Music and Brain Function in the Classroom - Annotated Bibliography Example

Running Head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography Music and Brain Function in the room Annotated Bibliography Music and Brain Function in the Classroom Ahlkvist, Jarl A . (1999). Music and cultural analysis in the classroom: introducing sociology through heavy metal. Teaching Sociology, 27(April), 126-144) In this article the author takes the stance that by using music interactively a sociology course of instruction can be enhanced. The author takes the example of heavy metal music and uses it to create in the classroom a cultural analysis by using an integrated course theme. This helps to promote active learning as opposed to passive listening to the instructor learning. He then believes that the class can continue to relate this experience to sociological theories and ideas, creating a framework for other genre of music or any cultural category. Cassity, Hope Daniels, Henley, Tracy B., and Markley Robert P.( NO DATE). The Mozart effect: musical phenomenon or musical preference? a more ecologically valid reconsideration. Journal of Instructional Psychology, 34(1), 13-18 These authors review and explain the Mozart Effect as it relates to increased spatial acuity and gains on tests such as the Stanford-Binet. While the basic finding canbe replicated there is still not solid evidence regarding the effect. Analyzing earlier work they attempt to conduct another study free of extraneous effects. They chose subject familiar with the video game environment as well as music in that environment, already exhibiting a possible higher dexterity. Their result indicate that in the real world the Mozart Effect is unseen. Caulfield, Rick (1999). Mozart effect: sound beginnings? Early Childhood Education Journal, 27(2): 119-121. The authors address the phenomena known as the Mozart Effect which originated in the early 1990’s with Francis Rauscher, Gordon Shaw and associates at the University of California, Irvine. These researches found that those exposed to music by Mozart exhibited enhances results on IQ tests and other related testing and those exposed to early piano training showed other enhanced capabilities. The author of this article has unanswered questions regarding this such as, are other instruments besides the piano also capable of producing these results? What is the earliest age a student can begin music training? Chalmers, Lynne, Olson, Myrna R., Zurkowski, & Joyce K. (1999). Music as a classroom tool. Intervention in School & Clinic, 35 (1) Here the authors have an hypothesis that the reason we respond so well to music is that we are in fact a “rhythmic entity.” This begins with our heartbeat and pulse and continues on into the world as song. The thrust of this article is behavior modification. Specifically to see if different types of background music can have an effect on mass behavior such as found in the school cafeteria or even the classroom. The music is expected to modify unruly or loud behavior so that it is less disruptive and more calming. The go on to provide a list of ten “helpful hints’ in regard to using music to modify behavior. Crncec, Rudi, Wilson Sarah J., and Priorb, Margot (2006) The Cognitive and academic benefits of music to children: facts and fiction. Educational Psycholog, 26 (4), 579–594. The authors discuss the effects on children of listening to music and the resultant cognitive and academic benefits they may derive from it. The also give a brief description of the “Mozart Effect” and its relationship to their research. They point out the most research has been concentrated on adults and more research need to be aimed at the benefits to children. However, they point out that the empirical results are milquetoast at best and the authors wonder at the continued interest in the effect overall. They then explore the effect on several levels of academics, English, math, etc. and note that the effect does persist. They also note similar effects in students involved in drama and other creative pursuits. Demorest, Steven M., and Morrison, Steven J. (2000). Does Music Make You Smarter? Music Educators Journal, 87, 2 In this article the authors slogan-ize the Mozart Effect with the saying, “Music makes you smarter.” They go on to thoroughly detail a history of this idea as well as the concept that music instruction itself can impart value into other areas of cognition, learning. And even abstract reasoning. They also reference studies which propound that children who studied music did significantly better on their SAT’s that those who did not. While informative the authors do not state the