

Sloboda, 1985, p. 12


MUSIC IS A UNIVERSAL

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

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)


DECONSTRUCTING THE CONSTRUCTS© Culp & Bernstorf, 2016

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


LANGUAGEDefinition:“A complex and dynamic system of conventional symbols that is used in

various modes for thought and communication” (Bauman-Wängler, 2012, p. 414, emphasis added)

Features: Phonemic Awareness, Phonological Awareness, Semantics (meaning), Syntax (grammar), Fluency, Orthographic awareness (speech coding into symbols)

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


COMPARING AND

CONTRASTING

Speech:Organization of linguistic code

Music:Sounds

organized over time

Language: Thought and purposeful

communication


Speech

Music

Language

Oral creation of linguistic code

Thought and purposeful communication

Phonologic, semantic, orthographic syntactic, fluency, elements

Time, frequency, timbre, intensity

Agreed upon coded meaning

Sounds organized over time

Express (share) &

receive (know)inner & outer

world


NEUROLOGICAL PERSPECTIVES: DEVELOPMENT

• 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)


NEUROLOGICAL PERSPECTIVES: NEURAL NETWORKS

• Shared and distinctive neural networks (Brown, Martinez, & Parsons, 2006)

• Some of the same areas in the auditory and motor cortices;

• Distinct, domain-specific areas to process syntactic elements

• Children with deficits processing linguistic syntax also had deficits processing

musical syntax (Jentschke, Koelsch, Sallat, & Friederici, 2008)

• Music casts a wide neural net, recruiting areas of the brain for different

musical tasks (Alluri et al., 2012)


NEUROLOGICAL PERSPECTIVES: COLLATERAL BENEFITS

• Neural plasticity (Hodges & Sebald, 2011)• Neural recruitment (Alluri et al., 2012)

• aphasia (Gfellar, 2012; Polovoy, 2014) • autism (Lim, 2012)

• Musical training and participation• lexical stress (Kolinsky, Cuvelier, Goetry, Peretz, & Morais, 2009) • speech perception (Moreno et al., 2009)

• speech-in-noise perception (Slater, Skoe, Strait, O’Connell, Thompson, & Kraus, 2015)• word learning (Cooper & Wang, 2012) • second language acquisition (Yang, Ma, Gong, Hu, & Yao, 2014)• phonological awareness (Degé & Schwarzer, 2011; Moritz, Yampolsky, Papadelis, Thomson, & Wolf, 2013)• muscle tension dysphonia (Goffi-Fynn & Carroll, 2013) • speech sounds (El Mogharbel et al., 2006)


CONSIDER OUR PROFESSIONAL CONSTRUCTS AND APPROACHES:

1) Focused toward Speech (specifics of performance such as articulation/diction);

2) Focused toward Language (patterns of meaning such as the style/genre/emotion);

3) Focused on Music (basic elements of music).If MUSIC is our goal, we must always look for the “universal”

elements and then extend from those first –Global music elements: Timbre, Time, Pitch, Dynamics


WAYS TO USE MUSIC TO IMPROVE SPEECH AND LANGUAGE-RELATED PROCESSES

SPEECH

• Animal, environmental, or nonsense sounds

• Student name• Rhythm

LANGUAGE

• Continuation (fill in the blank)

• Songs/Singing• Pictures (and

picturable) words with students

(Culp & Roberts, 2015)

BOTH

• As a reward• Movement (gesture)• Student interest• Games• Instruments


CONCLUSIONS

• 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.


THANK YOU FOR COMINGQUESTIONS


REFERENCES• Alluri, V., Toiviainen, P., Jääskeläinen, I. P., Glerean, E., Sams, M., & Brattico, E. (2012). Large-scale brain networks emerge from dynamic processing of musical timbre, key and rhythm. Neuroimage, 59(4), 3677-3689.

doi:10.1016/j.neuroimage.2011.11.019• Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1: Narrative review. Language, Speech & Hearing Services in Schools, 42(2), 102-139.• Bauman-Wängler, J. (2012). Articulatory and phonological impairments: A clinical focus (4th ed). Boston, MA: Pearson Education, Inc.• Brown, S., Martinez, M. J., & Parsons, L. M. (2006). Music and language side by side in the brain: A PET study of the generation of melodies and sentences. The European Journal of Neuroscience, 23(10), 2791-2803.

