Theory of Multiple Intelligence

Multiple Intelligence Theory , Musical Intelligence and how it can be used for Intellectual development in Educational Institutions, and for palliative care in old age homes .

The sun gives the same quantum of energy to every object in solar system. What amount is taken, grasped , utilized depend upon the graham ( the object with potential for energy receiving) , the Graahaka ( the cognizer ) and the Grahana ( process of cognition/ grasping power ) and different ratios makes us what we are !!! Thus the Indian Astronomical terms of Graha, Grahana are also terms for potential for cognition and process of cognition ( not merely translated to Planet and Eclipse ) and ratios or integers of Graahaka and differences in his/her cognition powers is what makes the dissimilarities, unequalness , and thereby the Dwaitha .This state of differences is the Maaya of Prakrithi /Nature . Suvarna Nalapat .

Contents : Preface : Reading Howard Gardners interview in the Hindu (Indias National Newspaper) 1.Multiple intelligence theory of Howard Gardner 2 A broad vision of education 3 Musical intelligence ( Multiple Intelligence Theory ) in curriculum for Improving standards of Educational system and student outcome (Gives quotes from Howard Gardner ) 4 Are the criteria Howard Gardner employs adequate Does Howard Gardner's conceptualization of intelligence hold together? Is there sufficient empirical evidence to support Howard Gardner's conceptualization?

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My level of Intelligence , as given to me by the website (Multiple Intelligence : Howard Gardner ) The Golden rule of Nature Palliative Care and Music for reducing agitation Voice as an indication of Human condition Ideas of postmodernism, more specifically, social constructionism as defined by Kenneth J. Gergen (1999). in music therapy (inclusion of different modes of inquiry as valid research within the field) The two -world problem of Mind and Matter The problem of Individualism Aama in Ayurveda and concept of Bhootha as the past life and the elements Therapeutic Bhajan and choir workshops for the elderly

Dr Suvarna Nalapat http://drsuvarnanalapattrust.org

Preface : Reading Howard Gardner Interview in the Hindu ( Indias national newspaper ) Dr Suvarna Nalapat I was interested in Music, Literature ,poetry and philosophy by birth and initiated into these by my great grand uncle who was a scholar in these fields. Only when he died , in 1954 ,while I was only eight years of age , I started to think about death and its causes and thus I learned Biology ,Medicine and Pathology in pursuit of scientific knowledge of life and death .My mother kept the light of my interest in humanities alive while my father gave me all opportunities to study and become a Medical teacher and researcher with a sense of social responsibility. In this way , I began my career in a interdisciplinary valuebased education and over the years designed a Valuebased quality education and interdisciplinary approach both in Therapy and personality development of children and a design of performance-based assessment .This is the programme in which I use Music as a link for integrating regional cultural and scientific disciplines at a national and global perspective and is called Ragachikitsa (Music Therapy based on Indian Raga). Later on I found that there is a kindred spirit who thinks in similar way about the uniqueness of each individual child/person and in a Multiple Intelligence Theory and that spirit is Howard Gardner. Therefore , I started to read his books carefully and made references to him wherever possible .I had started to study the Musical Intelligence of Dr K.J.Jesudas after reading Howard Gardners books and found it very rewarding in my Educational Research .I am happy to find the Interview of Meera Srinivasan with Howard Gardner in the Hindu (Jan 18 .2012) due to this very reason. In my Music Therapy assessment I try to couple the scientific understanding with interdisciplinary integrated approach to Eastern indigenous methods and western methods of research and inculcate Valuebased humanitarian approach for student-oriented /patient-oriented results. The essence of this is based on the unique nature of each individual which Howard Gardner calls Individuation .This flexible approach when coupled with the scientific research procedures and data collection which is like

Pluralisation of Howard Gardner , a programme which is Satyam (Truth), Beauty(soundarya) and Goodness (Shiva) is experienced by the person which gives a self-healing experience and effect and a personality development/transformation for a better quality life. Thus I combine an educative and healing process for quality life. The three groups (Teachers,parents ,children) face challenges and Gardner talks about how to face them and solve them by balancing them. This part ,I find is the most important for any persons life . In fact , when I look back at my life , How as a dutiful parent, teacher ,researcher, scientist and good citizen I worked,lived ,relaxed and enjoyed a stress-free healthy life with music literature and philosophy and my life-long study of these as a student proves what Howard Gardner said is absolutely true.. It was a pleasure to read the interview . I do hope that the educationists/ teachers/ parents/ students in India will consider this as a serious issue and try to implement them in their own life and create models for others to evolve into.But I would also remind that the Multiple Intelligence theory is not a new Invention but a new discovery of a very ancient method used in Indian Gurukula. They served as the representative campuses which Gardner speaks about which inspected and made sure that the young people grew up into ethical citizens who follow the dharma of student life, of householders life, of ascetic life and of a life of sacrifice for the sake of common good of all. When I read the article I searched my old back up files and took out the articles and speeches on the subject and compiled into this book . Dr Suvarna Nalapat snalapat@yahoo.com www.nalapat.com

Multiple intelligence theory of Howard Gardner

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)

As a mother and an educationist who wants to have a valuebased educational system for the coming generations of doctors and other professionals of our nation,.I am very much interested in Gardners theory of multiple intelligences. I have been fascinated by the human consciousness and its cognitive powers just by looking at my own cognition ,interests etc. Later on I watched the consciousness development of several children including my own son, and also tried to look into the consciousness of individuals with whose ideas I was fascinated from childhood. And it was then that I came to know that I have multiple levels of cognition and intelligence within me and a significant whole of the multiple intelligences in me is the actual me. And , then I came across the book Frames of Mind , by Gardner and found that what I was thinking about the multiple intelligences is beautifully brought out by someone whom I didnt even know. Adisankara, sreekrishna, vivekananda, Varahamihira, Albert Einstein, MahathmaGandhi, Elangoadikal, Tyagaraja, Yesudas etc are some of the individuals I have tried to evalute for the different types of intelligences and to get into their consciousness I had to get into the philosophy they expounded and the deeds and words etc they left behind for us to analyse and cognize and learn. This sojourn had been a very enjoyable one . In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii) Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two are ones that have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43). Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic

intelligence. Being a writer, speaker and a poet, I have a special privilege of having a linguistic intelligence .And I noticed over the years that my son also has a very polished and sharp linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyze problems logically, (which I do in diagnostic work, and in domestic front and in psychological analysis of people and contacts) carry out mathematical operations (I do this regarding Jyothisha but I am a total misfit when it comes to banking and money matters.), and investigate issues scientifically (my medical and teaching career has given me this intelligence as well).. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically.(I do recognize patterns in different systems of knowledge as well and it has stood good stud for my logical and scientific deduction of advaitha ) This intelligence is most often associated with scientific and mathematical thinking. According to Gardner. I think this exists in a trained musicians cognition as well,since pattern deduction and analysis is what identification of raga is and the mathematics of laya or rhythm of classical music and its derivation from Jyothish (astronomy) is unsurpassed . Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. This is the one intelligence for which I had to depend upon a living singer, since I never had a formal training in classical music though I too sing a little bit. I tried to enter into the consciousness of two archetypes in Indian psyche (Rama and Krishna, both incarnations of vishnu) through two legendary and historic bhakthy musical composers ,one woman and one man (Tyagaraja and Meera-) from south and north India and for this I depended upon two modern singers (again one female and the other male) M.S.Subbalaxmi and K.J.Yesudas.(ref without a stumble.A book on the spirituality of music ) Thus my study was an archetypal/historical/living singer effect based on Rama/Tyagaraja/yesudas and Krishna/Meera/Subbulaxmi. Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. All of us have this to perform our day to day duties. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. This also is present in all human beings to carry our day to day work. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people.(psychology of others) It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. When a mother or a teacher understands the child /student ,it is this at work,and naturally I have an

understanding of my son and my daughter and my students.This is probably true for all teachers,and mothers. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.(psychology of self,selfanalysis) In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. Gandhi had a very good intrapersonal intelligence,just like the yogins of yore.But opinions vary whether he had interpersonal intelligence towards his wife and children.,though his interpersonal relation with others was superb. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems. In essence Howard Gardner argues that he was making two essential claims about multiple intelligences. That: The theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences. People have a unique blend of intelligences. Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' (ibid.: 45). Seven kinds of intelligence would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing.

A broad vision of education

All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. for Developing local and flexible programmes. Howard Gardner's interest in 'deep understanding', performance, exploration and creativity are not easily accommodated within an orientation to the 'delivery' of a detailed curriculum planned outside of the immediate educational context. 'An "MI setting" can be undone if the curriculum is too rigid or if there is but a single form of assessment' (Gardner 1999: 147. Looking to morality. 'We must figure out how intelligence and morality can work together', Howard

Gardner argues, 'to create a world in which a great variety of people will want to live' (Gardner 1999: 4). Are there additional intelligences? There are three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. first of these 'merits addition to the list of the original seven intelligences' (Gardner 1999: 52). Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48). The position with regard to spiritual intelligence is far more complex. best to put aside the term spiritual, with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises. Thus, an explicit concern with spiritual or religious matters would be one variety - often the most important variety - of an existential intelligence. Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). The final candidate for inclusion in Howard Gardner's list is moral intelligence Central to a moral domain, Howard Gardner suggests, 'is a concern with those rules, behaviours and attitudes that govern the sanctity of life - in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' (ibid.: 70). The fulfillment of key roles certainly requires a range of human intelligences - including personal, linguistic, logical and perhaps existential - but it is fundamentally a statement about the kind of person that has developed to be. It is not, in itself, an intelligence. 'Morality' is then properly a statement about personality, individuality, will, character - and, in the happiest cases, about the highest realization of human nature. (ibid.: 77) Howard Gardner has added an eighth intelligence - naturalist intelligence - to his list. He has also opened the door to another possibility - especially that of existential intelligence There are debates on three questions. Are the criteria Howard Gardner employs adequate Does Howard Gardner's conceptualization of intelligence hold together? Is there sufficient empirical evidence to support Howard Gardner's conceptualization? It is undisputable that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well,

The Markers for a good educational system that use MI theory of Gardner: are Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary. Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn. Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself. Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges. Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture. Arts. Employing the arts to develop children's skills and understanding within and across disciplines. This is what you can see in my system of music therapy education and practice.

Musical intelligence ( Multiple Intelligence Theory ) in curriculum for Improving standards of Educational system and student outcome

The theory of multiple intelligences (Howard Gardner ,Frames of mind 2nd edition Fontana press .Harper Colins 1993) has proved the trio of intelligence, domain, and field useful for unravelling a host of issues raised by multiple intelligence theory and also the studies of creativity.Creativity is not just an inherent property of the brain ,mind or personality of a single individual and is emerging from the interaction of three nodes. 1.The individual with his or her own profile of competences and values 2.The domain available for study and mastering within the culture 3.judgements rendered by the field that is deemed competent within a culture .To the extent that the field accepts innovation or on ones work can be seen as creative.But to the extent that an innovation is rejected or not understood ,or considered not innovative it is simply invalid to continue to maintain that a product is creative. Creative individual is one who regularly solves problems or fashions products in a domain and whose work is considered both novel and acceptable by knowledgeable members of the field.In my pursuit of studying such individuals in the domains of Indian

