Most of them focuses on how listening to music beneficial the children and also to investigate how listening to music can impact development outside of the musical domain. Research has proven that children having exploration of experience able influence auditory and visual stimuli. For example, domain of music. In year 1994, Pick el probed is that young children can identify the differences of different music instrument’s sounds. In Pick et al research, a children between ages 3-7 had showed a clip which have two people are playing different music instrument while they are just one music from the instrument was played.
5 Scientific Research Studies That Underscore Music Education's Influence on Verbal And Reading Skills Description - Listening to a song on repeat is how many of us remember those beautiful, powerful, sometimes meaningless lyrics. At least that’s the common belief. Perhaps it’s the other way around; music improved memory and hence its easy to remember the lyrics. 'Music makes you smarter 'is the ultimate quote to live by. For all those music lovers out there who would rather spend their time playing an instrument than sit down to complete boring school work, here are five scientific research studies that provide strong insight into the positive influence of music education on verbal skills, verbal memory and reading skills.
Music education is found to be essential in early childhood development. Currently in Britain, most quality pre-school institution had proclaimed that music represents an important part in their programme. The Kodály Method was developed by Zoltán Kodály, who transformed music education in Hungary. The outcome of Kodály’s idea is a systematic music education system. Kodály method uses singing as a medium for music education.
Moreover, studies carried out by Alexander et al., 2005 and Gottfried, 2007(as cited in Cooper, A. & Wang, Y. 2012) stated that “musical experience can also be beneficial at a higher linguistic level, namely tone word identification, whereby listeners are not asked to simply identify individual phonemes, but to situate those phonemic contrasts at the word level in order to differentiate meaning” (p.4765). According to these authors, musical training can have positive effects on the identification and distinction of phonemes (sounds) in order to distinguish the meaning of words. However, this research proposal will not focus on the meaning of words, but solely on the discrimination of sounds because the participants could have no knowledge of English vocabulary.
In our modern society people are constantly trying to evolve their brains using various methods of development. One method that has gained significance and has begun to be accepted by educators is music as a therapy for stress, performance and individuality. The issue under discussion is whether music as a tool for academic succession should be used in education. There are some students, which cannot comprehend the material of the class within an hour, but if they listen to a song several times they will immediately memorize it and can sing it all, and even remember it for life. Although music was primarily rejected by teachers due to unawareness of the subject, they now opt for it, as the advantages of music as a pedagogical approach start to be apparent.
Source 1 Steven M. Demorest and Steven J. Morrison (2000) conducted a discussion that explored the connection between playing a musical instrument and general intelligence. They both agree that playing a musical instrument has an effect on the intelligence of students. Demorest and Morrison (2000) state that playing a musical instrument increases your spatial temporal reasoning, which involves brain functions that link with your Maths and Science abilities. Demorest and Morrison (2000) also state that the average SAT scores for students in 1999 who received musical instruction are well above the average SAT scores of students who didn’t take part in any music lessons. They believe that piano and keyboard lessons in particular have the biggest effect in academic performance, this rules out any other musical instrument in this literature.
On the research of E. Glen Schellenberg, the May 2006 issue of Educational Psychology states that music lessons that were taught during childhood had an impact when they were older as they were getting better grades and had a higher IQ at a later stage. According to the Stanford University School of Medicine discovered that music has a positive effect on the areas of the brain for updating events on the memory, making predictions and attention. The Australian Music Association states that the education of music has the ability to help teenagers on the development of their memory, language performance and enhancing problem solving and
With regard to the effect of songs on language learning, several studies have illustrated that teaching different aspects of a language utilizing songs might facilitate the process of language learning in the classroom (Ayotte, 2004; Fischler, 2006; Fisher, 2001; Neumam, 2004; Ransdell & Gilroy, 2001; Schon, Magne & Besson, 2008; Sloboda, 1990). Futhermore, Zhang, Wang, & Wu (2011) have conducted on the impacts of music and songs on the process of brain activities during the learning process and the results have revealed that melody and songs can project the process of language learning in particular and learning in general (Jones, 2010; Ozment & Gurgen, 2010; Peterson & Thaut, 2006; Wallace, 1994). Eventually, some works have been conducted on the gender differences in music education (Gaab,
The gift of music is like no other. It enhances students' abilities while creating potential educators who can share the unifying language of music and feel the common ties that the emotion and beauty of music bestow upon many. We need to ensure that we have music classes available for all passionate or curious students. The first step toward achieving this is community support is writing letters to school boards and local government officials urging them to create and fund more musical education programs. It is also effective to vote in officials that back your issue.
Stein, Hardy and Totten (1982) performed a task on postgraduate students to see if music and imagery could aid memorising a list of words. Participants were divided into three groups: first group (music and imagery), second group (music and read only) and third group (read only. Results showed that groups using music and imagery; and music and read only scored better than the read only group (Stein, Hardy & Totten, 1982). These results show that background music can be used as a tool to aid memory retention. Further research has shown that classical music has been shown to increase memory capacity in aging adults and combat the effects of Alzheimer's disease and general background music has been shown to increase spatial reasoning and linguistic processing (Young 1999; Angel et al.