John Hopkins Study Says Music and Learning: Integrating Music in the Classroom
New Horizons John Hopkins Education
Music helps us learn because it will--
- establish a
positive learning state
- create a
desired atmosphere
- build a sense
of anticipation
- energize
learning activities
- change brain
wave states
- focus
concentration
- increase
attention
- improve
memory
- facilitate a
multisensory learning experience
- release
tension
- enhance
imagination
- align groups
- develop
rapport
- provide
inspiration and motivation
- add an
element of fun
- accentuate
theme-oriented units
WHAT ARE SPECIFIC WAYS MUSIC CAN BE USED IN THE CLASSROOM?
Here
are three areas of teaching where integrating music can be highly
effective. For each intent, there is a rich repertoire of classroom
techniques that can be used simply and easily by anyone-a brief example
is given in each. These techniques work for people of all ages and from
many societies. The very young, teens and adults will experience an
increase in their effectiveness and joy of learning from these uses of
music.
- LEARNING INFORMATION Music can be
used to help us remember learning experiences and information. In Active
Learning Experiences music creates a soundtrack for a learning
activity. The soundtrack increases interest and activates the
information mentally, physically, or emotionally. Music can also create a
highly focused learning state in which vocabulary and reading material
is absorbed at a great rate. When information is put to rhythm and rhyme
these musical elements will provide a hook for recall. Here are three
ways we can use music to help us learn information:
- Active Learning Experiences
Music
will activate students mentally, physically, and emotionally and create
learning states which enhance understanding of learning material. For
example, play music with an association for your topic in the background
while reading a concise summary of the important information. The more
interesting and dramatic, the more easily the information is remembered.
In a social studies class, I have read Chief Joseph quotes and a brief
synopsis of his tribes' famous journey toward Canada while playing
native music in the background. This introduction to the "Last Free Days
of the Nez Perce" is powerful and memorable because the music helps
students to appreciate the experience and set the mood. To activate
information physically, play upbeat music during a related movement
activity or role-play. For example, while learning about the flow of
electrons in electricity, I play Ray Lynch's Celestial Soda Pop
while we create a classroom flow of electricity. Some students are
stationary neutrons and protons while others are moving electrons. When
we add "free electrons" like a battery would, the electrons begin
flowing and voila! we have an electrical current! Ray Lynchs' upbeat
music keeps us moving and makes the role play more fun.
- Focus and Alpha State Learning
Music
stabilizes mental, physical and emotional rhythms to attain a state of
deep concentration and focus in which large amounts of content
information can be processed and learned. Baroque music, such as that
composed by Bach, Handel or Telemann, that is 50 to 80 beats per minute
creates an atmosphere of focus that leads students into deep
concentration in the alpha brain wave state. Learning vocabulary,
memorizing facts or reading to this music is highly effective. On the
other hand, energizing Mozart music assists in holding attention during
sleepy times of day and helps students stay alert while reading or
working on projects.
- Memorization
Songs,
chants, poems, and raps will improve memory of content facts and
details through rhyme, rhythm, and melody. Teaching these to students or
having them write their own is a terrific memory tool!
- ATTENTION, ATTITUDE AND ATMOSPHERE (The
Three A's) Preparing for a learning experience can make the difference
between lessons well-learned and just passing time. Certain music will
create a positive learning atmosphere and help students to feel welcome
to participate in the learning experience. In this way it also has great
affect upon students' attitudes and motivation to learn. The rhythms
and tempo of musical sound can assist us in setting and maintaining our
attention and focus by perking us up when we are weary and helping us
find peace and calm when we are over-energized in some way. Here are two
ways to use music for attitude, attention and atmosphere:
- Welcoming and Attention
Background
music is used to provide a welcoming atmosphere and help prepare and
motivate students for learning tasks. Music can energize lagging
attention levels or soothe and calm when necessary. Simply playing music
as students enter the classroom or as they leave for recess or lunch
totally changes the atmosphere. Depending on the music, you can enliven,
calm, establish a theme or even give students content information with
content-songs!