culture ,in the field of human consciousness over the ages,I have selected a few people from ancient/historical times and from the current situation of India.Looking at the biological and evolutionary roots of human race,to the cultural variations incognitive competence,visits to the laboratory of a brain scientist and to the field of the exotic culture should become a part of the training of all individuals who are interested in the development of cognition ,memory and arts and sciences.The educational implications of a theory of multiple intelligences is that identifying the profile of intelligences of an individual child at an early age,it would be possible to improve the educational opportunities for each,with individual options/preferences.Unravelling children with unusual talents and giving them special training is (programmes)or special enrichment programmes is a part of the benefit of this.Educationally oriented anthropologists can develop a model on how intellectual competences may be fostered in various cultural settings.This also helps the human resources development programmes of each country and of the world .(When I look back , I can see that yesudas had such an aim in starting his Tharanganisari balamandir in early eighties ) There are 7 types of knowledge in the Upanishadic and Geetha traditions of India.American psychometricial L.L Thurston believe in existence of a small set of primary mental faculties that are relatively independent of one another.These are verbal comprehences (bhaasha), word fluency (vaak), numerical fluency (samkhya) special visualization (desa/kaala in India ), associative memory (smrithy), perceptual speed (gathi/gamaka) reasoning (logic/tharka/nyaya). For much of the 20th century philosophers have displayed interest in human symbolic capacities. The ability to use symbols (mudra) in expressing and communicating meanings distinguish human beings from other organisms. Symbol use has been the key in evaluation of human nature giving rise to myth , language , art, and science. It had been central in highest creative achievement sof human beings all of which exploit the human symbolic faculty. The 2 paradigm shifts in western philosophy were 1.classical interest in objects of the physical world ,and of the mind and its study (Hume and Kant) 2.shift to actual symbolic vehicles of thought in 20 th century.an understanding of languages,mathematics,visual and audible arts,gestures and symbols of man in daily life and arts. Now, if we understand these aspects of the Indian culture we will understand the significance of music , literature and its symbolic nature in Indian psychic and cognitive development from more than 6000 years back, before the 20 th century philosophers ever thought about it. There is an open empirical question, whether operation of one symbol system such as a language (say Sanskrit or Tamil) involve the same abilities and processes such as music, mudra (used in manthra and in dance and in literature and music) mathematics and the other visual arts and architectures. Another question is whether information in one media (say music) is the same information when transmitted by another media (say books or astronomy) .In an educational system ,where one is exposed to all the basic principles of these media through a common language system under a good Guru this is possible and hence the gurukula of ancient India had devised a very good system of education,and identified the likings/potentialities of each student and gave that student special training in the discipline to which he/she has special aptitude

and taught the basic principles of the other disciplines so that he/she knows that the information he/she receives is being received through another media by his/her colleagues but essentially the message is the same. A child prodigy is one who exhibits more than one type of intelligence in multiple domains and is different from other children in such ability.The mere existence of a prodigy in a school or in a society according to Feldman , represents a remarkable coexistence of inborn proclivity of the individual,of the parents/family,excellent teachers (guru),high motivation, most important a culture in which the proclivity will have a full chance to flower.Without extensive environmental support prodigious accomplishment is not possible.Focus on a prodigy also highlights contributions to the society, by a culture or civilization.Hence, when we study the personalities and prodigies of a culture (here Indian) we are actually having a study of the entire Indian culture across generations of teachers,wellbalanced educational system and a wellplanned contribution to the human race through disciplined learning of arts and sciences. The biological genetically programmed and neurobiological perspectives of this lineage is wellstudied. When it comes to the most complex human capabilities such as language ,the individuals can withstand even massive damages , including removal of an entire hemisphere during the first few years of life and still acquire the ability to speak in a reasonably normal fashion. An organism fails to develop normally unless it undergoes certain experiences.(like disuse atropthy of a cats visual system if it is not exposed to sunlight from birth )Two talented neuroanatomists O and A,Vogt conducted neuroanatomical studies on the brains of individuals, talented artists etc for years and found out that a painter has large 4th layer cells in his visual cortex and a musician with perfect pitch from childhood had analologously large region of cells in his auditory cortex. Early in the first year of life a male bird produces a subsong, a babbling output which continues for several weeks. Followed by a plastic song with a longer interval.The bird is rehearsing a larger number of bits of those songs that it will eventually use to communicate its territory to other birds and will call a mate with that communication. This playful rehearsal resembles the exploratory activities exhibited by primates in many realms of activity. Comprehension of a language (any type of language) is in the temporal lobe in wernickes area. Psychologist Larry Gross list 5 modes of communications: 1.lexical 2.social gestural 3.iconic 4.logicomathematical 5.musical. The interrealation of these in Indian music has been dealt with in detail in the previous chapters. In philosopher Paul Hirsts 7 forms of knowledge (mathematics, physical sciences, interpersonal understanding, religion, literature, fine arts, morals and philosophy ) Indian sages had done extensive research and formulated their educational psychology. Linguistic intelligence especially in poetry is exemplified in the saying s kavireva prajapathy and naatakanthyam kavithwam.The idea of meaning and its examination (semantics) was central to the language (artha of a vak or padam as sivasakthy).and the syntax (rules governing ordering of words and their inflections) were very strictly followed in poetry .These two are the sine qua non of poetry.The rhetorical

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aspect of language , ability to use language to convince others of a course of action ,the mnemonic potential of language as a tool to remember information as if a leela (play) etc were all used successfully in music. Teaching was mainly oral (called upanishadam , the student sitting near the guru and gaining knowledge from his/her mouth directly) employing verse or music.or in small short soothra and their explanations and for children of lesser cognitive capacity in parables and stories. Despite the evident importance of the logical mathematical reasoning, and symbol systems language remains the optimal means for conveying the basic concepts to posterity. Language supplies metaphors that are crucial for explanations. The ability of one language to reflect upon another language , to engage in metalinguistic analysis made a revolution in the study of languages in India which has Sanskrit as a common language for scholars and numerous regional languages for each regional scholars . (before chomsky ever brought out this as a theory). These aspect sof language (sahitya) are well studied and explained in the different knowledge systems of India as a cross section of ancient human society. Roots of spoken language is found in a childs spoken language (just as in the prakrith languages of human race).It is just a babble in the opening years of life.I have been studying and observing these babbles of human children and of the early society (as cave pictures, symbols, and as ancient texts) of Indians and of the other parts of the world for comparison. Syntax and phonology lie close to linguistic intelligence ,while semantics and pragmatics include inputs from other intelligences such as logical mathematical and personal intelligences and musical intelligence of an Indian classical music singer has synthesis of both. Memory is a natural gift for musicians. We can relive some of our musical experiences again and again with all its freshness because they are ever fresh in our memory. I may forget telephone numbers, addresses or even faces , or may be even this mornings correspondence but I can never forget the first time I sat in total ecstacy hearing a beautiful piece of music which gave me such a sense of beauty and wonder. That beauty of experience is crystallized in my memory around certain associations .Such experiences are what we elicit from the music life panorama in an individual patient in music therapy .(MLP).Albert Einstein is said to have begun to speak very late and this does not mean that he was a unintelligent child, but he had a different and less conventional view of the world and that was his genius. Hence ,when we speak of a child prodigy, we have to have some reservations in definitions . Even Krishna started to speak late (Pallum vanilla , chollum vanilla nammuTe Unnikkannanu says a folk song in Malayalam). Recollection of large number of information was very important for a person belonging to the early societies before books were in use, and before writing was ever introduced. The oral traditions of India has a tremendous memory power among its users which is still retained in the vedic chantings, in musical families etc. The ability to relate words or letters to numbers and use them as mnemonics was part of this .(still used in music and in astronomy of India as a living tradition of biological cultural heritage in some ethnic communities ) so also was using puns and sandhyabhaasha among the scholars, poets, musicians and the sidhayogi.(now sufi and the mystics are using it) This is present in many other people like the chamula of the chiapas in Mexico , a person initiate a phrase with a hidden meaning (usually erotic) and an apparent meaning and the next one

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(opponent) reply with a phrase that features a minimum sound shift from the first and has another hidden meaning.This play of words or pun is seen in poetry and music of highest order in India.(twilight language of Natha sidha, of Zen Budha, and esai patal and pan paadal of Tamils) In Kerala traditions of several poets show this characteristic. Indian music is very rich in such and hence when we study Indian music we naturally study the cultural heritage of India, its interrelationship with literature and mathematics and astronomy not to speak of other visual arts. Of all the gifts a human being is endowed with ,none emerges earlier than the musical talent . American composer Harold Shapero said that at no one time in the course of actual process of composition were words involved. And the words never helped him in compositions. This was not true in Indian contexts. In Indian perspective the words , the meanings and the interaction of them and the interaction of the other disciplines like mathematics, astronomy and philosophy has enriched our musical systems. We have to think in terms of human brain and its capacities and then we will see how language is interrelated to music and since we are human beings it is natural for us to have that sort of interrelationships. A person without language centers developed in the brain will not perceive or develop great music however much he/she claims to be so. They may have some musical sense independent of language sense but for it to develop fully , the other is needed. Schopenhauer thought that the composer reveals the innermost essence of the world and utters the most profound vision in a language which his reason does not understand , just as a magnetic somnambulist gives discourses about things which she has no idea about when she is awake. Just as in the language , in the realm of music , it is possible to examine the sensitivity to individual tones or phrases but also to look at how these fits together into larger musical structures which exhibit their own rules of organization. Just as these different labels of analysis can and should be brought to bear in apprehending a literary work like a poem or a novel . So too the apprehension of a musical work requires the ability to make local analysis of the bottom up, and the topdown schematisation of the gestalt school. During infancy individual children sing as well as babble. I have studied this phenomenon in many children especially in my own son, and found out that they can emit sounds with undulating patterns , imitate prosodic patterns and tones sung by mother with accuracy. My son could recognize/match the pitch , loudness and melodic contour of my voice and could actually compare it with his fathers and with others voices. That too at an age of 2 or 3 months and at 4 months he could match rhythmic structure as well. And he could engage in soundplay that exhibited creative properties and I have noticed this in many other normal children. In fact if we introduce them to good music at early age their faculties develop early. By the age of 1 and a half to 2 years my son used to sing and to give us instructions to sing a particular song which he liked best. A child may confuse a tone from a particular bell from which it is made,or a voice from a television set from which it comes (as Theju a one year old boy did while he was listenming to a TV show.He thought he could see and touch the singer through the back side of the TV) or may not appreciate that many bells can produce the same tone .But a child understands that the same song by two people are not identical (as my son did with my voice and my husbands) and that shows the mathematical equal is not the same in music.

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In mathematics 1=1 2=2 but in music 1 song by me is not = I same song by my husband. Or by a singer like yesudas. These are different not equal. In music one is not always equal to one. The linguistic and musical expression and communication has a common root and separated from each other millions of years ago. Musical instruments dating back to stone age is evidence for this. Like language music is a separate intellectual competence which is not dependent on the physical objects of the world. Music relates in a variety of ways to the range of human symbol systems and intellectual competences. Anthropologist Levi strauss said that if we can explain music we may find a key for all human thought. Music itself is thought of as the extended gesture, a kind of movement or direction that is carried out with the body. The area of intellectual competence that is in popular lore has been most closely related to music and mathematical spheres (page 125 Gardner). In medieval times music shared many features with study and practice of mathematics, interest in proportions, special ratios, recurring patterns, etc. To appreciate the rhythms in music this naturally helps. But for a mathematical point of view music is just another pattern. For musician he patterned elements must appear in sounds and they are finally and firmly put together in some ways not by virtue of formal considerations but they have expressive power and effects. Music stimulates emotions, calm the mind and body , and improves health. For musicians the formal mathematical pattern and its knowledge may help to understand their art but it is not very essential for performance/expression. If it is present in them it is of added advantage.As William G Spady said : All students can learn and succeed, but not all on the same day in the same way This educational psychology was wellknown to ancient Indian Gurus who devised different methods for different levels of multiple intelligences present in their disciples. Now we will see some important quotes to understand his views on Multiple Intelligence Theory .

1. Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences: Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly

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Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences. He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called "idiot savants." According to Gardner,

All human beings possess all nine intelligences in varying amounts. Each person has a different intellectual composition. We can improve education by addressing the multiple intelligences of our students. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species.

To help understand how you learn best, take this short Multiple Intelligences SelfInventory. There are just a few questions to answer, which should take approximately five minutes to complete.
Gardner's multiple intelligences theory challenged traditional beliefs in the fields of education and cognitive science. According to a traditional definition, intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests. According to Howard Gardner, intelligence is:

The ability to create an effective product or offer a service that is valued in a culture; A set of skills that make it possible for a person to solve problems in life; The potential for finding or creating solutions for problems, which involves gathering new knowledge.

An educational system based on national standards and efficient, relatively cheap, universal multiple choice testing is central to the traditional concept of intelligence. In practice a student's score on an I.Q.2 test or WISC3 ranks his or her strengths and weaknesses. It qualifies students for special services (such as programs for the gifted or for those with

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learning disabilities). An unfortunate use of IQ tests in schools is that it often results in labeling students. Traditional and multiple intelligence theory (comparison) Intelligence can be measured by shortanswer tests: Stanford-Binet Intelligence Quotient Wechsler Intelligence Scale for Children (WISCIV) Woodcock Johnson test of Cognitive Ability Scholastic Aptitude Test

Assessment of an individual's multiple intelligences can foster learning and problem-solving styles. Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests. Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language)

People are born with a fixed amount of intelligence. Intelligence level does not change over a lifetime. Intelligence consists of ability in logic and language. In traditional practice, teachers teach the same material to everyone. Teachers teach a topic or "subject."

Human beings have all of the intelligences, but each person has a unique combination, or profile.

