Category Archives: Instruments

Flutes and Clarinets – Classes with Joe Hatherill at the Monterey Centre in Oak Bay

19-Sep-2022 – 31-Oct-2022
3:45 pm – 4:45 pm

About this Course

We will make balanced ensembles of mixed instruments. The emphasis will be on good practise of private and performance skills. Joe is a member of the musical community, and his qualifications include: an Adult Teacher’s Certificate from the City and Guilds, a Certificate of Teaching from the Associated Board of the Royal Schools of Music, and admission to the British Columbia Registered Music Teachers Association. All levels welcome. Handouts provided. Please bring your own instrument.

Registration Dates

Call Oak Bay Recreation to register: (250) 595-7946

or register online at Oak Bay Recreation

Course Dates

Every Monday – 6 sessions on the following dates:

19-Sep-20223:45 PM – 4:45 PMCedar Room
26-Sep-20223:45 PM – 4:45 PMCedar Room
03-Oct-20223:45 PM – 4:45 PMCedar Room
17-Oct-20223:45 PM – 4:45 PMCedar Room
24-Oct-20223:45 PM – 4:45 PMCedar Room
31-Oct-20223:45 PM – 4:45 PMCedar Room

Flutes and Clarinets – Classes with Joe Hatherill at the Monterey Centre in Oak Bay

About this Course

We will make balanced ensembles of mixed instruments. The emphasis will be on good practise of private and performance skills. Joe is a member of the musical community, and his qualifications include: an Adult Teacher’s Certificate from the City and Guilds, a Certificate of Teaching from the Associated Board of the Royal Schools of Music, and admission to the British Columbia Registered Music Teachers Association. All levels welcome. Ages 19 and up. Handouts provided. Please bring your own instrument.

Course Dates

6 sessions – Every Thursday

05-May-20222:45 PM – 3:45 PMCedar Room
12-May-20222:45 PM – 3:45 PMCedar Room
19-May-20222:45 PM – 3:45 PMCedar Room
26-May-20222:45 PM – 3:45 PMCedar Room
02-Jun-20222:45 PM – 3:45 PMCedar Room
09-Jun-20222:45 PM – 3:45 PMCedar Room

Registration Dates

Call Oak Bay Recreation to register: (250) 595-7946

or register online at Oak Bay Recreation

Members: 06-Apr-2022 at 6:30 AM
Residents: 06-Apr-2022 at 6:30 AM
Public: 06-Apr-2022 at 6:30 AM

Course ID: 00133088
Instructor: Joe Hatherill
General fee: $100
Monterey Member: $85

Could Playing Music Improve a Child’s Brain?

Children who play the violin or study piano could be learning more than just Mozart. A University of Vermont College of Medicine child psychiatry team has found that musical training might also help kids focus their attention, control their emotions and diminish their anxiety. Credit: © Nataliya Hora / Fotolia
Credit: © Nataliya Hora / Fotolia

Children who play the violin or study piano could be learning more than just Mozart. A University of Vermont College of Medicine child psychiatry team has found that musical training might also help kids focus their attention, control their emotions and diminish their anxiety. Their research is published in the Journal of the American Academy of Child & Adolescent Psychiatry.

James Hudziak, M.D., professor of psychiatry and director of the Vermont Center for Children, Youth and Families, and colleagues including Matthew Albaugh, Ph.D., and graduate student research assistant Eileen Crehan, call their study “the largest investigation of the association between playing a musical instrument and brain development.”

The research continues Hudziak’s work with the National Institutes of Health Magnetic Resonance Imaging (MRI) Study of Normal Brain Development. Using its database, the team analyzed the brain scans of 232 children ages 6 to 18.

As children age, the cortex — the outer layer of the brain — changes in thickness. In previous analysis of MRI data, Hudziak and his team discovered that cortical thickening or thinning in specific areas of the brain reflected the occurrence of anxiety and depression, attention problems, aggression and behavior control issues even in healthy kids — those without a diagnosis of a disorder or mental illness. With this study, Hudziak wanted to see whether a positive activity, such as music training, would influence those indicators in the cortex.

