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We have put knowledge from paedogogical research and neuroscience into practice at Cantaleum. Music and bilingualism play the central roles in the success of this approach.

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Success Factor 1: Reinforcement

Singing and making music reinforces learning abilities through:

+ attention, ability to concentrate

+acoustic memory

+learned musical patterns (melody, rhythm, tempo) and sensomotor skills required for singing combine to train self-monitoring, self-correction, and fine motor skills

+deeper abdominal (diaphragmic) breathing and diaphragmic vibration reduces feelings of uncertainty and fear

+reduced adrenalin levels

+increased production of oxytocin (“the social bonding hormone”) enhances ability to empathise with others

+increased serotonin levels (“the mood-enhancing hormone”)

Sources:  Schellenberg, 2004, as cited by Jäncke, 2008; Blank & Adamek, 2010

Success factor 2: Individualisation

Successful, individualised learning is a result of the following factors:

+Clear purpose of learning, clear goals and appropriately-challenging learning requirements, and encouragement toward achievement

+use of varied and targeted teaching methods with special emphasis on feedback

+viewing learning and teaching from the perspective of students

+placing value on teaching learning techniques and learning strategies

Sources: Waxman, Wang, Anderson & Walberg, 1985, as cited by Hattie, 2013

Success factor 3: Focus

Positive focus through:

+challenges set at an appropriate level

+finding connections between different subjects and topics

+peers interested in the same topics

+bilingual way of life in a day school setting

Source: Hattie, 2013

Success factor 4: Motivation

Practicing independence, new skills, and social integration through:

+individual and ensemble singing

+freedom of choice and freedom of action

+experiencing self-efficacy through own actions and performance

Sources: Deci & Ryan, 1993,  as cited in Berlinger, Birri & Zumsteg, 2006; Heckhausen & Heckhausen, 2010