- Community Builders
Music
provides a positive environment that enhances student interaction and
helps develop a sense of community and cooperation. Music is a powerful
tool for understanding other cultures and bonding with one another.
Selecting and playing a classroom theme song, developing a classroom
"ritual"---such as a good-bye or hello time that uses music, or other
group activities with music are ways to build lasting community
experiences.
- PERSONAL EXPRESSION
Music
is the doorway to the inner realms and the use of music during creative
and reflective times facilitates personal expression in writing, art,
movement, and a multitude of projects. Creation of musical compositions
offers a pathway to expressing personal feelings and beliefs in the
language of musical sound. Here are two ways music can help us express
ourselves:
- Creativity and Reflection
Background
music is used to stimulate internal processing, to facilitate
creativity, and encourage personal reflection. Playing reflective music,
such as solo piano in either classical or contemporary styles, as
students are writing or journalling holds attention for longer periods
of time than without the music. In one study, students wrote twice as
much with music than without!
- Personal Expression through the Musical Intelligence
The
creation of music expresses inner thoughts and feelings and develops
the musical intelligence through understanding of rhythm, pitch, and
form. Writing songs related to content allows students to express how
they feel about issues brought up in historic incidents, social studies
topics or literature. Students can also create an instrumental
"soundtrack" with simple rhythm instruments that auditorily portrays a
particularly important scientific discovery, a poignant historical
event, or the action within a novel.
THE MUSICAL ECHO
As
you begin to resonate with your new musical classroom experiences, you
may find transformations occurring in other aspects of your life. Your
students may share with you wonderful experiences occurring in their
lives because of doorways which were opened through the inclusion of
music in the learning process. When this happens, celebrate and bless
the connections to life meaning that has occurred. Everything that we do
as teachers has echoes and reverberations that contribute to the whole
of life. If there are no echoes it may mean that what we are teaching
has less meaning than we thought. Expect and enjoy the miracles that
occur!
LEARNING THEORY AND MUSIC
Educational
theorists have long sought answers to the question of how we can best
teach students to learn well. Models for teaching have evolved and will
no doubt continue to be developed. Some of today's' leading learning
technologies embrace the use of music to assist in learning. Nearly all
methods can be enhanced through the use of music. The guidelines
provided in this book can help teachers and trainers learn how to use
music no matter what learning methods are being used. Special note is
given here to three successful learning models in which the use of music
is particularly relevant.
THE MULTIPLE INTELLIGENCES
In
1983 Howard Gardner, psychology professor at Harvard University,
presented his Multiple Intelligence theory based upon many years of
research. Promoting the concept that intelligence is not one entity but
that there are many different forms of intelligence, Gardner has
awakened a revolution in learning. Multiple Intelligence teaching
methods recognize eight (though there may be more) forms of
intelligence: visual-spatial, linguistic, logical-mathematical,
bodily-kinesthetic, interpersonal, intrapersonal, musical, and most
recently naturalist. Multiple Intelligence teachers strive to broaden
students familiarity and skill levels in each area.
The Multiple
Intelligence teaching model emphasizes education for understanding
rather than rote memory or the mimicking of skills. Practical hands-on
skill development is coupled with factual knowledge and the ability to
apply skills and information in real-life situations and make meaningful
contributions to society.
Development of the musical intelligence
can be greatly aided by the use of music throughout the curriculum. In
addition to learning about musical elements and how to create music, the
musical intelligence involves developing an ability to respond to
musical sound and the ability to use music effectively in one's life. As
a musician who has taught general music in public and private schools I
can speak to the value of having students hear music throughout the
school day as a means of increasing musical intelligence. The more
students listen and respond to a variety of music, the more they will
know about music on a personal, real-experience level, the deeper will
be their understanding of why people throughout time and around the
world create music, the greater will be their ability to use music
productively in their lives, and the more eager they will be to develop
their musical skills because they will understand, appreciate and enjoy
music more!
As a music teacher, I can say that the methods for
using music in the classroom not only enhance the learning process but
also contribute to the development of the musical intelligence.