We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others. There are many more types of intelligence which reflect different ways of interacting with the world

M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses.

Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.

Essential musical intelligence (EMI)

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Although Essential Musical Intelligence is instinctual, it will, nevertheless, require some conscious effort to integrate its potential for healing into your daily life. The process takes place in two phases. The first is called the witnessing phase and involves the practice of self-observation and inner listening. Once your internal feeling states are illuminated and clarified during this first phase, you may then allow yourself to move gently into the deeper, more musical essence of your being where you can intuitively sense what is needed for you to become more balanced and whole. As you enter this second transformational phase, you may either consciously choose to engage in specific musical activities, or you can allow spontaneous music and sound to emerge from a deeper source as an agent of change in harmonizing and transforming the specific physical, mental, and/or emotional energies at the root of your problem. As you begin to embrace EMI, you will naturally become more responsible in exercising your free will to literally create your own reality. Through connecting with EMI, you will learn how to discriminate between things you have manifested that are in alignment with your soul's path and those that limit your personal growth and freedom of expression. In this state of self-realization, EMI will prevail.

I have searched for the multiple intelligence in myself, in my students, and in my acquaintances, and studied the intelligence of some gifted people of yesteryears in foregone history of our thoughts (both eastern and western) and living persons.This was part of my research into the consciousness and superconsciousness of human race .For musical intelligence I have taken archetypal, historical and living musical geniuses (like M.S.Subbalaxmi and Dr K.J.Yesudas) and the fascinating world of music and musicality in me opened up like never before and that was the most beautiful experience I had in my lifespan of 60 years. I have used this in my educationist and management approaches and in my day today life and have found it very very useful. In education we can use it effectively.

A child with high interpersonal intelligence would tend to be a good leader and motivator within a group setting. Also, there is a significant correlation (0.3405) between an individual's IQ score and the total number of Multiple Intelligence items chosen. This shows that individual's with a higher IQ tend to have more intelligence in all areas. Therefore, if a teacher attempts to teach to all intelligences, the students with high IQ will not be disadvantaged. Additionally, a greater number of students will benefit from the variety of teaching strategies. The highs were in music, bodily/kinesthetic, and interpersonal intelligences. Based on these findings, a successful teaching strategy would include a team-based, hands-on active learning approach with creative uses of music as a learning tool. Since Multiple Intelligence correlates with IQ, and basic personality tendencies can be determined from Multiple Intelligence testing, then there is no need for other assessments to be given. Multiple Intelligence testing is non-invasive, quick and simple, and gives the most comprehensive "well-rounded" view of a teacher's classroom. It is the best indicator

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for what directions and activities to pursue in order to promote the optimum learning environment.

8 areas of intelligence
Intelligence Area Is strong in: Likes to: Learns best through:

Verbal-Linguistic

reading, writing, telling stories, memorizing dates, thinking in words. math, reasoning, logic, problem-solving, patterns.

read, write, talk, memorize, work at reading, hearing and puzzles. seeing words, speaking, writing, discussing and debating. solve problems, question, work with numbers, experiment. working with patterns and relationships, classifying, categorizing, working with the abstract. working with pictures and colors, visualizing, drawing. touching, moving, processing knowledge through bodily sensations. rhythm, melody, singing, listening to music and melodies. sharing, comparing, relating, interviewing, cooperating. working alone, doing self-paced projects, having space, reflecting. working in nature, exploring things, learning about plants and natural events

Math-Logic

Spatial

reading, maps, charts, drawing, mazes, puzzles, imaging things, visualization. athletics, dancing, acting, crafts, using tools.

design, draw, build, create, daydream, look at pictures.

Bodily- Kinesthetic

move around, touch and talk, body language.

Musical

singing, picking up sounds, remembering melodies, rhythms. understanding people, leading, organizing, communicating, resolving conflicts, selling. understanding self, recognizing strengths and weaknesses, setting goals. understanding nature, making distinctions, identifying flora and fauna.

sing, hum, play an instrument, listen to music. have friends, talk to people, join groups.

Interpersonal

Intrapersonal,

work alone, reflect, pursue interests.

Naturalist

be involved with nature, make distinctions.

In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives". Bloom identified six levels of cognitive complexity that have been used over the past four decades to make sure that instruction stimulates and develops students' higher-order thinking skills.

The Levels are: Knowledge : memory skills (facts, terms, procedures, classification systems Comprehension : The ability to translate, paraphase, interpret or extrapolate material.
Application : The capacity to transfer knowledge from one setting to another.

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Analysis : The ability to discover and differentiate the component parts of a larger whole Synthesis : The ability to weave component parts into a coherent whole. Evaluation : The ability to judge the value or use of information using a set of standards

Multiple Intelligences Lesson Plans Math-Logic : How can I include numbers, classification, critical-thinking and calculations?

Spatial :

How can I include visuals, colors, art, graph and pictures?

Intrapersonal :

How can I include private learning time and student choice?

Interpersonal :

How can I include group work, peer sharing and discussions?

Bodily - Kinesthetic :

How can I include movement, exercise, drama and crafts?

Musical :

How can I include music, sounds, rhythms and dance?

Verbal - Linguistic :

How can I include reading, writing and speaking?

We can add a student questionnaire as below

1. If I have to learn how to do something, I learn best when I: (V) Watch someone show me how. (A) Hear someone tell me how. (K) Try to do it myself.

2. When I read, I often find that I: (V) Visualize what I am reading in my mind's eye. (A) Read out loud or hear the words inside my head.

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(K) Fidget and try to "feel" the content.

3. When asked to give directions, I: (V) See the actual places in my mind as I say them or prefer to draw them. (A) Have no difficulty in giving them verbally. (K) Have to point or move my body as I give them.. 4. If I am unsure how to spell a word, I: (V) Write it in order to determine if it looks right. (A) Spell it out loud in order to determine if it sounds right. (K) Write it in order to determine if it feels right.

5. When I write, I: (V) Am concerned how neat and well spaced my letters and words appear. (A) Often say the letters and words to myself. (K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them.

6. If I had to remember a list of items, I would remember it best if I: (V) Wrote them down. (A) Said them over and over to myself. (K) Moved around and used my fingers to name each item.

7. I prefer teachers who: (V) Use the board or overhead projector while they lecture. (A) Talk with a lot of expression. (K) Use hands-on activites.

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8. When trying to concentrate, I have a difficult time when: (V) There is a lot of clutter or movement in the room. (A) There is a lot of noise in the room. (K) I have to sit still for any length of time. 9. When solving a problem, I: (V) Write or draw diagrams to see it. (A) Talk myself through it. (K) Use my entire body or move objects to help me think.

10. When given written instructions on how to build something, I: (V) Read them silently and try to visualize how the parts will fit together. (A) Read them out loud and talk to myself as I put the parts together. (K) Try to put the parts together first and read later.

11. To keep occupied while waiting, I: (V) Look around, stare, or read.. (A) Talk or listen to others. (K) Walk around, manupulate things with my hands, or move/shake my feet as I sit.

12. If I had to verbally describe something to another person, I would: (V) Be brief because I do not like to talk at length. (A) Go into great detail because I like to talk. (K) Gesture and move around while talking.

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13. If someone were verbally describing something to me, I would: (V) Try to visualize what she was saying. (A) Enjoy listening but want to interrupt and talk myself. (K) Become bored if her description got too long and detailed. 14. When trying to recall names, I rememeber: (V) Faces but forget names. (A) Names, but forget faces. (K) The situation that I met the person other than the person's name or face.

Scoring Instructions: Add the number of responses for each letter and enter the total below. The area with the highest number of respones is your primary mode of learning. Visual Auditory Kinesthetic

V = _____ A = ______ K = ______

You can assess yourself as a teacher by asking the questions below:

What type of Learner are you? 1. When I was a child, my favorite activities and hobbies outside of school were:

2. My favorite subject/s in school was:

3. My favorite teacher was........ because:

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4. As a child, I always felt I was intelligent in the following ways:

5. As a child, I didn't feel intelligent in the following areas:

6. School would have been better for me if .......

7. I decided to teach because of the following reasons:

My level of Intellect and scores according to the Multiple Intelligence Theory of Gardner :-

I had taken an evaluation for multiple intelligences test from the net and they had rated me (DR Suvarna Nalapat ) as follows score linguisti c 11 music al 11 intraperson al 11 8 8 8 3 Logical spatia mathematic l al Interperson Bodily al kinestheti c

High mediu m low

Linguistic: 11 Musical: 11 Intrapersonal: 11 Logical-Mathematical: 8 Spatial: 8 Interpersonal: 8

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Bodily-Kinesthetic: 3 They had also given me a detailed analysis /short definition of what the highest scores meant which is reproduced below (I dont know how I could be rated so low in body kinesthetic intelligence being a doctor (medical) who has specialized in medicine which concerns human body and its diseases.).Probably because I am not very conscious about my own body and its state , needs etc being too much involved in intellectual pursuits with a fervor similar to that of a spiritual fervor. A Short Definition of your Highest Score ( as given to me ) Linguistic - the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric. Possible vocations that use linguistic intelligence include journalism, administrator, contractor, salesperson, clergy, counselors, lawyers, professor, philosopher, playwright, poet, advertising copywriter and novelist. Musical - the ability to understand and develop musical technique, to respond emotionally to music and to work together to use music to meet the needs of others, to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions. Possible vocations that use the musical intelligence include technician, music teacher, instrument maker, choral, band, and orchestral performer or conductor, music critic, aficionado, music collector, composer, conductor, and individual or small group performer. Intrapersonal - the ability to assess one's own strengths, weaknesses, talents, and interests and use them to set goals, to understand oneself to be of service to others, to form and develop concepts and theories based on an examination of oneself, and to reflect on one's inner moods, intuitions, and temperament and to use them to create or express a personal view. Possible vocations that use the intrapersonal intelligence include planner, small business owner, psychologist, artist, religious leader, and writer. (As I am a professor,philosopher,poet,music therapist and individual small group performer for therapy purposes and a musi clover who collect music and do music research and analysis,,an artist interested in spirituality and comparative religion,and a psychologist using archetypal studies for superconscious states and a writer,all their assessment must be true .) In musical intelligence the intelligence of a top level performer combines all the other types of intelligences like "The ability to perceive (e.g., as a music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., as a performer) musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. One can have a

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figural or "top-down" understanding of music (global, intuitive), a formal or "bottom-up" understanding (analytic, technical), or both." (Armstrong) Musical abilities illustrate why Gardner rejects the simpler split-brain concept of mind. Although most musical abilities are located in the right hemisphere, trained musicians are likely to draw upon the left hemisphere "in solving a task that the novice tackles primarily through the use of right hemisphere mechanisms" The musical intelligence is more difficult to relate to writing than the others are, especially when you consider that tone of voice is not included in the province of the musical intelligence. But it is no accident that the rhythmic, tonal qualities of words have long been associated with music. Music probably originates in primordial dance, song, and gesture--places where speech and writing may also have deep roots. The earliest poems that we know about appear to have been sung or chanted--perhaps to the accompaniment of a musical instrument. Today, it would be easy assume that clear, straightforward prose was the original method of written expression, and that poetry is an emotional elaboration on prose. The opposite is almost certainly true. The de-poeticizing of prose has been the work of centuries. You can begin to write better only when you realize that speech is the least recognized of all the forms of music." Expressive writing reaches back into the roots of song. When I sit down to write, I Ihear in my mind the rhythms of writers/singers I have read and admired. Identify the voice I am hearing. I think all the good writers hear the music of good writing they've read. And all good musicians may be hearing the good music thay have read. A good piece of writing not only has rhythm (a musical quality), a complex piece of writing must hold in suspension many disparate elements--a juggling act difficult for the logical mind, but easy in music--and bring these together in a satisfying resolution. It is far from absurd to suggest that these functions in writing may be mediated by the same intelligence that creates and processes music. For me every field of activity in which I am engaged like parts of an orchestra,which produce symphony and polyphony and harmony when I condu ct them in perfect ease .I dont find it difficult at all Describing music might be a way to bring the musical intelligence into the writing classroom.When I do research programmes I ask my students to write what they felt during hearing a particular piece of musi.c.Indian classical music pulsating energies of the cosmos drive and throb through the piece with a relentle ssness that nearly, but not quite, overwhelms a counterbalancing sweetness another workshop exercise Have students write on a given theme close to their experience (memories MLP) After five minutes, intersperse five minutes of music (usually I give music of Yesudas in different settings/emotions) Compare the before and after writings, to see what, if any, imprint the musical experience left on the prose. .. Send students to observe and talk to several kinds of musicians-- compare what they find out about how these people think musically and create music. Talk to non-performers who love music and consider it central to their lives. A few pieces--including a couple of

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yesudas concerts/devotionals/popular--always seem to be replaying somewhere in my own mindand in my students minds , energizing and shaping the deepest foundations of thought.and thi s experiment has been done on different agegroups,sexes,and of different socioeconomic conditions of Indians. In addition to assessing the childs musical intelligence themselves teachers can give a assessment t questionnaire to be filled in by the parents and by the children separately.Samples given below:

Parent Questionnaire for MI Assessment

I am in the process of assessing your child's natural talents and strengths in the multiple intelligences areas. Please complete the following questionnaire and return to me. Your input is highly valuable to this process. Name ...............................................................................Date ........................... 1. What do you feel is your child's favorite subject in school? 2. What are your child's hobbies and interests outside of school? 3. Check all of the things your child is good at: Reading Writing Speaking in front of others or in a small group Art (drawing, painting, sculpting) Music (singing, listening to music, playing an instrument) Math (calculating, measuring, solving, logic problems) Movement Activities (dancing, acting, playing sports) Working alone Working with others in a group or team Building activities ( constructing things)

4. List other areas in which your child excels that aren't on the list above:

5. What is your child's favvvorite way to learn about things?

6. What skill, activity or subject would you like to see your child improve in most?

7. What skill, activity or subject do you feel your child has improved in?

8. What do you feel your child would like to learn more about?

9. What improvements or changes could be made to make learning more interesting and meaningful for your child?

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10 What is one of your best memories of your child's school life?