doi:10.1111/j.1460-9568.2006.04785.x• Call, J. D. (1980). Some prelinguistic aspects of language development. Journal of American Psychoanalysis Association, 28, 259-289. doi:10.1177/000306518002800201• Cooper, A., & Wang, Y. (2012). The influence of linguistic and musical experience on Cantonese word learning. The Journal of the Acoustical Society of America, 131(6), 4756-4769.• Culp, M. E., & Roberts, B. (2015, October 13). Collaborating with speech-language pathologists: 11 ways to use music to improve speech sounds. [Web log comment]. Retrieved from https://www.nafme.org/collaborating-

with-speech-language-pathologists/• Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 1-7. doi:10.3389/fpsyg.2011.00124• El Mogharbel, C., Sommer, G., Deutsch, W., Wenglorz, M., & Laufs, I. (2006). The vocal development of a girl who sings but does not speak. Musicae Scientiae, 10(1 Suppl), 235-258.

doi:10.1177/102986490601000111• Farlex, Inc. (2016). Music. Retrieved from http://www.thefreedictionary.com/music• Gfellar, K. (2012). In harmony. The ASHA Leader, 17:online only-online only. doi:10.1044/leader.FTR6.17072012.np• Goffi-Fynn, J. C., & Carroll, L. M. (2013). Collaboration and conquest: MTD as viewed by voice teacher (singing voice specialist) and speech-language pathologist. Journal of Voice: Official Journal of the

Voice Foundation, 27(3), 391.e9-391. doi:10.1016/j.jvoice.2012.12.009• Hodges, D., & Sebald, D. (2011). Music in the human experience: An introduction to music psychology. New York: Routledge.• Jentschke, S., Koelsch, S., Sallat, S., & Friederici, A. D. (2008). Children with specific language impairment also show impairment of music-syntactic processing. Journal of Cognitive Neuroscience, 20(11), 1940-1951.

doi:10.1162/jocn.2008.20135• Kolinsky, R., Cuvelier, H., Goetry, V., Peretz, I., & Morais, J. (2009). Music training facilitates lexical stress processing. Music Perception, 26(3), 235-246. doi:10.1525/MP.2009.26.3.235• Levitin, D. J. (2006). This is your brain on music: The science of a human obsession. New York: Dutton.• Lim, H. A. (2012). Developmental speech-language training through music for children with autism spectrum disorders: Theory and clinical application. Philadelphia, PA: Jessica Kingsley.• Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19(3), 712-723.

doi:10.1093/cercor/bhn120• Polovoy, C. (2014). From silence to a ‘din of interaction’: An SLP harnesses her musical passion to found a choir for people with aphasia. The ASHA Leader, 19(10), 20-21. doi:10.1044/leader.LML.19102014.20• Slater, J., Skoe, E., Strait, D. L., O’Connell, S., Thompson, E., & Kraus, N. (2015). Music training improves speech-in-noise perception: Longitudinal evidence from a community-based music program. Behavioural Brain Research,

291, 244-252. doi:10.1016/j.bbr.2015.05.026• Sloboda, J. A. (1985). The musical mind: The cognitive psychology of music. Oxford: Clarendon Press.• Yang, H., Ma, W., Gong, D., Hu, J., & Yao, D. (2014). A longitudinal study on children's music training experience and academic development. Scientific Reports, 4(5854), 1-6. doi:10.1038/srep05854


WORKS CONSULTED

• Dictionary.com, LLC. (2016). Universal. Retrieved from http://www.dictionary.com/browse/universal• Hood, M. (1960) The challenge of bi-musicality. Ethnomusicology, 4( 2), 55-59. Retrieved from

http://www.ethnomusic.ucla.edu/the-challenge-of-bi-musicality• Wong, P. C. M., Perrachione,T. K., & Margulis, E. H. (2009) Effects of asymmetric cultural experiences on the

auditory pathway evidence from music. Annals of the New York Academy of Sciences, 1169, 157–163. doi:10.1111/j.1749-6632.2009.04548.x.


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Handout CONSTRUCTS: SPEECH, LANGUAGE, AND MUSIC · 2018-10-02 · RELEVANCE • Speech, language, and music exist as different constructs • Features and functions in modern society