ACCELERATED LEARNING
In
the 1960's, Dr. Georgi Lozanov and Evelyna Gateva researched ways to
increase memory abilities including the use of music in the classroom.
Their successes caught the attention of the world. Teaching techniques
developed from their creative experiments and today we have a solid
format for effective multisensory and whole brain learning called
Accelerated Learning. This book does not describe the full philosophy or
method designed by Lozanov. It will, however, draw upon the knowledge
of music in Lozanov's method to share successful ways of using music for
learning.
The use of background music during lectures, vocabulary
decoding, or group readings is a cornerstone of Accelerated Learning
techniques. Two methods for using music, designed to create very
different but equally effective learning environments, were developed
through Lozanov's methods. They are called concerts. The Active Concert
activates the learning process mentally, physically and/or emotionally
while the Passive Concert is geared to place the student in a relaxed
alpha brain wave state and stabilize the student's mental, physical and
emotional rhythms to increase information absorption. Both teaching
methods result in high memory retention. Used together the two concerts
provide a powerful learning experience.
Another component of
Accelerated Learning techniques is the recognition that the learning
setting and student comfort level with learning is of great importance
to student success. Lozanov's methods included using music as students
enter the classroom, leave the classroom and during break times to help
establish a positive learning atmosphere.
TURNING MUSIC ON IN YOUR CLASSROOM
You
will find many ideas that feel comfortable and exciting to you in this
book. You will probably also find techniques that do not resonate for
you. Keep in mind that you do not have to use music in all the ways
presented here in order to be effective in enhancing learning through
music. The addition of even one music technique in your classroom will
add richness and improve the learning process. My suggestion is for you
to begin your musical journey by incorporating one technique that
resonates greatly with your teaching style. When you have mastered this
use of music in your classroom, go on to explore a new method. Your
students enthusiasm and response will be a guideline and incentive for
future ideas and uses.
Music for Learning Suggestions
Focus and Concentration Music
Play as background music while students study, read, or write to:
· increase attention levels
· improve retention and memory
· extend focused learning time
· expand thinking skills
- Relax with the Classics. The LIND Institute. Accelerated Learning research indicates slow Baroque music increases concentration. It works!
- Velvet Dreams. Daniel Kobialka's exceptional music-favorite classics such as Pachelbel's Canon at a very slow tempo.
- Celtic Fantasy. Kobialka uses the warmth of Celtic music played slowly to facilitate relaxed focus.
- Music for Relaxation. Chapman and Miles. Quietly sets a calming mood.
- Baroque Music to Empower Learning and Relaxation. The Barzak Institute uses slow and fast Baroque era music to hold attention.
- Mozart and Baroque Music. The Barzak Institute. A useful compilation with 30 minutes of Mozart and 30 minutes of Baroque music.
- Mozart Effect: Strengthen the Mind Enhance Focus with Energizing Mozart, selected by Don Campbell.
- An Dun. Calming the Emotions Chinese music that actually does calm and appeals to all ages.
- Accelerating Learning. Steven Halpern's music assists learners in focus and is good background for reading-free-flowing and peaceful.
Creativity and Reflection Music
Play as background for activities such as:
· journalling or writing
· problem-solving or goal-setting
· background for project work
· brainstorming
- Pianoforte. Eric Daub. This thoughtful classical piano music sets the tone for introspective creativity and processing. Excellent!
- Medicine Woman I or II. Medwyn Goodall gives us music to delve into deep thoughts and meaningful feelings.
- Oceans. Christopher Peacock. Motivating and great team-building music.
- Mozart Effect: Relax, Daydream and Draw. Don Campbell's collection of reflective Mozart for gently enhancing creativity.
- Fairy Ring.
Mike Rowlands' touching music in a classical style. Long cuts hold the
mood. Good for reading with important information or stories.
- Living Music and Touch. Michael Jones uses solo piano music to encourage reflection.
Welcoming Music
Play as background for entries, exits, breaks. Use to:
· greet your students
· create a welcoming atmosphere
· set a learning rhythm
· expand musical awareness
- Dance of the Renaissance. Richard Searles. Delightful music of 15th-17th century England. This upbeat music appeals to all ages.