11 What careers do you feel may interest your child in the future?

Principles: 1. Individuals should be encouraged to use their preferred intelligences in learning. 2. Instructional activities should appeal to different forms of intelligence. 3. Assessment of learning should measure multiple forms of intelligence
Gardner defines intelligence as "the ability to solve problems, or to create products, that are valued within one or more cultural settings" (1983). He explains that he was seeking to undermine the common notion of intelligences as a general capacity or potential which every human being possessed to a greater or lesser extent. He questioned the assumption that you could measure intelligence with standardized verbal instruments, such as the short answer, paper and pencil IQ test. He asks his readers to "perform two thought experiments." Imagine you have never heard of the concept of intelligence as a single property of the human mind; or that an instrument called the intelligence test exists. "Cast your mind widely about the world and think of all the roles or "end states" vocational and avocational - that have been prized by cultures during various eras (hunters, fishermen, farmers, shamans, religious leaders, psychiatrists, military leaders, civil leaders, athletes, artists, musician, poets, parents, and scientists th 8 types of intelligences(Howard Gardner) the 9 one existentialist intelligence also is added later.

Verbal - Linguistic Logical - Mathematical Visual - Spatial Body - Kinesthetic

Intrapersonal Interpersonal Musical - Rhythmic Naturalist

Existentialist Intelligence

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Gardner believes that everyone possesses some capacity in all intelligences, but these intelligences function together in ways unique to each person. He proposes that most people can develop each intelligence to an adequate level of competency. Gardner determined the validity of each intelligence by reviewing such factors as the potential impairment of the intelligence by brain damage, the existence of savants and prodigies, a definable set of expert "end-state" performances, an evolutional history and plausibility, support from psychological data, an identifiable set of operations, and the use of a symbol system.

Recently a number of reports have appeared that attest to connection between music and academic achievement. In a study of the ability of fourteen year-old science students in seventeen countries, the top three countries were Hungary, the Netherlands, and Japan. All three include music throughout the curriculum from kindergarten through high school. In the 1960's, the Kodly system of music education was instituted in the schools of Hungary as a result of the outstanding academic achievement of children in its singing schools. Today, there are no third graders who cannot sing on pitch and sing beautifully. In addition, the academic achievement of Hungarian students, especially in math and science, continues to be outstanding. The Netherlands began their music program in 1968, and Japan followed suit by learning from the experience of these other countries. Another report disclosed the fact that the foremost technical designers and engineers in Silicon Valley are almost all practicing musicians. A third report reveals that the schools who produced the highest academic achievement in the United States today are spending 20 to 30% of the day on the arts, with special emphasis on music. Included are St. Augustine Bronx elementary school, which, as it was about to fail in 1984, implemented an intensive music program. Today 90% of the students are reading at or above grade level. Davidson School in Augusta, Georgia (grades 5-12), which began its music and arts program in 1981, is #1 academically in the country. Ashley River Elementary in Charleston, North Carolina is #2 academically, second only to a school for the academically gifted. I personally experienced the relationship between music and scholarship .many children who were taking music and painting classes excel in math at school. children began to improve in their language arts skills. Today, the research emerging from the cognitive sciences gives us useful information to explain those connections. As a result of technology which allows us to see the human brain while it is in the process of thinking, we can observe, for example, t hat when people listen to melodies with a variety of 27

pitch and timbre, the right hemisphere of the brain is activated. It also lights up when people play music by ear. When, however, people learn to read music, understand key signatures, notation, and other details of scores, and are able to follow the sequence of notes, then the left hemisphere lights up. Significantly, it is activated in the same area that is involved in analytical and mathematical thinking. Why are the Arts Important? 1. They are languages that all people speak --that cut across racial, cultural, social, educational, and economic barriers and enhance cultural appreciation and awareness. 2. They are symbol systems as important as letters and numbers. 3. They integrate mind, body, and spirit. 4. They provide opportunities for self-expression, bringing the inner world into the outer world of concrete reality. 5. They offer the avenue to flow states and peak experiences. 6. They create a seamless connection between motivation, instruction, assessment, and practical application-- leading to deep understanding. 7. They make it possible to experience processes from beginning to end. 8. They develop both independence and collaboration. 9. They provide immediate feedback and opportunities for reflection. 10. They make it possible to use personal strengths in meaningful ways and to bridge into understanding sometimes difficult abstractions through these strengths. 11. They merge the learning of process and content. 12. They improve academic achievement-- enhancing test scores, attitudes, social skills, critical and creative thinking. 13. They exercise and develop higher order thinking skills including analysis, synthesis, evaluation, and problem-finding. 14. They are essential components of any alternative assessment program. 15. They provide the means for every student to learn. The work of Dr. Paul MacLean at the National Institute of Mental Health gives us further insights into the value of music education. His triune brain theory suggests that the human brain is really three brains in one. The smallest part, about 5% of the brain, the reticular formation, is the gateway for most sensory input and is devoted to maintaining the operation of automatic body process, such as respiration and heartbeat. It is also the seat of habitual or automatic behavior. The second part, the limbic system, is another 10% of the brain and is the seat of the emotions, certain kinds of memory, and glandular control. The largest part, the cerebral cortex, which is about 85% of the brain, is devoted to higher order

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thinking processes. MacLean points out that the limbic system is so powerful that it can literally facilitate or inhibit learning and higher order thinking. It appears that positive emotions, such as love, tenderness, and humor, can facilitate higher order thinking skills; whereas negative emotions, such as anger, hostility, and fear, can literally downshift the brain to basic survival thinking. The relationship to music education is clear when we observe students joyfully making music together and when we gather information about their academic achievement in other areas. A study by Bloom on gifted musicians reveals that most had very positive early learning experiences with teachers who were patient, supportive, and loving. Task masters came later in their lives. Further research from the cognitive sciences by Dr. Marian Diamond, Berkeley neurophysiologist, offers information that the brain changes physiologically in relation to learning and experience-- for better or worse. She has found that positive, nurturing, stimulating learning experiences that offer opportunities for interaction and response can result in richer neural networks, which are the hardware of intelligence. The dynamic quality of making music can be one of those kinds of experience. I believe that it is essential that music must be taught throughout the curriculum, and not just in separate areas such as orchestra and choir. That is one way we can assure sufficient future participants in those classes, and a way we can offer opportunities for all students to develop their capacities more fully. How is this possible at a time when many teachers are graduating from schools of education without any background in music? It is important for everyone committed to the importance of music education to join together to convince those schools of the need for that background. Meanwhile, much of the new technology now available can be implemented by any teacher. For example, Amanda Amend, music educator at Grinnell College, has developed a series of videotapes called Your Musical Heritage. These tapes utilize accelerated learning techniques to communicate the content in dynamic, imaginative ways. Kathy Carroll, Washington D.C. science teacher, has developed a cassette tape called Sing a Song of Science, which was produced by the students at Duke Ellington School of the Arts. That tape is useful in itself, and can also stimulate students to create songs of their own to learn or review material. For older students, the Warner Audio Notes computer programs that run on a CD-ROM, currently include Beethovens String Quartet #14, Mozarts The Magic Flute, and Brahms German Requiem. The Voyager Company has produced Stravinskys Rite of Spring and Beethovens Symphony #9. These programs allow the viewer to follow the score as the music plays,

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make it possible to listen to any instrument alone, analyze the score, and learn about the composer and more about the composition using pictures, text, spoken commentary, and various interpretations of the music. (In Indian situations we teachers and educators should better use Indian classical/Hindustani music and popular devotional/light music instead of wwestern music for better results) There are many ways to incorporate music in the curriculum of any subject, whether it is to provide a rich background for literature and writing courses, concrete ways to learn fractions and other mathematical concepts, understanding of other cultures, and accelerated ways of learning foreign languages and other subjects.( I had included it in the sadbhavana lectures of the Amritha institute of medical sciences and research center for the MBBS curriculum) Dr. Georgi Lozonov, Bulgarian founder of accelerated learning techniques, has researched the most effective music to use in his system. He has found the Baroque and Romantic music offer the ideal background for enhancing the learning of any subject. In using this system, corporate training programs and schools often cut learning time in half. All teachers today are challenged by the increasing diversity of their students, and they all need more effective ways to work with these differences. Music is a language that everyone speaks and understands. We are all born rhythmical people-- we lived with our mothers heartbeat for nine months before we were born. We all live with the rhythms of our respiration and heartbeat. The human body and voice has surely been used in early artistic self-expression not only by ancient humans, but by every child today. At Chicagos inner city Guggenheim Elementary School, the faculty and students are finding new success in learning through the visual arts and music. Attendance is high, test scores are steadily rising, and enthusiasm is pervasive throughout the school. At the Horton School in San Diego, music has been used extensively to teach all the students to become bilingual in Spanish and English. If we are to make a strong case for music education, we cannot do so merely by focusing on its cultural value to civilization. We cannot do so by just discussing what it does for the human spirit. We must begin to use the information at hand from the cognitive sciences. We need to carry on research on the academic achievement of music students and make that information broadly available to all those engaged in educational planning and practice. We need to note the results of music education in the improved development of higher order thinking skills, including analysis, synthesis, logic, and creativity; improved concentration and lengthened attention spans;

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improved memory and retention; and improved interpersonal skills and abilities to work with others in collaborative ways. And then we can discuss the joy of learning that comes from listening to and making music. Peak experiences, in which what people are thinking and what they are doing, merge and are often experienced by musicians. These "flow states" result in learning which becomes its own reward. When all educators recognize the value of music as an integral and essential part of the curriculum, we will see more opportunities for all students to be successful.

The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for all students at all times. All children have different proclivities in the seven intelligences, so any particular strategy is likely to be successful with several students, and yet, not for others. Because of these individual differences among students, teachers are best advised to use a broad range of teaching strategies with their students. As long as instructors shift their intelligence emphasis from presentation to presentation, there will always be a time during the period or day when a student has his or her own highly developed intelligence(s) actively involved in learning.

The Golden Rule of Nature

David Tame in his valuable book, The Secret Power of Music, in a section titled The vocal range of the one Singer, points out the unity of electromagnetic spectrum: Not only solid matter but all forms of energy, are composed of waves: which is to say, vibrations. All of the different kinds of electromagnetic energyincluding radio waves, heat, X rays , cosmic rays, visible light, infra-red, and ultravioletare composed of wave like or vibratory activity, these vibrations traveling through the universe at 186,000 miles per second. The only difference between each of these phenomena is their frequency of vibration or wavelength. Each merges into the other at a certain wavelength: which obviously means, when one gets down to it, they are each one and the same thing All vibration is aligned with the harmony of the electromagnetic spectrum. The mathematics that describe the radiation of energy throughout the vast spectrum of vibration of the universe is the Golden Spiral. Every level of macrocosm and microcosm of vibration is attuned to the harmony of the one singer. The ancient rishis (seers) purified their bodies and

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concentrated their minds. They communed with the intelligence of the cosmic being through prayer and devotion. They actualized micro clairvoyant powers (siddhi) in which they directly experienced the fundamental forces of creation. They witnessed spirals, within, spirals, within spirals . . . as they described the vibratory nature of energy. They described the gunas, the fundamental modes of nature, which they likened to a rope spun of three threads. Centrifugal and centripetal spiraling around an unchanging core. Spiraling through all vibration are a balance of centrifugal and centripetal currents fractally emanating from an infinite core. These forces radiate from the core, universally, in the proportional harmonics defined by the Golden Spiral.All energy in creation vibrates as a Logarithmic Spiral.

