Scientists have searched long for scores to see how the Ancient people noted their music. We had musicological writings, but that wasn't enought. The first publication of a score wasin 1581 by Vincenzo Galilei. But the most interesting and exciting discovery took place in 1882. One discovered an inscription on a pillar in Aydin (Turkey), the so called 'Seikilos-pillar'. In Egypt, a papyrus was found with the notation of Euripides' Orestes. Also from Euripides, a fragment of his 'Iphigeneia in Aulis' was found in Hermopolis Magna. In 1892-93, the French School found in Athens two hymns dedicated to Apollo. These are the two best conserved scores we posses - until now. We do not have a lot of scores, in fact we have only two hours of Ancient music, which is not much indeed. And it are only Greek scores. We do not have at this moment any Latin vocale or instrumental music. The reason is obvious: the Romans wrote their music also in Greek AND the musicians were in fact mostly from Greece. The importance of the Romans lies in the fact that they improved the musical instruments.

Music: Science, philosophy and cosmos: Music was science. This is obvious when we read the different Theories. We find many rules to compose the 'right' song. Aristides for example, distinguishes three different compositions: the 'hypato�de' for the lowest register of the voice, the meso�de for the middle one and the neto�de for the highest register. When you've made a choice, Aristides gives you the three steps that you should follow: the choice of the range of notes(l�psis), the combining of sounds (mixis) and the ornamentation of the melody (chr�sis).

The philosophers also talked about music. Socrates started to make a poem when he - in a dream - got the order to make 'mousik�n'. This is typical, because in the fith century, music was not yet an independent art. When Plato lived, this was already much better. But Plato did not like music. He complained about the pernicious tones. These should be banned to not corrupt the young children. Although he had great philosophical power, he could not prevent this. Aristotle lived in the times when music was really an independent art. He identified the octave with the power of thinking, the quint with the powers of observation and the quarter with vitality.

After an amount of time, music was a part of the education of children. The learned the mythes in which the origin of the musical instruments is explained. After a while they had to play also on these instruments. A girl that could play an instrument had a big value on the matrimonial market

The Brain "lights up" with music From our index page if you missed it.

oday, 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, that when people listen to melodies with a variety of 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.

Music helps us learn because it will--

• establish a positive learning state
• create a desired atmosphere
• build a sense of anticipation
• energize learning activities
• change brain wave states
• focus concentration
• increase attention
• improve memory
• facilitate a multisensory learning experience
• release tension
• enhance imagination
• align groups
• develop rapport
• provide inspiration and motivation
• add an element of fun
• accentuate theme-oriented units

Music is the doorway to the inner realms and the use of music during creative and reflective times facilitates personal expression in writing, art, movement, and a multitude of projects. Creation of musical compositions offers a pathway to expressing personal feelings and beliefs in the language of musical sound.

The creation of music expresses inner thoughts and feelings and develops the musical intelligence through understanding of rhythm, pitch, and form. Writing songs related to content allows students to express how they feel about issues brought up in historic incidents, social studies topics or literature.

(The Three A's Attention, Attitude and Atmosphere) Preparing for a learning experience can make the difference between lessons well-learned and just passing time. Certain music will create a positive learning atmosphere and help students to feel welcome to participate in the learning experience. In this way it also has great affect upon students' attitudes and motivation to learn. The rhythms and tempo of musical sound can assist us in setting and maintaining our attention and focus by perking us up when we are weary and helping us find peace and calm when we are over-energized in some way.

Research for this article has partly been from: LifeSounds Educational Services Chris Brewer, MA, FAMI 1239 Kenoyer Drive
Bellingham, WA 98226