Ride N' Rhythm, Bike as an Embodied Musical Instrument to Improve Music
  Perception for Young Children

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Abstract

Music plays a crucial role in young children's development. Current research lacks the design of an interactive system for younger children that could generate dynamic music change in response to the children's body movement. In this paper, we present the design of bike as an embodied musical instrument for young children 2-5 years old to improve their music perception skills. In the Ride N' Rhythm prototype, the rider's body position maps to the music volume; and the speed of the bike maps to the tempo. The design of the prototype incorporates the Embodied Music Cognition theory and Dalcroze Eurhythmics pedagogy, and aims to internalize the 'intuitive' knowing and musical understanding via the combination of music and body movement.

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Feeling the beat: movement influences infant rhythm perception.

Jessica Lynne Phillips, Laurel Trainor (2005)

We hear the melody in music, but we feel the beat. We demonstrate that the perception of musical rhythm is a multisensory experience in infancy. In particular, movement of the body, by bouncing on every second versus every third beat of an ambiguous auditory rhythm pattern, influences whether that auditory rhythm pattern is encoded in duple form (a march) or in triple form (a waltz). Visual information is not necessary for the effect, indicating that it likely reflects a strong, early-developing interaction between auditory and vestibular information in the human nervous system.

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Music and Early Language Acquisition

Anthony Brandt, Molly Gebrian, L. Slevc (2012)

Language is typically viewed as fundamental to human intelligence. Music, while recognized as a human universal, is often treated as an ancillary ability – one dependent on or derivative of language. In contrast, we argue that it is more productive from a developmental perspective to describe spoken language as a special type of music. A review of existing studies presents a compelling case that musical hearing and ability is essential to language acquisition. In addition, we challenge the prevailing view that music cognition matures more slowly than language and is more difficult; instead, we argue that music learning matches the speed and effort of language acquisition. We conclude that music merits a central place in our understanding of human development.