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Music as an Education-related Service to Promote Learning and Skills Acquisition

Authors:
Masoud Azizinezhad at Islamic Azad university Toyserkan branch
Masoud Azizinezhad
  • Islamic Azad university Toyserkan branch
Masoud Hashemi at Islamic Azad University, Tehran
Masoud Hashemi
Sohrab Darvishi
Sohrab Darvishi
Sohrab Darvishi
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Abstract

The aim of this paper is to consider what we know about the ways that transfer can occur in relation to the skills developed through active engagement with music and how they may impact on the intellectual, social and personal development of children and young people. The paper synthesises indicative research findings and considers the implications for education. Increasing the amount of classroom music within the curriculum can increase social cohesion within class, greater self-reliance, better social adjustment and more positive attitudes, particularly in low ability, disaffected pupils the influence of musical training emerges quickly. The positive effects of engagement with music on personal and social development will only occur if, overall, it is an enjoyable and rewarding experience. The quality of the teaching, the extent to which individuals perceive that they are successful, and whether in the long term it is a positive experience will all contribute to the nature of any personal or social benefits. (C) 2013 The Authors. Published by Elsevier Ltd.
Available via license: CC BY-NC-ND 3.0
Content may be subject to copyright.
P r o c e d i a - S o c i a l a n d B e h a v i o r a l S c i e n c e s 9 3 ( 2 0 1 3 ) 1 4 2 – 1 4 5
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı
doi: 10.1016/j.sbspro.2013.09.167
ScienceDirect
3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012)
Music as an education-related service to promote learning and skills
acquisition
Masoud Azizinezhad *, Masoud Hashemi, Sohrab Darvishi
English Department, Toyserkan Branch , Islamic Azad University,Toyserkan, 6581685184, Iran
Abstract
The aim of this paper is to consider what we know about the ways that transfer can occur in relation to the skills developed
through active engagement with music and how they may impact on the intellectual, social and personal development of children
and young people. The paper synthesises indicative research findings and considers the implications for education. Increasing the
amount of classroom music within the curriculum can increase social cohesion within class, greater self-reliance, better social
adjustment and more positive attitudes, particularly in low ability, disaffected pupils the influence of musical training emerges
quickly. The positive effects of engagement with music on personal and social development will only occur if, overall, it is an
enjoyable and rewarding experience. The quality of the teaching, the extent to which individuals perceive that they are
successful, and whether in the long term it is a positive experience will all contribute to the nature of any personal or social
benefits.
© 2012 Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Ferhan Odabaşı
Keywords: Music, skill acquisition, promote learning ;
1. Introduction
Recent advances in the study of the brain have enhanced our understanding of the way that active engagement
with music may influence other activities. The cerebral cortex self organizes as we engage with different musical
activities, skills in these areas may then transfer to other activities if the processes involved are similar. Some skills
transfer automatically without our conscious awareness, others require reflection on how they might be utilized in a
new situation each individual has a specific ‘learning biography’ which is reflected in the way the brain processes
information (Altenmuller, 2003, p. 349). Music has long been argued to provide effective experiences for children to
develop listening skills in schools and those for children with learning difficulties (Hirt-Mannheimer, 1995; Wolf,
1992; Humpal & Wolf, 2003).
In general according to different documents the effects that a child’s active engagement in music can have may
be on their:
∞ Perceptual, language and literacy skills
∞ Numeracy
∞ Intellectual development
∞ General attainment and creativity
∞ Personal and social development, and
*Masoud Azizinezhad. Tel.: +98-918-351-4101
E-mail address: mazizinezhad@gmail.com
Available online at www.sciencedirect.com
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı
143
Masoud Azizinezhad et al. / Procedia - Social and Behavioral Sciences 93 ( 2013 ) 142 – 145
∞ Physical development, health
2
2 .
D
D i s c u s s i o n
2.1 Music and skills
Early studies found correlations between the performances of first grade children on tests of phonemic and
musical pitch awareness. The ability to perceive slight differences in phonemes seemed to depend on the ability to
extract information about the frequencies of the speech sounds (Lamb & Gregory, 1993). Recent studies have
confirmed that having musical skills predicts the ability to perceive and produce subtle phonetic contrasts in a
second language (Slevc & Miyake, 2006) and the reading abilities of children in their first language (Anvari et al.,
2002). It also enhances the ability to interpret affective speech rhythms (Thompson et al., 2004). Speech makes
extensive use of structural auditory patterns not based on pitch but timbre based differences between phonemes.