- Emerald Castles. Richard Searles. Pleasing sounds of the Celtic countries played on acoustic instruments.
- 1988 Summer Olympics. Various rock songs from the Olympics that inspire.
- Celtic Destiny. Bruce Mitchell. Dynamic instrumental Celtic music. Stimulating with a variety of paces.
- Sun Spirit. Deuter. Delightful flute music that energizes melodiously.
- The Four Seasons. Vivaldi Beautiful melodies to set a warm mood no matter what the season.
- Boundaries. Scott Wilkie. Relaxed jazz to set a an easy-going learning pace.
- Echoes of Incas. Ventana al Sol. Joyful South American melodies and rhythms open the door to learning.
Active Learning Music
Use for a sound break or movement activities to:
· increase productivity
· energize students during daily energy lulls
· provide a stimulating sound break to increase attention
· make exercise more fun
· encourage movement activities
- Tunes for Trainers. An all-in-one CD with categories of Fun Stuff, Energy Break, Brainstorm, Quiet moods and more.
- Jazzy Tunes for Trainers. A versatile compilation with lively background music for a wide variety of teaching and training activities.
- Earth Tribe Rhythms.
Brent Lewis. This wonderful rhythmic music is played on 20 tuned drums
for both rhythm and melody. Great for any movement activities.
- Best of Ray Lynch. Ray Lynch A classic electronic and acoustic recording that adds fun and interest. Useful for topic associations.
- Funny 50's and Silly 60's. Old songs that are just plain fun like Purple People Eater, Wooly Bully and more.
- Hooked on Classics. The beat that doesn't quit! Great for body and brain wakeups.
- Earth, Sea, and Sky. Nature recordings. Provides a variety of sounds.
- Best of World Dance Music. Hopping happy music from everywhere. Some vocal and some instrumental. Music selected by Chris Brewer, LifeSounds. To order call 561-575-0929 or email music@us-it.net CDS $16 Cassettes $11
SOUND DIRECTIONS
for using music to enhance learning!
"Take a music bath once or twice a week for music is to the soul
what water is to the body."
-- Oliver Wendall Holmes
Here are sound directions on how using
Relax with the Classics in the classroom for focus, concentration and memory.
Relax with the Classics from the LIND Institute
These
slow, Baroque selections are between 55 and 80 beats per minute.
Research has shown that this music will help you maintain focus and
concentration. It assists you in reaching the alpha brain wave state, a
state which enhances learning and memorization.
Use this music
· during writing or reading activities
·
with Passive Concerts in Accelerated Learning teaching and training
(for more information, see Music for Learning, by Chris Brewer)
·
Pachelbel's Canon in D is especially useful for synthesizing and
summarizing activities (such as the Overhead/Power Point Review form of
Passive Concerts)
· during tests, goal-setting
· for mind-calming exercises
· to relax
Tips for Memorizing Words, Terms Facts (Passive Concert):
·
Select text important to the content such as explanatory information
(text from a book or reading), words and their definitions, or a
metaphorical story.
· Ask your participants to sit comfortably and
give them time to settle in, close their eyes, sit back, etc. Let them
know they will be hearing music for a minute or two and then you will
begin your reading.
· Begin the music and let it play for a minute or
two. Then begin to read your content information slowly and in a calm
voice that is loud enough to be heard above the music. The music and
your voice should be about equal or your voice should be slightly
louder. If reading words and definitions, pause for a mental count of 4
between sets of words. Keep your reading to 30 words/definitions or 3-5
minutes or text-less for young students.
· When you have completed
your reading, allow the music to play for a minute or two after you have
finished speaking, then slowly turn the volume down on the CD player.
Tips for the Overhead/Power Point Review:
·
Place the overheads or Power used in your unit lesson in the order in
which they were first presented or go back to your PowerPoint
presentation visuals to where you want to begin. Colors and images on
the visuals also help memory.