Undulating through every spiral of periodicity in creation is the profound balance of the universal breath of ascending and descending currents of yang and yin, expansion and contraction, Fire and Water. Understanding this undulating dance of Shiva is a key to the vibratory basis of creation. The infinity archetype ( ) embodies the key to this universal process in which balanced opposites sustain a unity. In this case the opposites are the balance of centrifugal and centripetal forces whose logarithmic undulations fractally weave the fabric of creation. Following the harmonic proportions defined by the Golden Spiral, the opposite undulating forces weave a pattern of seven intervals within eight phases. Esoterically this is called The Law of Seven. The Cosmic Octave: The Law of Seven On every level of macrocosm and microcosm, vibration spirals as the cosmic octave. An octave describes a process with eight steps and seven intervals. Seven is a fundamental level of organization in the universe. The seven whole notes of the tones of the musical scale are a natural measure of the harmony of universal law. The musical octave is so natural that it defines the proportional distances between the planets in the solar system! The seven colors of the rainbow define the spectrum of light. The physicist Hermann von Helmholtz devised a correspondence between the visible spectrum and the musical scale. Musical Notes G F, F# E D# D C# C A# G#, A Colors Ultraviolet Violet indigo Blue Cyanogen Blue Greenish Blue Green Yellow Orange-red Red

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Infrared

Tame reveals: Nature herself also indicates the close link between sound and light, the solar spectrum of colors displaying a number of the properties of tones. The resemblance is just as though the one phenomenonlightwere a higher state of the other. Just as audible tone organizes itself naturally into the seven notes of the diatonic scale, so too does the visible solar spectrum form the seven colors of the rainbow. In Sanskrit the letters of the alphabet that reflect the spectrum of vibration underlying creation are called varnas, or colors.The prefix SU to Varna (suvarna) means the good spectrum of vibrations in creation. Sanskrit letters varnas coordinate with universal basic principles that build and unfold creation. The planets spiral out from the nucleus of the solar system following what in astronomy is called Bodes law, in which the distance between the planets follows the Fibonacci progression. The planets of the solar system follow the proportional harmonics of the Golden Spiral and parallel our earthly musical scale. The seven days of the week is a natural process of the rhythms of the cosmos. Sun-day, Moon-day, Mars-day, Mercur-day, Thors-day (Jupiter), Fri-day (Venus), and Saturn-day reflect the same cosmic octave. Seven is a fundamental number in nature. There are seven rows of stable elements in the periodic table of the elements, which is understood to be the scientific basis of matter. Indeed in Leadbetters Occult Chemistry, the periodic table is portrayed as a Golden Spiral. There are seven types of crystal systemscubic, rhombohedral, hexagonal, triclinic, monoclinic, trigonal, and orthorhombicthe crystallization within the mineral kingdom of the seven elemental harmonics of creation. There are seven major hormonal glands in the human body and seven ventricles or cavities of the skull. In Sacred Geometry, Robert Lawler asserts: Numerous studies document the ubiquity of the Golden Ratio and the Fibonacci Series, which describe the rhythmic laws of the gains and losses in the radiation of energy. For example, Professor Amstutz of the Mineralogical Institute at the University of Heidelberg maintains: Matters latticed waves are spaced at intervals corresponding to the frets on a harp or guitar with analogous sequences of overtones arising from each fundamental. The science of musical harmony is in these terms practically identical with the science of crystals.

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Wilfried Kr ger, in his book Das Universium Singt (The Universe Sings) combines a knowledge of musical theory and atomic physics. He demonstrates that the structure of atoms contain ratios and numbers that parallel the harmonious principles of music. Through a wealth of highly detailed and painstakingly prepared notes and diagrams he demonstrates that it is impossible for chance alone to account for the consistently musical patterns of the song of the universe. Universally, energy emanates from a center in a step-down process that follows the Golden Spiral of the Divine Proportion. Seven fields of force radiate from a center, in a quantum step-down of graduated phases, within a continuous process. The first two steps are the inner harmonics of the causal and mental plane; the next five steps are the elemental harmonics of resonance that underlie matter: Ether, Air, Fire, Water, and Earth. The Law of Seven is a fundamental principle in the theomorphic perspective. Universally, energy currents spiral in an octave of eight nodes that sustain seven steps. The seven chakras where ida and pingala undulate around sushumna personify this cosmic process. The Golden Ratio and the logarithmic succession of the Fibonacci progression are fundamental expressions of universal law. The Golden Spiral is a key to looking beyond the physical to the unified field that is the substratum underlying manifestation. All physical phenomena exist in alignment with this underlying field. The fundamental features, structure, and function of all organisms are reflections of the fact that they are subsystems within the larger energy systems of nature and the cosmos from which they derive their energy and being. The ancient wisdom describes these fields of resonance emanating from the center as elements. The elements are the vibratory archetypes of Cosmic Intelligence that underlie creation. Ether, Air, Fire, Water, and Earth. These five patterns of vibration are at the core of the sciences of the ancients. Dr. Stone writes: Patterns are mind energy fields. Each type of energy has a vibratory speed and wave length which determines its function and affinity to other similar units of energy functioning in the body, or outside in the cosmos."17 They are the fundamental resonances that are the inner vibrational basis of all phenomena. The elemental harmonics are understood as four phases of radiation (Air, Fire, Water, and Earth) from one center (Ether). Each of the elements represents a progressively denser, more material radiation of a single force, a harmonic of the underlying singular harmony. The elements are archetypal harmonics corresponding to the phases of materialization in the Polarity Evolutionary Cycle. Elemental Fields Ether Ether + Air sustain Air Ether + Air + Fire sustain Fire 34

Ether +Air + Fire sustain Water Ether +Air + Fire + Water sustain Earth

In the Tantric darsan (a vision of God) nature (prakriti) is differentiated into five forms of motion. Ether (Akasa) fills space with the Hairs of Shiva, nonobstructive motion radiating lines of force in all directions, sustaining the space in which the other forces operate. Air (Vayu) is a transverse motion and the source of locomotion in space (from the sanskrit root Va, to move). Fire (Tejas) is an upward motion giving rise to expansion. Water (Apas) is a downward motion giving rise to contraction. Earth (Prithivi) is a motion which produces cohesion and obstruction, the opposite of the nonobstructive Ether. The elements are aspects of the Divine Logos and are the root archetypes out of which Cosmic Intelligence manifests creation.Classical glyph for Ether circle defines a space. Ether defines the fields of the body. Creation is a play of unconsciousness . The Air Elemental Harmonic of Resonance :-In Air we move from the o of oneness into the polarity of the in- and out-breaths, the positive and negative fields. S. Radhakrishnan, explains: Vibration by itself cannot create forms unless it meets with obstruction. The interaction of vibrations is possible in air. Within the omniscient consciousness of cosmic Being. All energy in manifestation moves in a double helix of centrifugal and centripetal orbs pulsating from a center in a whirling vortex of a fountain spray of manifestation. On the atomic level fields are a balance of proton and electron, positive and negative charges, centrifugal and centripetal vortices. The undulating interference pattern of these spirals is the basis of all vibration/movement in nature. All movement takes place within a balance of wholeness as an expression of universal law. Air rules all movement in manifestation as an expression of universal law. Air rules the gestalt of the pentamirus combination of the elements. Air is understood as the servant of Fire and Water, as Air always holds a balance of wholeness between the centrifugal and centripetal vortices, the periphery and the core. The glyph for Air is the equal sign (=), the double parallel lines representing Fire/Heaven and Water/Earth in balance. In the Pythagorean system the pentagram symbolizes the Air humor. The pentagram embodies the pentamirus relationship amongst the gross elements and the reciprocity of the play of the elements in wholeness. The pentagram is the crystallized expression of the relationship amongst the elements. It also represents the reciprocity between Fire and Water, Air and Earth which vibrate in polarity relationships. The resonance of the elements are harmonious relationships within wholeness. The resonance of each element takes place within the profound pentamirus balance of these relationships. The pentagram is the crystallized expression of a spectrum of elemental attunement that universally undulates through every spiraling cycle of vibration. The Air resonance is sattvic (sat means absolute being), receptive to the Absolute, the Unitive Field. In Air, both fields of force, centrifugal and

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centripetal, are equal and in a dynamic balance, and thus sustain a neutral field that resonates with the source. The parallel lines of the astrological glyphs for Air (C, G, K) point to the dynamic energy fields of positive and negative whose interference pattern underlies all vibration in nature. Air sustains the fulcrum, the bindu around which Fire and Water emanate. Air is the bridge between the infinite sky and the Fire radiates from the "Hara" deep in the pelvis finite world, the unity of space and diversity of time. The essence of Air is movement as an expression of living cosmic Fire phase, where the positive, centrifugal, ascending fields come into entrainment. The Fire arc predominates, and the field is influenced by the universal positive harmonic. Fire is a radiation of the field of force of the Sun. It is a positive resonance in harmony with the universal electric harmonic of solar force. The classical alchemical glyph for Fire ( ) captures its essence as a radiation of the suns field of force, as Fire always burns upward in tune with its source. The combined radiance of Ether and Air sustains the ring of Fire. Warmth, clear coloration, the organ of sight, and form are formed from the Fire element. Intelligence. As the wave undulates through the spiral, there is a phase that resonates with and is energized by the lunar harmonic of influence. This phase is Water-predominant, and the arc is centripetal, descending, magnetic and attuned with the moons influence, which sustains fluidity and form. The combined potency of Ether, Air, and Fire sustain the resonant frequency of the field of Water. Water gives birth to form. The glyph for Water is a downward-pointing triangle

Qualities Of The Elements

ELEMENT ETHER AIR FIRE WATER EARTH

EMOTION MOVEMENT FUNCTION Grief Desire Anger Fear Lengthening Speed Shaking Contraction Sleep Thirst Hunger Luster Laziness

LIQUID Saliva Sweat Urine Blood

SOLID Hair Skin Blood Vessels Bone

Attachment Movement

Semen/Ovum Flesh/Fat

The glyph for Earth is the square ( p) In Earth we have the crystallization of the holomovement of Ether and the play of the five forces, the squaring of the circle. The pull of gravity materializes these forces. Element Ether Air Sense Hearing /sound Touch Food Taste

Fruits,nuts,seeds

Sour

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Fire Water Earth

Sight Taste Smell

Grains ,legumes Sesame ,sunflower oils Roots,vegetables,tubers,pulses

Bitter Salty Sweet

Movement /Gathi of three elements compared :Snakelike, fast, Irregular Feeble-faint, Moving from place to place Water Full-bounding, Rollingwavelike, sine waves,Slow, Moderate full volume Fire Froglike, Jumpy-regular, High Volume, Like beating drum Gravity is the Earth's "prana," flowing from Heaven to Earth. The atmosphere of the Earth can be understood in terms of spheres of force emanating from the nucleus of the Earth, representing the centripetal return current of the evolutionary cycle. Dr. Stone called these crystalline emanations of force from the Earth Gravity Lines. The Four Directions( Dik or Disha ) All life undulates through the spiraling helix of creation in a cycle of phases of resonance: Air, from above to below; Fire, from within to without, Water, from without to within; and Earth, from below to above. All vibration entrains with the four primordial archetypes of the four directions of force. The Combinations Of the Elemental Patterns of Vibration Manifest the Body/Mind ETHER Ether Air Fire Water Earth EMOTION AIR Grief Desire Anger Fear Lengthening Speed Shaking Contraction FIRE Sleep Thirst Hunger Luster WATER Saliva Sweat Urine Semen/Ovum EARTH Hair Skin Blood vessels Flesh Bones Air

Attachment Undulation

Laziness Blood

In the ancient wisdom the medium of creation is the Word of God. Everything in creation is understood as a microcosm of the cosmic breath of sacred sound vibration. By sacred sound the ancients were honoring the profound mystery of cosmic intelligence which is at the heart of all becoming. The creative intelligence of Brahma is omnipresent. All creation steps-down from the pranava, the unified field of the song of the cosmos, into the cycles of evolution. As transpersonal theorist Ken Wilber makes clear "God" as consciousness, Satchitananda (being-consciousness-bliss or Brahman ), is wholly present as every level of creation: God is the very stuff, the actual essence, of each and every stage/level. God is not the highest level, nor a different level itself, but the reality of all levels.