The study supports The Vermont Family Based Approach, a model Hudziak created to establish that the entirety of a young person’s environment — parents, teachers, friends, pets, extracurricular activities — contributes to his or her psychological health. “Music is a critical component in my model,” Hudziak says.

The authors found evidence they expected — that music playing altered the motor areas of the brain, because the activity requires control and coordination of movement. Even more important to Hudziak were changes in the behavior-regulating areas of the brain. For example, music practice influenced thickness in the part of the cortex that relates to “executive functioning, including working memory, attentional control, as well as organization and planning for the future,” the authors write.

A child’s musical background also appears to correlate with cortical thickness in “brain areas that play a critical role in inhibitory control, as well as aspects of emotion processing.”

The findings bolster Hudziak’s hypothesis that a violin might help a child battle psychological disorders even better than a bottle of pills. “We treat things that result from negative things, but we never try to use positive things as treatment,” he says.

Such an approach may prove difficult to accomplish. According to the study’s authors, research from the U.S. Department of Education indicates that three-quarters of U.S. high school students “rarely or never” take extracurricular lessons in music or the arts.

“Such statistics, when taken in the context of our present neuroimaging results,” the authors write, “underscore the vital importance of finding new and innovative ways to make music training more widely available to youths, beginning in childhood.”


Story Source:

The above story is based on materials provided by University of Vermont. The original article was written by Carolyn Shapiro. Note: Materials may be edited for content and length.


Journal Reference:

  1. James Hudziak, M.D. et al. Cortical Thickness Maturation and Duration of Music Training: Health-Promoting Activities Shape Brain Development.Journal of American Academy of Child and Adolescent Psychiatry, December 2014 DOI: 10.1016/j.jaac.2014.06.015 show

Cite This Page:

University of Vermont. “Could playing Tchaikovsky’s ‘Nutcracker’ and other music improve kids’ brains?.” ScienceDaily. ScienceDaily, 23 December 2014. <www.sciencedaily.com/releases/2014/12/141223132546.htm>

Joe on Saxophone Care – padsavers

Padsavers

The long, stiff fluffy cleaners for saxophones are called padsavers. They do clean and dry the inside but should never be left inside the instrument. They are also difficult to clean. Small, stiff brushes should not be used, especially if the bristles are held on with twisted wire; they are for brass instrument metal mouthpieces.

…BG http://www.bgfranckbichon.com/. They also have a large selection of neckstraps and ligatures.

Check out Joe’s post on saxophone care.

Saxophone Care

  1. Be aware of hygiene and germs – use your mouthpiece and reed to play other saxophones.
  2. Always have clean hands and mouth.
  3. Wipe mouthpiece after each playing.
  4. Remember saliva and sweat are acidic and will damage the saxophone if not cleaned.
  5. Carefully remove dust and saliva periodically,
  6. A pad saver and crook pull-through help (a handkerchief on a boot lace works fine).
  7. Always use a mouth-piece cap when not playing.
  8. Remove reed after each playing and store on a flat clean surface.
  9. Never hold the saxophone by the keys.
  10. Guard against knocks, scrapes, and vibration.
  11. Have the saxophone checked twice yearly.
  12. Use oil and polish very sparingly – only on older instruments.
  13. Make sure the saxophone is secure on sling or stand – a good sling and stand can save expensive repair bills.
  14. Avoid extreme temperature change – e.g. radiators, trunk of car
  15. Regularly brush out or vacuum the case.
  16. Most cases have bad or unsuitable straps, edges, hinges and padding.
  17. Not all saxophones fit in all cases – check the fit.
  18. Always keep a copy of the registration number somewhere safe and make sure your instrument is properly insured.
  19. Many simple emergency or temporary repairs can be done with a screwdriver, pliers, tape, elastic bands and cardboard before bringing the saxophone for professional repair.
Be gentle with your saxophone.