With close to 150 years combined experience the instructors at The DaVinci Center have the nurturing skills to inspire young children to live a life of music AND the dedicated expertise to take any musician to the next level.
Empowerment through the Whole Music Approach
Everyone is born with the innate ability to learn, play and appreciate music. By applying the Whole Music Approach (WMA) a love for music can blossom into musical proficiency. Also working in tandem with WMA are lessons based on Maria Montessori, Shinichi Suzuki, Kodaly, and Gordon Music Learning Research.
Children who start playing piano before the age of 7 develop a physically larger brain.
The highest percentage of college graduates to be accepted to medical school throughout the U.S. are music majors.
64% of all airline pilots and 84% of all neurosurgeons have learned how to play the piano.
Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Singing and playing music releases endorphins and hormones that make you feel good.
This video is a collection of Creations Concert performances featuring the original songs from a number of DCMA students some who have been with us since the age of 3 or earlier as Piano Playtime students. Each performance is prefaced with the student playing their own song as well as pictures of the written scores. All students of DCMA get the opportunity to have their original songs played in the yearly Creations Concert – Orchestrated, arranged, and performed by professional musicians including Grammy award winning pianist Victor Mestas, Eric Herrera – Native American Flute, Sphere Ensemble and the Jazz Faculty of DaVinci Center for Musical Arts. The 2015 concert included the Colorado Children’s Chorale performing original student compositions.
This video is of a long-time DCMA student, Johann. Johann was the recipient of the 2013 National Science STEM at the age of 13. His mom attributes his success and achievements to early piano lessons – he started at the age of 3! “Piano lessons since the age of three has definitely made a difference in my son’s achievements.” We are thrilled for Johann and his family! Please enjoy his video above, and consider registering for classes today before they fill up. In-home classes can also be arranged for groups of 4 or more.
Words Of Appreciation
- I love the Piano Playtime program and its format. My kids just love and look forward to each session. I don’t have a Facebook account, but if I had one, it would be thumbs up! Thanks.Lata Ramaswamy
Our son, Trevor, started paired piano lessons with the DaVinci Center (home of Piano Playtime) at the age of 4. Ten years later, he is playing classical pieces, such as Beethoven’s “Moonlight Sonata,” as well as contemporary music, such as “Twenty-One Guns” by Green Day. In addition to the musical skill he has developed, there have been some incredible side benefits. At the start of kindergarten, he was assessed as “average” in math; by second grade, he was tested and deemed “gifted.” Learning about muscle memory and the discipline acquired through studying piano also were invaluable in his athletic endeavors (he plays competitive baseball and football).
In short, we are very grateful we started him in piano at such an early age, and have only great things to say about Ms. Maria and the rest of the staff we have worked with over the years at Da Vinci–they’re the best!Rhonda and Jon Gifford
- Our daughter has been in Piano Playtime for approximately 1 1/2 years. She just turned 4 in June 2014. Piano Playtime has been an integral part of her early childhood education. She performed in her 1st Performance Class right around her 4th birthday. She was able to sit in the front row, without being disruptive (without my wife or myself by her side). She took the stage, introduced herself, and her song, performed, and sat back down. She took her seat, and was attentive for the remainder of the performance. This speaks volumes to both the dedication of the instructors, as well as to the effectiveness of early childhood involvement in Piano Playtime. Our daughter is bilingual in English and Spanish. She is able to count to at least 20 in both languages. She not only knows her ABC’s, but can also translate from one language to the other, fluently. I attribute this ability greatly to the introduction of early childhood learning of the piano, namely through Piano Playtime and the relationships she has developed with her instructors.Bob and Shelly Kemp