· Explain to students that they will be
reviewing the information learned in your unit by reviewing the
presentation visuals. Let them know that there will be no talking during
this review, only music.
· Ask students to sit comfortably and give them time to settle in and relax.
·
Begin the music and display each visual for approximately 7 seconds,
slightly longer if the visual is complex (visuals should not include
large amounts of text!). Continue to display visuals until all have been
seen. Let the last one remain on the screen for slightly longer, turn
off the projector and let the music play for another 30 seconds. Slowly
turn the music down to signal the end of the review.
Music Bibliography and Suggested Reading
Abramson, Robert M.
Rhythm Games Book I. New York: Music and Movement Press, 1973.
Andersen, Ole, Marcy Marsh and Dr. Arthur Harvey.
Learn with the Classics: Using Music to Study Smart at Any Age. LIND Institute, San Francisco, California: 1999.
Bamberger, Jeanne.
The Mind Behind the Musical Ear: How Children Develop Musical Intelligence. Boston, Massachusetts: Harvard University Press, 1991.
Berard, Guy, M.D.
Hearing Equals Behavior. New Canaan, Connecticut: Keats Publishing, 1993.
Bjorkvold, Jon-Roar.
The Muse Within: Creativity and Communication, Song and Play from Childhood through Maturity. New York: HarperCollins, 1989.
Brewer, Chris.
Music and Learning: Seven Ways to Use Music in the Classroom. Tequesta, Florida: LifeSounds, 1995
Campbell, Don G.
Introduction to the Musical Brain, 2nd edition. St. Louis, Missouri: MMB Music Inc., 1983.
_______.
The Mozart Effect. New York: Quill/HarperCollins, 1997.
_______.
The Mozart Effect For Children. New York: Morrow/HarperCollins, 2001.
_______.
100 Ways to Improve Teaching Using Your Voice and Music: Pathways to Accelerate Learning. Tucson, AZ: Zephyr Press, 1992.
_______.
Music: Physician for Times to Come. Wheaton, Ill: Quest books, 1991.
Copland, Aaron.
What to Listen for in Music. New York: Penguin, 1988.
Gilbert, Anne Green.
Teaching the Three R's through Movement Experiences: A Handbook for Teachers. Seattle, Washington: Anne Gilbert, 1977.
Jensen, Eric.
Music with the Brain in Mind. San Diego, California: The Brain Store, Inc. 2000
Mathiew, W.A.
The Listening Book: Discovering Your Own Music. Shambhala, 1991.
Merritt, Stephanie.
Mind, Music and Imagery: Unlocking the Treasures of Your Mind. Santa Rosa, California: Aslan Publishers, 1996.
Miles, Elizabeth.
Tune Your Brain: Using Music to Manage Your Mind, Body, and Mood. NY, New York: Berkley Publishing Group, 1997.
Ortiz, John M.
The Tao of Music: Sound Psychology. York Beach, Maine: Samuel Wiser, Inc. 1997.
_______.
Nurturing Your child with Music: How Sound Awareness Creates Happy, Smart and Confident Children. Hillsboro, Oregon: Beyond Words Publishing, 1999.
Sabbeth, Alex.
Rubber-Band Banjos and a Hava Jive Bass: Projects and Activities on the Science of Music and Sound. New York: John Wiley & Sons, 1997.
Steiner, Rudolf.
The Inner Nature of Music and the Experience of Tone. New York: Anthroposophic Press, 1987.
Storms, Jerry.
101 Music Games for Children. Alameda, California: Hunter House, Inc., 1995.
Storr, Anthony.
Music and Mind. New York: Free Press, 1992.
Walsh, Michael.
Who's Afraid of Classical Music? New York: Simon and Schuster, 1989.
About the author
Sound Directions are created by Chris Brewer of LifeSounds
to assist you in effective and creative music use! They are available
for many recordings. Call 1-888-687-4251 (888-music51) for more
information.
LifeSounds Educational Services
Chris Brewer, MA, FAMI
1239 Kenoyer Drive
Bellingham, WA 98226
www.MusicAndLearning.com
www.MusicInHealth.com