Musical training seems to develop the skills. Overall, the evidence suggests that engagement with music plays a
major role in developing perceptual processing systems which facilitate the encoding and identification of speech
sounds and patterns, the earlier the exposure to active music participation and the greater the length of participation
the greater the impact. Transfer of these skills is automatic and contributes not only to language development but
also to literacy. One way in which music instruction may help reading in addition to those relating to more general
perception, timing and language skills is that it increases verbal memory. Chan et al. (1998) showed that learning to
play a musical instrument enhanced the ability to remember words. Adult musicians had enlarged left cranial
temporal regions of the brain, the area involved in processing heard information.
2.2. Music and Intellectual development
Several studies have confirmed that active engagement with music has an impact on visual-spatial intelligence
(Gromko and Poorman, 1998; Bilhartz et al, 2000; Graziano et al., 1999; Orsmond and Miller, 1999; Rauscher and
Zupan, 2000; Rauscher, 2002; Costa-Giomi, 1999). Hetland (2000) found a ‘strong and reliable’ relationship and
concluded that music instruction leads to dramatic improvements in performance on spatial-temporal measures. She
commented on the consistency of the effects and likened them to differences of one inch in height or about 84 points
on the SAT (p 221). The consistency of these findings suggests a near transfer, automated effect perhaps related to
the skills acquired in learning to read music. Overall, taking these findings together it would appear that active
engagement with making music can have an impact on intellectual development. ). Reviews of the research with
adult singers have concluded that there are a range of health and well-being benefits of participating in a choir.
There is every reason to suppose that these benefits would also apply to children. The benefits include: physical
relaxation and release of physical tension; emotional release and reduction of feelings of stress; a sense of happiness,
positive mood, joy, elation, and feeling high; a sense of greater personal, emotional and physical well-being; an
increased sense of arousal and energy; stimulation of cognitive capacities – attention, concentration, memory and
learning; an increased sense of self confidence and self-esteem; a sense of therapeutic benefit in relation to long-
standing psychological and social problems; a sense of exercising systems of the body through the physical exertion
involved, especially the lungs; a sense of disciplining the skeletal-muscular system through the adoption of good
posture; being engaged in a valued , meaningful worthwhile activity that gives a sense of purpose and motivation
(Clift et al, 2008; Stacey et al., 2002).
2.3. Personal and social development
General attainment may be influenced by the impact that music has on personal and social development. Playing
an instrument can lead to a sense of achievement; an increase in self esteem; increased confidence; persistence in
overcoming frustrations when learning is difficult; self-discipline; and provide a means of self-expression. These
may increase motivation for learning in general thus supporting enhanced attainment.
144 Masoud Azizinezhad et al. / Procedia - Social and Behavioral Sciences 93 ( 2013 ) 142 – 145
Participating in musical groups promotes friendships with like-minded people; self confidence; social skills;
social networking; a sense of belonging; team work; self-discipline; a sense of accomplishment; co-operation;
responsibility; commitment; mutual support; bonding to meet group goals; increased concentration and provides an
outlet for relaxation. Working in small musical groups requires the development of trust and respect and skills of
negotiation and compromise. In adolescence music makes a major contribution to the development of self-identity
and is seen as a source of support when young people are feeling troubled or lonely.
Music has been linked to the capacity to increase emotional sensitivity. The recognition of emotions in music is
related to emotional intelligence.
Two studies researched the perceived benefits of school band participation in the USA. The benefits included
accomplishment, appreciation, discipline, fun, active participation and maturing relationships (Brown, 1980). 95%
of parents of non-band participants believed that band provided educational benefits not found in other classrooms
and 78% agreed that band was more educational than extra-curricular. Band directors talked in general terms about
the benefits of discipline, teamwork, co-ordination, development of skills, pride, lifetime skills, accomplishment,
cooperation, self-confidence, sense of belonging, responsibility, self expression, creativity, performance,
companionship, building character and personality, improving self-esteem, social development and enjoyment. A
further study with non-music students who had previously participated in musical groups established similar benefits
but there was a greater preoccupation with the impact of group music making on the self and personal development.
Students reported that active involvement in music helped them develop life skills such as discipline and
concentration and provided an outlet for relaxation during demanding study periods (Kokotsaki & Hallam, 2007).
3
3 .
C
C o n c l u s i o n
This overview provides a strong case for the benefits of active engagement with music throughout the lifespan. In
early childhood there seem to be benefits for the development of perceptual skills which effect learning language
subsequently impacting on literacy which is also enhanced by opportunities to develop rhythmic co-ordination. Fine
motor co-ordination is improved through learning to play an instrument. Music also seems to improve spatial
reasoning, one aspect of general intelligence which is related to some of the skills required in mathematics. While
general attainment is clearly affected by literacy and numeracy skills, motivation which depends on self-esteem,
self-efficacy and aspirations is also important in the amount of effort given to studying. Engagement with music can
enhance self-perceptions but only if it provides positive learning experiences which are rewarding. This means that
musical experiences need to be enjoyable providing challenges which are also attainable.
