Rhythm & Timing
Four areas of the brain are involved in generating timing: the Dorso Lateral Pre-Frontal cortex, which also is in control of motor planning and speech; the basal Ganglia, in control of voluntary movement and coordination; the Cingulate Gyrus, which is in charge of executive functioning and modulates emotion; and the cerebellum, which senses the body’s position and is involved with the production of speech. During a study aimed to figure out why rhythm, especially that used by the Interactive Metronome™ (IM), Alpiner (2004) discovered through brain scans that the IM directly activates multi-parts of the neuro-network, particularly the cingulate gyrus, basal ganglia, and medial brainstem, and allows them to communicate with each other.
When engaged in precise rhythm and timing activities, the goal is to improving the brain’s efficiency and performance by improving auditory processing, short-term memory, working memory, processing speed, cognitive resources, executive function, motor coordination, and sensory processing (IM presentation 2012). In other words, rhythm and timing is an intricate component of everything we do, including how we move and think and helps us become better organized.
One study involving 21 stroke patients showed that arm movements improved simply by turning on a metronome beat in the background. However, when the beat was removed, their ability to smoothly move their arms regressed (Thaut, et al, 2002). Other studies have shown the ability of rhythm to improve auditory processing, especially in dichotic listening (Etra, 2006). And more connected to the classroom, a study of 585 students found that there was a very significant coorelation between the timing, as tested using the interactive metronome, and academic performance (reading, math, oral and written language, attention, motor coordination and performance). In fact, students with the very best timing were the same ones with the best grades, standardized test scores, and attention in the classroom. Likewise, the students with the worst timing were often left alone at home with little stimulus, besides TV (Kuhlman & Swhweingart, 1999).
Randolf Nudo, PhD, director of the Landon Center on Aging and forefront researcher of neuroplasticity stated that “Synchronous activity drives dendritic growth.” For this neuronal growth to take place, we saw earlier that there must be repetition, and for there to be repetition the individual must be engaged. Activities that engage the individual in motor movements in conjunction with academic tasks is engaging and helps make changes in the brain. Children are recorded as being able to make 2-3 years worth of progress on standardized tests when they engage in activities to strengthen their rhythm and timing (IM presentation, 2011).
Results of a lack of Rhythm and Timing
I have been using the Interactive Metronome™ and other rhythm exercises in my classroom and I can concur with the research. Many of my struggling students do struggle severely with timing, especially with their feet. An inability to detect a beat is a common trait among students with learning disabilities, especially dyslexia (Campbell & Doman, 2012). Poor rhythm and timing is associated with poor attention and concentration, motor control and coordination, balance and gate, control and impulsivity, and language processing. Children who lack rhythm will find handwriting, reading out loud, and participating in sports to be difficult. In fact, they can experience difficulty in any of the areas that were described previously.
Ways to Enhance Rhythm and Timing
When engaged in precise rhythm and timing activities, the goal is to improving the brain’s efficiency and performance by improving auditory processing, short-term memory, working memory, processing speed, cognitive resources, executive function, motor coordination, and sensory processing (IM presentation 2012). In other words, rhythm and timing is an intricate component of everything we do, including how we move and think and helps us become better organized.
One study involving 21 stroke patients showed that arm movements improved simply by turning on a metronome beat in the background. However, when the beat was removed, their ability to smoothly move their arms regressed (Thaut, et al, 2002). Other studies have shown the ability of rhythm to improve auditory processing, especially in dichotic listening (Etra, 2006). And more connected to the classroom, a study of 585 students found that there was a very significant coorelation between the timing, as tested using the interactive metronome, and academic performance (reading, math, oral and written language, attention, motor coordination and performance). In fact, students with the very best timing were the same ones with the best grades, standardized test scores, and attention in the classroom. Likewise, the students with the worst timing were often left alone at home with little stimulus, besides TV (Kuhlman & Swhweingart, 1999).
Randolf Nudo, PhD, director of the Landon Center on Aging and forefront researcher of neuroplasticity stated that “Synchronous activity drives dendritic growth.” For this neuronal growth to take place, we saw earlier that there must be repetition, and for there to be repetition the individual must be engaged. Activities that engage the individual in motor movements in conjunction with academic tasks is engaging and helps make changes in the brain. Children are recorded as being able to make 2-3 years worth of progress on standardized tests when they engage in activities to strengthen their rhythm and timing (IM presentation, 2011).
Results of a lack of Rhythm and Timing
I have been using the Interactive Metronome™ and other rhythm exercises in my classroom and I can concur with the research. Many of my struggling students do struggle severely with timing, especially with their feet. An inability to detect a beat is a common trait among students with learning disabilities, especially dyslexia (Campbell & Doman, 2012). Poor rhythm and timing is associated with poor attention and concentration, motor control and coordination, balance and gate, control and impulsivity, and language processing. Children who lack rhythm will find handwriting, reading out loud, and participating in sports to be difficult. In fact, they can experience difficulty in any of the areas that were described previously.
Ways to Enhance Rhythm and Timing
Works Cited
Alpiner, N. (2004). The role of functional MRI in defining auditory-motor processing networks. White paper presented at 65th Annual American Physical Medicine and Rehabilitation Conference, Phoenix, AZ.
Campbell, D & A. Doman (2012). Healing at the speed of Sound. New York: Penguin Group.
Etra, J. (2006). The Effect of Interactive Metronome Training on Children’s SCAN-C Scores. Applied Dissertation, Nova Southeastern University.
http://www.interactivemetronome.com/
Kuhlman, K. & L. J. Schweingart, (1999). Movement, music and timing: Timing in child development. Retrieved from High Scope at http://www.highscope.org/Content.asp?ContentId=234 on August 25, 2013.
Thaut, M.H., Kenyon, G.P., Hurt, C.P., et al. (2002). Kinematic optimization of spatiotemporal patterns in paretic arm training with stroke patients. Neuropsychologia, 40, 1073-1081.
Alpiner, N. (2004). The role of functional MRI in defining auditory-motor processing networks. White paper presented at 65th Annual American Physical Medicine and Rehabilitation Conference, Phoenix, AZ.
Campbell, D & A. Doman (2012). Healing at the speed of Sound. New York: Penguin Group.
Etra, J. (2006). The Effect of Interactive Metronome Training on Children’s SCAN-C Scores. Applied Dissertation, Nova Southeastern University.
http://www.interactivemetronome.com/
Kuhlman, K. & L. J. Schweingart, (1999). Movement, music and timing: Timing in child development. Retrieved from High Scope at http://www.highscope.org/Content.asp?ContentId=234 on August 25, 2013.
Thaut, M.H., Kenyon, G.P., Hurt, C.P., et al. (2002). Kinematic optimization of spatiotemporal patterns in paretic arm training with stroke patients. Neuropsychologia, 40, 1073-1081.