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The Chakras in our body are a microcosm of the Solar System. The lower chakras whose colors are red, orange, and yellow are ruled by Jupiter, Brihaspati the Guru. His unmitigated faith, fire, and blessings illuminate the evolutionary process. Chakra Mahat Ajna Location Middle of brow Third eye of Shiva Naamam of Vishnu Thilaka of Devi Center of the throat Chest, Heart Consciousness Self-realization Desires (Itcha) Unitive ConsciousnessAdvaitha

Ether Vishuddhi

Air Anahata

Fire Manipura

Navel/naabhi

Water Svadhishthana Earth Mooladhara

Lumbosacral region &junction Sacrococcygeal junction

Knowledge, service, humility, discrimination Desires, aversions, ambitions, hopes, love, devotion, sharing Directed force, power, dealing with reality,immortality, fame, will power Nourishment, bonding, emotional attachment Security issues, grounding, physical comforts, survival, shelter

Expression (speech,music,language Communication) Compassion

Individuation, originality of creativity, control Procreation

All Boundaries imposed on a living organism

The five fields of prana currents are fundamental to the makeup of the physical body. The resonance of the Earth chakra predominates in the bodily structures, and processes that sustain boundaries. The vibration of the Water chakra sustains the life medium and the processes that create, cleanse, and renew the tissues of the body. The radiant force of Fire predominates in the organs of assimilation and in the motive force of the muscles. The resonance of Air predominates in the nervous system and the functions of circulation and respiration. As the sensory and motor pranas mingle, they establish an energetic physiology. From the five primary chakras emerge currents of subtle electromagnetic energy that fill the space of the etheric body ( this is the aakaasa or the energy field of time-space continuum , and not the sky or ether as translated by the Early Europeans ) with etheric energy waves ( a field of energy or Raasimandala ). The pathways of these etheric energy waves create a wireless circuitry that interconnects every point of this subtle form with every other point in this energetic system. Aakaasa literally means that which has avakaasa for everything , living and nonliving; subtle and gross to exist together and that is the timespace continuum of energy where multiverses, subatomic particles, viral genomes and complex human beings co-exist in a

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peaceful harmony and where the Naada and sabda waves ( sine and cosine ) makes a QED and QCD of beauty, truth and bliss ( sath,chith,aananda=Brahman).This is the field of soundarya or aesthetics of a musician and music lover , of a poet and artist.This Phi or mandala of aesthetics of music and literature is made use of and cognized by Musical Intelligence .

Palliative Care and Music for reducing agitation :-

All life is biology. All biology is physiology. All physiology is chemistry. All chemistry is physics. All physics is math
Munro (1984) defined palliative care as the abatement of troubling symptoms and use of appropriate approaches that relieve distress.Here,palliative care focuses two areas. 1.Hospices 2.Late stage dementia. The physical components to be attended in such patients include pain abatement,symptom management,discomfort control,while emotional support for patient,family members and careproviders through informal friendly talks,having some time together,narrating experiences and reminiscences to each other ,thereby sharing emotions,singing and music making together to establish emotional contact and intimacy are aimed at by music therapy.It is not simply writing lyrics and music making but ,it is leaving behind some life messages through music by two loving souls to posterity. According to Yonekura(1998)the effect of singing,physical touch,and the changes in the quality of the preferred voice are equally important for bringing about the necessary effect.Koh(1998)described the effect of singing on changes in the facial expression.For this favourite popular songs preferred by the patient was used.The finding was that when the music is good and the patient is relaxed , 1.He/she looks less at the investigator/singer 2.closes the eyes and go to meditative moods 3.drop jaws during singing. Yonekura (1998)and Koh(1998)says live singing has more positive influence on the hospices patients .In both their studies singing without accompaniments was preferred because of accessibility to all patients and family members who do not have a musical background to provide their own musical accompaniments. The most characteristic feature of dementia is progressive deterioration of cognitive function.It has 3 phases. 1.personality changes.Easily irritated.Reduced interest in social and daily activities.Memory deficit manifest as restlessness.Patient can function only with some assistance, 2.middle phase.screaming,wandering,physical and verbal aggression,paranoid delusions and hallucinations. One type of delusion is to see the spouse as an imposter,forgetting the name of the spouse,and forgetting the major events in ones life.There is difficulty to express the needs verbally. 3.All cognitive and verbal abilities gone,become aphasic.Bedridden. There is agitation in all the 3 phases.Agitation is related to the rate of cognitive decline.(Brown university 1995;Cohen Mansfield,Marx and Rosental 1990).

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The highest level of agitation is in the middle phase.(with moderate cognitive impairment) SUNDOWNING AGITATION is the socalled agitation which increases with onset of late afternoon and night,and some patients show this.(with sleeplessness). Boredom also is a cause for the agitation.The unoccupied people are more agitated,and for them structured social activity coupled with music therapy is good. Cohen Mansfield agitation inventory (agitation related behaviour in dementia) Cursing/verbal aggression hitting kicking scratching Inappropriate robbing/unrobing Performing repetitive mannerisms Trying to get to a different place Handling things inappropriately Throwing things General restlessness Constant demands for attention Repetitive sentences complaining

grabbing

Tearing things pushing biting spitting

Eating/drinking unappropriate substances Hurting others/oneself Intentional falling Physical sexual advances Pacing

negativism

Making strange noises screaming Hiding things Hoarding thing

The effect of music therapy on reducing agitation. This is to provide quality life for patient and the caregiver.Drug therapy not preferable due to side effects ,drug-u interactions,dizziness,risk of falling and adverse effect of increasing agitation. Agitation during bathing,in strange circumstances,during food intake etc may be due to some minor fear and such behaviour can be corrected easily with music therapy.Two studies have given methods to decrease agitation during bathing.(Clarke,Lipe and Bilbery 1998).Give taperecorded music for 10 weeks ,play the preferred music only,which the patient likes and is familiar with,not some strange one. Another study by Thomas,Heitman,Alexander (1997)observed 14 patients during their bathing time.Recorded tape music,preferred by the patient selected with the help of the family members reduced the anxiety behaviour during bathtime. Any place may cause agitation if it is unfamiliar and if the change is sudden according to these authors and such behaviour can be treated with music.They say that even a moving chair or noisy streets can cause agitation and anxiety . Goddaer and Abraham technique: Play taperecorded music to reduce the general noise level of the environment. 4Week programme.First week no music played.Baseline observations of the level of behaviour . 2nd week.relaxing music.slow tempo,additional music can be selected from new age recordings if needed.

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Third week no music. 4th week reintroduce music. Observe with cohen Mansfield agitation inventory. Agitation decrease with relaxing music in the first 2 weeks,and then increase in the third week which is the control period,decrease in 4th week. Study of Denney(1997).Instead of daily observations weekly observations.Light classical music with tempo between 50-70 beats per minute. Is the slow relaxing type of music the best for decreasing agitation? Ragneskog et al(1996B)Select 3 types of music. 1.soothing music 2.popular songs of early 40 5060s as the case may be,depending upon the age of the patient and the songs they have heard and remembered from the youth. 3.contemporary music.Each type can be played for a period of 2 weeks,for the group of patients selected.Between musical periods give one week interval.(without music)Videotape the reactions of patients to the 3 types of music. Soothing music slow and relaxing and light classical types were found to be more useful to elderly patients having anxiety,agitation and early dementia. Clair and Bernstein(1994) Is the effect linked to a particular music style? They took two styles intoconsideration. 1.sedative music(music for mellow minds) 2.stimulative music(popular big band music)They also studied whether there is any difference in the effect of music during morning,noon and afternoon. 5 day period.entire day music played.Like that for 8 weeks.control period of no music. Observation recording 3 times a day.for a total of 10 days. Sedative music (slow light classical)more effective than the big band type and the no music treatment. The effect of individualized music on feelings of anxiety and agitation (Gerdner and Swanson 1993)In 5 female patients.In one patient nothing was known about her musical preferences.Family membes did not know anything about her preferences.The other 4 could be helped since the family knew the likes and dislikes of the patient and contributed and shared much with the music therapist.Music sessions should be individualized to get the maximum effects though one can get some effect on a group as well. A therapy session consists of singing together,making music together,informal sharing of musical life panorama,intimate friedly relationship,mutual trust and love ,and musical or language games with the music.Only a wellinformed listener may get deep into all these in case of a talented musician,but in the case of demented elderly people we do not expect that type of cognitive behaviour.What we expect here is improving the quality of their life by invoking the best memoirs of their lives,and giving love and comfort. Music therapy is not passive listening alone,and it combine active participation in all aspects of music making and a therapist should know this.Using tapes is for two purposes. 1.For research so that the same type and style can be used in multiple centers and situations to have a metascience.

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2.The singer/therapist is available in one hospital or situation only.No one can expect them to be available to all the listeners except a few lucky ones.But the voice can be used /prescribed with specific needs of each patient and thus made available to all. Unless this selection of the musician/voice is done with utmost care ,the results of the project may not be as perfect as we expect. Both therapist and musician should first become aware of the spiritual power of what they are doing together as a message to the posterity.This probably is the greatest challenge to be faced by every researcher exploring into the spirituality of music and into naadalayayoga as a part of which emerge raagachikitsa or music therapy .

The voice as an indication of the human condition. Contingent upon the role of singing in comfort is the power of the voice to reflect internal states.It is the voice that most quickly communicates the physical and emotional condition of the individual.The verbal content augment the message.The full spectrum of the human condition is therefore evident in the sound qualities of the voice which range from indications of physical and emotional states contentment ,exuberance etc.while exact interpretation of an individuals vocal quality remains at issue until the full range of the particular individuals responses are known ,there is clear and immeadite indication of the response direction and also its intensity. The communication of internal states through the voice has its basis in the vocal anatomy and physiology.It is dependent on the larynx,the soundmaking mechanism in the throat,that is comprised of movable cartilage which change with musculature to alter the length thickness of vocal folds.This function is contingent upon emotional disposition,physical tension,alignment of the body,position of the neck etc which affect the respiratory capacity and control ,the amount of force of air through the vocal folds,and the shape and size of the resonating chamber.Collectively all these influence vocal quality according to Gauthier(1992)When an individual is in a state of wellbeing ,he/she is in a wellaligned posture(sukhaasanam in Geetha)and head is erect.The air is drawn deep into the chest cavity with proper diaphragmatic breathing.The
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vocal chamber is n optimal position which allows good resonance and optimal frequency.The voice therefore sounds at a higher pitch ,and utterances have longer durations than during low mood conditions.Vocal sounds in this condition may even have a certain singing quality(while talking).The voice thus gives a good indication of how well an individual feels emotionally ,physically and spiritually.This indication is really apparent ,and everyone is familiar with times in their lives when they were asked how are you and responded with ,I am fine.Then to have as a counterresponse ,you dont sound fine.Chances are quite good that the counterresponse was accurate even if the conversation occurred over a telephone without visual cues to provide information that identifies individuals positive or negative states that can either support or refute the individuals verbal content. Because voice indicates internal condition of the individual,therapeutic intervention with voice as the medium can function not only to alter negative or undesirable conditions but also to maintain and further develop positive desirable conditions.Therefore the music therapist must know the power of voice,use the most powerful and soft voice and music with positive emotional and spiritual content of love and harmony and peace,. For this one has to design a goal-directed intervention designed to enhance the individuals condition.(Ref Music therapy in dementia care edited by David Aldridge .Jessica Kingsley publishers .116 pentonville road.London NI 9 JB. Page 83-85)

hysics. All physics is math

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 Ideas of postmodernism, more specifically, social constructionism as defined by Kenneth J. Gergen (1999). in music therapy (inclusion of different modes of inquiry as valid research within the field)

Postmodernism
"shift in cultural beliefs that is equal in significance to the movement from the Dark Ages of Western history to the Enlightenment" (Gergen, 1999, p. vi) A distinction between different approaches to reality construction in postmodernism seems appropriate definition. Deliberations, that is, philosophical exercises, on the way we construct reality have taken many forms over the centuries (e.g. Rationalism, Positivism, Empiricism, Idealism, etc.). contemporary dialogues in Postmodernism 1.Radical constructivism: a perspective with roots in rationalism. The individual mind constructs what it understands as reality, that is, there is no reality "out there", but rather each person constructs (through his/her perceptions) a map of such reality (scholars: Claude Levi Strauss, Ernest von Glazerfeld) 2. Constructivism: a more moderate view. The mind constructs the reality within a systematic relationship to the external world. (Jean Piaget, George Kelly) 3. Social Constructivism: the mind constructs reality in relation to the world, but this process is significantly modified by social relationships and conventions (Lev Vygotsky, Jerome Bruner) 4.Social constructionism: the discourse is the vehicle through which the world and the self are constructed. More of this view will be explained later. 5.Sociological constructionism: the emphasis is on how the construction of self and the understanding of the world are influenced by power and social structures. (Henri Giroux and Nicolas Rose) social constructionism. The main tenet of social constructionism is the inclusion of contrasting, and even opposing, views in dialogue as a means to create and enrich our constructed reality. Gergen's (1999) approach(Introduction to Social Construction)

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Sense of Self in Question: Modernism, Self and Reason. In Western culture, within the Modernist tradition, we hold in highest regard a sense of individual self. Descartes, declared that human beings were capable of observing the world as it is, and of deciding the best course of action based on such observations. For the social constructionist there are three inherent problems in this view, namely, a) the problem of two-worlds, b) the problem of individual knowledge of the world, and c) the problem of self-knowledge.

