Tone-Deafness
Few people know the range of the different types of tone deafness. However, many people think they have it. Tone deafness is does not refer to a problem with the ears, but to a lack of training. Tone deafness is easy to fix by training the ears and the vocal muscles. Lancet is a music professor in Boston who is tone-deaf (Lancet 2001). Lancet express, "tone deafness is a term that tends to be applied indiscriminately to a constellation of music processing, perceptual, and production deficits" (Lancet 2001). This paper will examine the tone-deafness real-life terms, the past and current research, and current direction which all contribute to its need for exploration.
Tone-deaf people live from early in life with tone-deaf. The ability to hear a pitch and sing it back is similar to hand-eye coordination. Lancet states, "it is voice-ear coordination" (p.779). Neither one of these abilities are born into us, we have to learn them. Babies do not have hand-eye coordination. If a person holds a toy in front of an infant, he or she can see in the baby's eyes that she wants the toy. For example, my ten-month-old cousin cannot determine the distance where the object is located. His hands flail around randomly, missing the target. He has not yet learned to coordinate his hands and eyes. If he does this often enough, however, he will eventually learn. Lancet explains, "the human brain is very good at remembering which of these incredibly complex muscle contractions results in a score" (Lancet 2001). So next time he reaches for something, it does not take quite as long. My cousin continues to have a one in three chance when reaching for an object (p. 784). By the time, he is a toddler, it would be inconceivable that he c...
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...n how to look past their tone-deafness.
References
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Kazez, Daniel. (2000). Hearing in the Elderly: A Population study Audicion en la senectud: un estudio poblacional. Music Educators Journal, 71, 46.
Lancet, Mike. (2001). A good excuse to give up those music lessons. Journal of Cognitive Neuroscience, 357, 777-784.
Moore, Brain C. J. (2000). An Introduction to the psychology of hearing. Academic Press, Inc, 3, 322.
Peretz, Isabelle. (2001). Brain specialization for music. New evidence from congenital Amusia. New York Academy of Sciences, 8, 243-246.
Wong, Donald. (2001). Audiology. Journal of Communication, 6, 6.
People who cannot sing are missing a structure that enables a response to inform the motor system and person that he/ she is singing off tune. Gottlieb proposes a research method, involving how music making engages and modifies the brain. As Gottlieb understood, music making can be used as a therapeutic tool to improve neurological impairments and
Rago, C. (1994, Nov 04). PETER COOK'S `YOUR EYES MY HANDS' PUTS DEAFNESS IN SPOTLIGHT. Chicago Tribune (Pre-1997 Fulltext). Retrieved from http://search.proquest.com/docview/283834665?accountid=26459
...o account that much of the evidence is the author’s own works, that a bias is present. Darrow strongly believes in the integration of students with hearing loss into the music classroom. She does however point out opposing views and successfully dismantles them with strong and sound reasoning. One of the points Darrow makes is that many people believe that music is a “hearing value” and that the ability to make discriminations about what a person might hear is solely a function of hearing, when in reality it is actually a function of listening. “Listening is a mental process; hearing is a physical process,” states Darrow. The music learning environment is a great place for these students to develop their listening skills. “The development of good listening skills allows students with hearing losses to use their residual hearing to the maximum extent possible” (Darrow)
“Music is perpetual, and only the hearing is intermittent,” wrote the iconic American essayist, poet and philosopher Henry David Thoreau, a lofty proclamation that inspired my focus to help those with hearing loss through restoration. After a winding journey in search for an academic focus, I discovered that audiology is far more than just aiding deaf or hard of hearing individuals, but restoring balance, managing loss through therapy, and discovering new research techniques that may involve auditory neuropathy spectrum disorder. After arriving at my destination, I also learned that it is my responsibility as a future audiologist to be a leader, to work hard toward achieving a better future for myself, and a better world for humanity at large. This vision drives my aspiration to join the University of South Florida’s graduate audiology program this coming fall, and continue my examination of clinical audiology as a member of your community.
O'Donnell, Laurence. "Music and the Brain." "Brain & Mind" Magazine. 1999. Web. 24 Mar. 2010. .
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There are two groups of hearing impairments. They differ according to the degree of hearing loss. Children with a more severe form of hearing loss are deaf, and children who have a less severe hearing loss are considered hard-of-hearing (Meece & Daniels, 2008, p. 88). Student who are hard of hearing many be only to hear specific frequencies or sounds within a certain volume range. They will most likely have speech; however, their speech could be impaired due to their inability to hear their own voices clearly. While those students who are deaf may have little or no speech depending on the severity of their hearing loss, and they are more likely to use American Sign Language than those students who are hard-of-hearing (“Deaf or Hard of Hearing,” 2004).
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
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Cooper, Belle. " How Music Affects and Benefits Your Brain."lifehacker.come. N.p., 11 22 2013. Web. 3