limitations of their research which is decidedly one sided. Forgeard M, Winner E, Norton A, Schlaug G (2008) Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PLoS ONE 3(10), 1-8 In this article the authors equate the actual practice of music and musical instruments with increased verbal abilities and abstract conceptualizations at earlier ages than normal. They also evidence several reposts that support this as well as music’s’ influence on mathematical and spatial skills as well as the increase in overall IO performance. They create an experiment to supplement this body of research involving fifty-nine children from public schools and music schools in the Boston area. Their results support the hypothesis that children who are trained on a musical instrument for three years or more outperform untrained children in the area of verbal, spatial and mathematical ability. Hailat, Salah, Khasawneh, Samer, Shargawi, Subhi, Jawameh, Mohammad and Al-Shudaifat, Sadeq. (NO DATE). Human resource education: does listening to music during instruction affect jordanian secondary students academic achievement? International Journal of applied educational Studies 2 (l), 1-13 The authors here begin by evaluating some of the research done on the value of musical training as it relates to an increase in academic success. They devise a simple experiment with two groups of student. One group listens to music while learning, the other does not listen to music. Their results appear to back up the “Mozart Effect” in that student who enjoyed music while learning retained more information. They conclude that music is a teaching tool in more than just learning music, but it enhances the ability to learn. Jones, Warren Puffer. (2005). Music, the brain and education. Montessori Life Summer edition: 40-50 The author begins by wondering whether the portability and ubiquity of music has made us all passive receptors of sound and music. He also question whether one can be separated from the creation of music and still be said to be truly musically active. He then gives a brief analysis of what is musical sound in regards to this article. The author then discusses the listening brain and the relevance of this connection to music and then to the classroom. He then state that music making and not just listening is an essential part of the growth of educational experience. Owens, Paul & Sweller, John. (2008) Cognitive load theory and music instruction. Educational Psychology.28(1), 29–45 The authors use cognitive load theory to conduct two experiments in relation to music and its enhancing quality. Cognitive Load theory is based on an understanding of the architecture of the brain and cognitive systems and is used to design sets of instruction that are more easily adopted. In other word they believe those instructions that are more “natural” to the way the brain function will be more easily understood and more valuable. Their experiments seem to conclude that spilt attention or “dual modalities” are superior to straight line training and linear musical notation. References Ahlkvist, Jarl A . (1999). Music And Cultural Analysis In The Classroom: Introducing Sociology Through Heavy Metal. Teaching Sociology,27 (April): 126-144) Cassity, Hope Daniels, Henley, Tracy B., and Markley Robert P.( NO DATE). The Mozart Effect: Musical Phenomenon or Musical Preference? A More Ecologically Valid Reconsideration. Journal of Instructional Psychology,34(1): 13-18 Caulfield, Rick (1999). Mozart Effect: Sound Beginnings? Early Childhood Education Journal, (27) 2: 119-121. Chalmers, Lynne, Olson, Myrna R., Zurkowski, & Joyce K. (1999). Music as a classroom tool. Intervention in School & Clinic, 35 (1) Crncec, Rudi, Wilson Sarah J., and Priorb, Margot (2006) The Cognitive and Academic Benefits of Music to Children: Facts and fiction. Educational Psychology..( 26) 4: 579–594. Demorest, Steven M., and Morrison, Steven J. (2000). Does Music Make You Smarter? Music Educators Journal, ( 87) 2 Forgeard M, Winner E, Norton A, Schlaug G (2008) Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning. PLoS ONE 3(10): e3566. doi:10.1371/journal.pone.0003566 Hailat, Salah, Khasawneh, Samer, Shargawi, Subhi, Jawameh, Mohammad and Al-Shudaifat, Sadeq. (NO DATE). Human Resource Education: Does Listening to Music during Instruction Affect Jordanian Secondary Students Academic Achievement? International Journal of applied educational Studies, (2) l: 1-13 Jones, Warren Puffer. (2005). Music, the Brain and Education. Montessori Life Summer edition: 40-50 Owens, Paul & Sweller, John. (2008) Cognitive load theory and music instruction. Educational Psychology.28 (1): 29–45 Read More