The Two-world Problem of Mind and Matter

The controversy between the "out there" and the "in here" is one that, to this day, we have not been able to settle. How is it that the "mind stuff" produces changes in the "material stuff" (body)? Multiple explanations have been forwarded, and, I believe, we are getting closer to understanding it, but we have not yet been able to understand causality within the mental world. How exactly does an idea (e.g. religion) can create a change in physical (e.g. muscular, hormonal, neuronal) systems? Several traditions have tried to explain it from the most idealistic to the most materialistic ("we are only matter"). Interestingly, the absolute reduction of mind to matter ultimately destroys the idea of an autonomous self: if everything is determined by physical (i.e. physiological) interactions, there is no room for self-determinacy. This problem of mind and matter is dealt with in detail by the three fundamental texts of Indian philosophy together called Prasthaanathraya(which comprise Geeta,Upanishad,and Brahmasoothra)and the essential principles of philosophy and knowledge of sanskrit helps one to deve deep into what the Indian thinkers had to say about this.My interpretation of the Prasthaanathraya in Malayalam deals with this for the thinkers/readers of kerala who are not aware of these concepts of their cultural/biological ancestors and their language of communication,the Sanskrit.At the same time being a doctor by profession I also deal with this from the point of view of western medicine and compare it with concepts of ayurveda,the traditional medical system of India.Then,I take this issue to the concept of music therapy and the neropsychoimmunological aspects of it too.In this way ,I try to establish a Mahaa advaitha for the 21st century. The Problem of Knowledge How is it that the mind (whatever it is) acquires "objective" knowledge of the world? This problem relates to the previous one: if we cannot understand how objective (external) and subjective (internal) worlds are related, how can we know that we have registered the objective world accurately? If all we have is the reflection of the world in our minds, how can we know that the "out there" is actually producing the image?

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The Problem of Self-knowledge How do we distinguish between thought, desire or intention? What part of the mind is observing, and which one is the observed? Can we identify those states (e.g. if we "truly" love someone) by our physiological states? How do we know that what we feel is shared, exactly the same way, by others? The observer,observed,and observation become one at one stage and one cannot distinguish one from the other. The knower(suvarna)the known(the sciences,arts,world,self etc)and the knowledge are the same.I cannot separate the knowledge (the thoughts,cognition,memory etc)from me and thus a single significant whole as I (aham)is the same as Brahman in Advaitha. If truth and objectivity depend on the "knowing mind" and such an entity is questionable, then those definitions become unreliable. In Gergen's words "scientific truths might be viewed as outgrowths of communities and not observing minds" (1999, p. 14). Along the same line, morality comes into question. Our moral order is based on the presumption that the individual (with his/her own reasoning and free will) can be held responsible for his/her actions. If we support the idea of an "individual mind" (self-reflective, undetermined by a relationship with others), we might use this argument as a way to "obscure our own complicity" (Gergen, 1999, p. 16). In other words, by assigning sole responsibility for an action to the individual, we forget the intricacy of causes and consequences, effects and influences, within every relationship and event, being (or hoping to be) oblivious to our own responsibility in such action. We start to ask to ask how we can live together, progress, or even survive without a sense of self, moral order and truths on which to base our decisions.This questioning is a transitional phase in comprehending the potential of social constructionist inquiry. The focus is then turned towards language. Language does not represent the world in a unique and indisputable way; it is not a "photograph" of the world. As Wittgenstein proposes (in Gergen, 1999, p. 34), an alternative metaphor could be language as a game, where words acquire their meaning through the set of relationships they put in motion. The language of a poet is different from the language of a scientist or a commoner.The truth for one may not appear as truth to another..For a Indian aesthetician and a spiritualist ,language is a Leela(play)or game of the Prajapathi(Kavi or poet/God or designer of the universe).For those who are not aware of the intricacies of a language game,language does not reveal her secrets(truth).Words acquire different meanings, depending on the context, the tone of voice, and, most of all, the reaction they elicit from you If one does not understand or ignore the words, the words remain meaningless. For Wittgenstein (in Gergen, 1999, p. 35), language games are embedded within broader patterns of interaction: language is not a "mirror of life, but the doing of life itself" (Gergen, 1999, p. 35). In this sense, truth is conceived as a way of talking or writing that is validated within certain forms of life (e.g. science). Certain groups develop a way of describing the world, a "truth" (a "language") which acquires significance and meaning, and is validated by those belonging to those groups.

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For example,when I speak Pathology pathologists and medical professionals understand,when I speak poetics literary people understand,when I speak astronomy and physics physicists understand,and when I speak Prasthanathraya and yoga and ayurveda people interested in such disciplines understand.When I integrate all these in my music therapy programme and speak about music ,the sweetest and universal language of humanity,almost all such groups try to listen and understand and it is in this discipline (saamaveda)of advaitha that I have found the most meaningful interaction with every group /discipline of knowledge. But I know that as a human being if I am kept out of reach of a loving living individual who cares,shares thoughts of a similar nature as I do(may be a son,or a good friend)and kept out of such communication,I may develop at old age what the doctors call Alzheimers dementia ,and to prevent this type of mishap at a later age,there should be more of interpersonal and intrapersonal relationship between individuals and groups from the very start of life. It is not just the living together under one roof or in the same house which I mean as security,But the sharing of ideas and relationship ,even if we live apart and that is possible with music and music therapy. THE PROBLEM OF INDIVIDUALISM

If the individual mind is responsible for its products, accountability and responsibility of such products seems desirable. Unfortunately, paired with them comes the competition and lack of trust between different individual minds. The world becomes a place where no one can be completely understood (and maybe trusted), and where legal order is required to control the individual's acts. This is what the author calls the "tragedy of all against all." (Gergen, 1999, p. 120) It is easier to declare someone "mentally ill", than to try to understand the complexity of the environment under which such behaviors developed and to maybe assume some responsibility for them. social constructionism traces commitments to "the real" and "the good" to social processes. That is, all that we hold as "true" (the real) and "valuable" (the good) is determined through a combination of relationships within and between groups. No truth is then devoid of value. "Objective" statements (that is, statements without personal beliefs, influences and paradigms) are impossible. The mind is inseparable from social processes. And, as said before, the meaning of any communication is defined through relationships. For some authors (Bakhtin, in Gergen, 1999, p. 131), in fact, "to be means to communicate", in that there is no meaning outside of a relationship. Language becomes a performative act, and not a representational one. It does not represent a world "out there", but creates a world of relationships, and thus a world of meanings. In this way, social constructionism proposes dialogue as the means to incorporate different voices and even opposing constructions of the world. There is not a presumption that one mode of inquiry is "better" or more "truthful" or even more "objective", since such qualities are questionable in themselves.

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Some areas that have been especially influenced by these ideas are psychotherapy, education and academic work. Narrative therapy, to name one, is based on the idea that through narratives, therapist and client can engage in the creation of new meanings that can empower the client. By "reconstructing" their past in a more useful way, clients find the resources to live better lives, in any way they might define "better", and not in a prescribed way, determined by the "professional expert". Brief therapy, another perspective based on these ideas, focuses on the principle that problems are not "out there", but appear in the way we negotiate reality (Gergen, 1999, pp. 168 - 175).music therapy is a way of narrative therapy since by informal talks a musical relationship is established and the client becomes free to narrate the musical life panorama and to share the experiences of the therapist for building a positive relationship and vice versa. In the academic world: there has been an increasing tendency towards what Gergen calls the "polyvocal author" that is, authors who allow different views within themselves to permeate their written work. Personalization and self-reflection have also become more evident. All these changes stem from the notion that our accounts are not maps of the world, but rather "operate performatively" allowing us to "do things with others" (Gergen, 1999). Wescoe (1964), while addressing the Fifteenth Annual conference of the NAMT, urged music therapists to "make music a science." Noticeably, spirituality, long neglected in the scientific realm, is the object of a scientific analysis within the Fall issue of this year (Lipe, 2002).By a span of 40 years ,music therapy has this major change in an analysis of articles of the leading music therapy journal.(JMT) 1964 editions were much more inclusive of alternative modes of inquiry and explanations of music therapy (anecdotic, personal opinions, references to English literature), whereas the 2002 issues were clearly scientific and exclusive of other possibilities. But the fact that within the scientific model, an observation interreliability measure is increasingly included is for me the manifestation of an awareness of our fallible "Truths". The inclusion of "qualitative" data, even within an experimental design, speaks to me of an opening of new avenues to create meaning and knowledge. The inclusion of spirituality as a valid scientific "object of study" is another important factor. The study of human beings as a complex composite of influences (biological, psychological, social and spiritual) points toward the inclusion of different and even opposing constructions of the world Three stages in history over 40 years in the music therapy journal articles 1.1964 was a crucial moment for the development of Music Therapy.At that time every scintist wanted the discipline to have a scientific research protocol and develop along the lines of medical research. 2.After 20 years of existence as an academic discipline, it was more related to the psychiatric tradition and music was believed to be useful for psychological illness only. 3. 20 years after.The present times are full with alternative explanations of the world. The explosive growth in communications systems has provoked the exchange of opinions, knowledge, and worldviews that make a single explanation

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hardly sustainable. It is in this world that a multitude of alternative treatments and approaches towards health, illness and wellness have occurred And music therapy has become a very important and acceptable tool for physical,mental,intellectual ,and spiritual dynamic health ,and for educating a nation and global harmony and peace.It is no longer a limited scientific research work in a hospital but is a global phenomena fanning all fields of human existence ,cognizance and happiness.