Teaching needs to generate an environment which is supportive and sufficiently flexible to facilitate the
development of creativity and self-expression. Group music making is also beneficial to the development of social
skills and can contribute to health and well-being throughout the lifespan and can therefore contribute to community
cohesion providing benefits to society as a whole.
Acknowledgements
The researchers wish to thank many individuals without whose support carrying out this research was impossible,
specially Dr. Saeed Jameh Bozorgi, chancellor of Islamic Azad University, Toyserkan Branch.
R
R e f e r e n c e s
Anvari S.H., Trainor L.J., Woodside J. and Levy B.Z. (2002). Relations among musical skills, phonological processing, and early reading ability
in preschool children. Journal of Experimental Child Psychology, 83, 111-13
Chan A.S., Ho Y.C. and Cheung M.C (1998). Music training improves verbal memory, Nature, 396, 128.
Magne, C., Schon, D. & Besson, M. (2006) Musician children detect pitch violations in both music and language better than nonmusician
children: behavioural and electrophysiological approaches, Journal of Cognitive Neuroscience, 18: 199-211.
Gromko, J., and Poorman, A. (1998). The effect of music training on preschoolers’ spatialtemporal task performance. Journal of Research in
Music Education, 46, 173-181.
145
Masoud Azizinezhad et al. / Procedia - Social and Behavioral Sciences 93 ( 2013 ) 142 – 145
Hirt-Mannheimer, J. (1995) Music big for little folks. Teaching Music, 3(2), 38-39.
Kokotsaki, D., & Hallam, S. (2007) Higher Education music students’ perceptions of the benefits of participative music making, Music Education
Research, 9(1), March, 93-109.
Magne, C., Schon, D. & Besson, M. (2006) Musician children detect pitch violations in both music and language better than nonmusician
children: behavioural and electrophysiological approaches, Journal of Cognitive Neuroscience, 18: 199-211.
Rauscher, F.H. (2002). Mozart and the mind: Factual and fictional effects of musical enrichment. In J. Aronson, ed. Improving academic
achievement: Impact of psychological factors on education, pp. 269-278. Academic Press, New York.
Slevc, L.R. and Miyake, A. (2006) Individual differences in second language proficiency: does musical ability matter? Psychological Science, 17,
675-681.
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  • Jul 1998
The purpose of this study was to investigate the effect of music training on preschoolers' Performance IQ (Wechsler Preschool and Primary Intelligence Scale-Revised, 1989). Preschoolers in the treatment group (N = 15) met weekly from October 1996 through April 1997. A Mann-Whitney test on Performance IQ (scaled) gain scores by group yielded U = 67, p =.059; a Mann-Whitney test on Performance IQ (raw) gain scores by group yielded U = 65, p =.049. Regressions of IQ gain scores on age showed significantly less gain for older children in the control group (N = 15). A regression analysis showed that the relationship of Performance IQ to age was not significant for the treatment group. Slopes intersected at age 3. For 3-year-olds in this study, an intellectually stimulating environment, per se, results in a gain in the ability to perform spatial-temporal tasks.
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Individual Differences in Second-Language Proficiency Does Musical Ability Matter?
Article
  • Sep 2006
This study examined the relation between musical ability and second-language (L2) proficiency in adult learners. L2 ability was assessed in four domains: receptive phonology, productive phonology, syntax, and lexical knowledge. Also assessed were various other factors that might explain individual differences in L2 ability, including age of L2 immersion, patterns of language use and exposure, and phonological short-term memory. Hierarchical regression analyses were conducted to determine if musical ability explained any unique variance in each domain of L2 ability after controlling for other relevant factors. Musical ability predicted L2 phonological ability (both receptive and productive) even when controlling for other factors, but did not explain unique variance in L2 syntax or lexical knowledge. These results suggest that musical skills may facilitate the acquisition of L2 sound structure and add to a growing body of evidence linking language and music.
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Music big for little folks
  • Jan 1995
  • 142-145
  • Masoud Azizinezhad
Masoud Azizinezhad et al. / Procedia -Social and Behavioral Sciences 93 ( 2013 ) 142 – 145 Hirt-Mannheimer, J. (1995) Music big for little folks. Teaching Music, 3(2), 38-39.