Aama in Ayurveda and the concept of Bhootha as the five elements and the past life

First principle of any scientific enquiry is observation (perception )of facts and it is the first principle of behaviour to acqusition of scientific knowledge.Then classification of observed data using verifiable objective methods follow. Explanation of the data or interpretation of the facts in the simplest and the least complex way should ensue next.In other words,seeking of evidence through direct experience and explaining it using logic is the empiricism of any scientific method. The stages of science are thus 1.description of a problem situation 2.Prediction of the outcome 3.scientific thinking-:devising hypothesis,verifying them,communication of the results, 4.understanding that science is not merely the materials and methods.It is more than the methods,a way of thinking./a way of life.. 5. A distinction is made between observable and the inferred.Inference on things that are not directly observable. Aayurveda is the ancient science of our land which deals with observable and inferable facts of life in such a way so that the

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physical,mental,intellectual and spiritual problems of the world are dealt with and solved. Oushadi-vanaspathy are the main material through which the treatment is done.What is oushadi? Osha literally means lightbearing ,and it also means kural or sound through praana or vaayu. The energy (anna)in the sun is obtained through the plants by photosynthesis and this sustains life on earth.Therefore the plants indirectly control the energy,water,elements,and the oxygen cycles of our lives.and is the sree(prosperity )of earth.Hence the veda addresses the Goddess sree and agni(energy )thus: Aadithyavarne thapaso adhijaatho Vanspathisthava vriksho atha bilwa (sreesooktham) According to chandogya Upanishad only those people who have healthy ,pure ,brilliant dhathu(elements)can do Aathmavicharam and be spiritually and intellectually ,mentally and physically healthy.(Dhaathuprasaadam is essential for health ) .Maithryiupanishad says the pure ocean of bliss bearing each dhaathu and indriya shines in the heartspace as itself by itself(swayam prabha)without any other upaadhi and that is the aathma.The dhaathuprasada thus gives us indriyabhala(physical strength) to have mental ,intellectual and spiritual health. Eight Drops of paraa energy is needed for life and we directly get it from cosmic energy as suvarannam(without carbon)and half an anjali of apara energy is needed for carrying out our activities including intellectual work and that should come from our foodintake(contain Krishna-or carbon).It is the apara energy derived from the food that our bioenergy field is created,our five elements (panchabhootha)are built up,and the one with dhaathuprasaada can see the mahimaanam(greatness)of Aathma(cosmic energy) in ones own heartspace Cosmic energy is the power of Naaraayana (Naarayana Upanishad)seen as agni in the human body .Like a lotus with
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nadeejhaala(nerve plexuses) it is kept in the middle(the central nervous system and spinal cord)In the naabhi (center )it exists as agni and splits (vibhajanthy)food(aaharam)and keeps the body from head to foot with heat of metabolism(thapas).From this thapa(heat)is derived life and its activities.The virat(cosmic)energy is manifested as the swaraat(individual)energy and hence cosmic and bioenergy fields are ultimately the same and interconvertible energy fields constantly in touch with each other.Aayurveda thus prescribes the plants and its leaves,flowers,fruits etc,available in each season(rithu)characteristic of each geographic area and ensures the food habits are healthy .Rithu or seasons represent time(kaala) and geographic area represent the desa and hence the diet suits the timespace(kaaladesa).In a similar way ,the raagaas prescribed also should be suitable to the timespace (to the seasons and to geographic areas)in raagachikitsa(since it is sound energy which is part of light energy). Anna is suns energy,that is converted to elements by plants(C,H,O,N,Ca,P)and their sanghaatham as proteins,carbohydrates,fats and vitamins etc.Praana is dhaathu in ionic state (suvarna)whereas dravya is dhaathu in solid state(rayi-krishna).When food is digested the subtle agni goes up,the grossest comes down.The medium one spreads all over as jhaladhaathu(watery)and as vaayu. There are different srota(channels) in our body and praana(oxygen) is sarvathogaamini (flowing in all channels)in our body.Udaana is the one that flows up(urdhwanaadi )as para.samaana is the one that brings oxygen to all tissues and cells.Since the pitha(thejus)of the sun is agni(energy)in all the indhana(firewood or the body),it is by its character without any vaasana ,vignaanamaya.Surya is nityaniraamaya(God has permanent health)and has perfect state of bliss of yoganidra(comparable to dreamless state of sushupthi )and samadhi.But when the channels or the darsanadwaaraas are blocked by the same thejas(energy)then a state of
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aamaya(unhealthy)occurs and the patient may experience a coma(moorcha). Thejas (energy)is the agni which gives us our biological field of attractive personality and behaviour,our science and arts also. Theja:sareerastha:deepthy :ujjawalathwam Praagalbhyam vaa brahmavarchasam Vrithaswaadhyaayanimitham theja . In sadvritha(people who follow good habits)due to their swaadhyaya this healthy state persists..And the three (vatha,pitha,kapha)are in balance giving them brahmavarchasam and niraamaya.In those who follow bad habits the opposite happens and disease (aamaya)occurs.Agnichayanam and formation of anna(food)is cyclical. In Sudhasindhu (page 919-924 DC Books ,Kottayam) how the gross cosmic body is the origin of the gross body of man and animals is explained..In nadeesamvedanam (nerve impulse communication) the waves of polarization and depolarization is the same agni of the cosmos.Thus cosmic and bioenergy are the same.Mind is not within the brain alone ,the concept of the mind everywhere in the cosmos and brain as a part of it constantly communicating with it is being accepted by the western science.In the last decade (the decade of the brain)we heard the dictum Mind everywhereas an echo of this acceptance.The anuishta oorja(the subtelest energy)as nerve transmission is only a part of cosmic energy and the brain is just a gross form of it. AAMA According to Saamaveda:ama is purusha (man). saa is sthree (woman).when they are in balance (sama) the body is niraamaya (without disease.)They are equal (sama) in everything (including a plushinam, masakam, naagam-)and because of this there is music (saama) in everything and the world is a combination of name (sound) and form (light).when the yin-yan balance/sivasakthy balance is lost aamaya (disease) occurs. Aama is immature , uncooked, unripe, undigested annam which is not useful to the body. In medical context the term refers to
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events, factors, resultants which follow , arise and results respectively as a consequence of kaayaagni (fire of the body) not functioning properly . Aama is an essential factor in the development of a pathological state. Aamaya (disease) is a condition produced by aama. It is described as a causative factor in many diseases in ayurveda. Aacharya vaagbhata says: Due to the diminution of agni (energy)the first dhaathu namely the rasa is not formed properly and the annarasa (food essence)undergo fermentation and putrefaction ,being retained in the aamaasaya (stomach). This improperly digested food is the aamarasa.The toxins generated out of such rasa produces obstruction of channels (srota), loss of strength (balakshaya), gouravatha (heaviness), impediment to flow of vayu (anilamudha), lethargy (clema), ajeerna (indigestion), atyapraseka (excessive salivation), obstruction of natural urges like stools, urine, flatus (vegavrodha) , anorexia (mandaagni) and malaise (angsada). That means aama includes, food containing all incompatable articles, heavy indigestible food, unwanted food by overeating, disgusting foods, any food that produce distension of abdomen, raw uncooked food (other than fruits and certain vegetables), very cold food, irritating foods causing inflammation of mucosa, unclean, contaminated, infected food, dry , fried , dehydrated food, food soaked in too much of water, food taken during intense emotional stress like grief, anger, worry , fearcomplex etc, hunger and irregular food habits (psychosomatic). The fundamental treatment for aamadosha is langhana or upavaasa. Fasting is till the energy (agni) is maintained. Dry sudation therapy is the second line of treatment by which obstruction, pain and swelling are removed. oleation therapy is contraindicated. Emesis and purgation are recommended to remove the toxic effects. Herbs that combat aama are

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Ginger (zingiber officinale), castor(Ricus communis), guduchi(Tinospora cordifolia),bhallathaka(semicarpus anacardium),kuchala(strychnus nuxvomica)

A comparison of the modern views on the free radicals is appropriate at this juncture. They play a key role in the pathogenesis of a variety of diseases and in normal biological functions. Activated processes in drug toxixicity, aging, carcinogenesis, aetiology of ocular, neurologic and psychiatric diseases are some examples. Darwin observed that white , blueeyed cats are usually deaf to subtle sound vibrations. ( Whether this is the reason for the Tropical Black people to have understood the principles of sruthi and music is a ponderable question!) Pigmentary abnormality (colour or varna ) and deafness (inability to hear sound) in audiology go hand in hand in diseases like waardenbergs or ushers syndrome. Association between radical generating metals like iron , and copper and induction of fibrosis (interocular fibrosis in vitreous chalcosis, liver cirrhosis in wilsons disease and hemachromatosis) was described. Oxygen-dependent microbial system: Granulocytes and phagocytes of our immune system possesses a membrane NADPH oxidase ,which takes reducing equivalents from hexose monophosphate shunts and transfers these to molecular oxygen to produce superoxide and other active oxygen species. A
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myeloperoxidase converts peroxide produced in this system to microbial products including hypochlorites. Production of activated products by this system plays a keyrole in the cellmediated immunity and microbiocidal activity.There is evidence for similar systems in T lymphocytes, platelets, mucous, an NADPH oxidase of noninflammatory cells may have a role in mediating cyclic nucleotide mechanism. Granulocytes, macrophages, T lymphocytes produce active species of oxygen as part of the microbiocidal/citocidal system. In turn, active oxygen species can modulate specific elements of the inflammatory response in vitro. Biological systems protect themselves against the damaging effects of activated species by several means.These include free radical scavengers and chain reaction terminators : enzymes such as SOD , catalase and the glutathione peroxidase system and solid state defences Such as the melanins. central catecholaminergic neurons contain stable free radical, melanin. Specific dying-off of pigmented neurons in the substantia nigra is the apparent cause of Parkinson's. Dopaminergic neurons may be concerned in schizophrenia and in various movement disorders (eg: choreoathetosis in Lesch-Nyhan syndrome ). Noradrenergic neurons - in endogenous depression and Alzheimer dementia. The function, of melanin in neurons unknown ,may be related to antioxidant and semiconductor properties Chemical antioxidants act by donation of an electron to a free radical converting it into a nonradical form. The anuishta type of energy involving the oxygen atom is the one with the vaayu.

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The water particle (H2O)and the molecules of the H or the watercontent is important for our bioenergy field or the aura.It is the thousands and thousands of micromagnettes within it that gives us our aura and it is measurable best with imaging techniques.When we hear music and enjoy it our corticotemporal axis is activated and more of blood (and hence H)flow through it.This is mapped by sophisticated methods in neuroimaging.

Therapeutic choir and bhajan workshops for elderly

Singing is a means for both self-expression and self- fulfilment; songs reveal the subjectivity/inner existentiality of the being; and finally, the being's self-confidence instills in the participants expectations about the future. when dealing with the elderly, the music therapist should reflect deeply on themes related to life and death, in addition to rethinking his/her relationship with time's multiple faces,and spiritual/devotional music is the best. (for Third Age with sixty-five and older people)A music therapist is a professional who appeared in the second half of the twentieth century and who has both musical and scientific education. She seeks to improve the quality of life. Music therapy as a profession will be the recipient of more scientific recognition if clinical practice, research into such practice, and subsequent conclusions drawn mainly from theories and new questions arise from research. can the music therapist contribute to the prevention of the mental illness in the elderly? directed towards the third age can music produce therapeutic effects and/or actions? Which music therapeutic activities, techniques or methods are best suited for old age? Starting from a therapeutic education in music therapy and an existential theoretical humanistic reference, it is inevitable to regard each individual as someone who is full of possibilities to be developed, discovered or re-discovered organic cerebral syndrome (OCS) and depression being two of the most important disorders observed among a community's third-aged individuals, Veras (1997) explains: "OCS is understood as the compromising of such cortical functions as the memory, the ability to solve everyday problems, motor ability, speech and communication and the control over emotional reactions. There is no consciousness clouding [...] Depression includes the nosological categories major depression and dysthemia." (p. 17 - 18)

One of the motto of programmes for the elderly citizens should be privilege the elderly as the subject of the teaching-learning process, placing emphasis on contents that

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prioritize their interests, motivations, accumulated experiences, life stories and social context." (Lacerda e Silva, 1997, p. 12) Bhajan workshops and choir workshops for the elderly can be conducted for data analysis.The participants profile collected in one of the choir therapeutic workshop is as follows. Table 1: Data from the Music Therapeutic Form Question (sample) Answer

% Yes 96 - Do you usually listen to music? No 4 Very often 74 - How often? Not often 26 Radio 78 Tape recorder 30 TV 35 - How do you usually listen to music? CD 39 LP 30 Live 26 While doing something else 78 With full attention 39 Just listening 30 - Do you listen to music? Dancing to it 39 Singing along 52 Whistling 13 Accompanying it an instrument 4 Yes 39 - Have you ever had music lessons? No 61 Yes 78 - Do you usually go to parties? No 22 Yes 91 - Have you ever been to a concert? No 9 Vocal 65 - What kind of music do you like to listen to? Instrumental 78 Classical 22 Gospel 65 - What kind of music do you prefer? Foreign 9 Folk 35 Brazilian Popular 35 57

Brazilian Country To the lyrics - Do you pay attention: To the song

61 78 48

Human activity is the basis of a person's knowledge and thought, that which builds the inner world as one acts upon and changes one's outer world. This first essence stemmed from the phenomenological dimensions that bear close relationship with the doing, with action or the singing act: The importance of joint musical making; The pleasure and satisfaction which involve the singing act; The knowledge of the voice (the speech system) as a musical instrument; and The openness to a new means of communication singing. When one of the participants says: "I was able to sing. Singing is my pleasure... at home I'm way too reserved, but I fulfil myself here," pleasure and self-realization are evident. The songs revealing the inner subjectivity/existentiality of the being is related to consciousness, the human thinking. Consciousness, as a subjective product, takes place through an active process, which has as its foundation the activity over the world, language and social relations; it is how the person relates to the objective world, how one understands, changes it into ideas and images and establishes relationships between these pieces of information. Consciousness is not limited to logical knowledge; it also includes the knowledge of a one's feelings and emotions, the knowledge of desire and the knowledge of unconsciousness.

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