Active, hands-on music experiences enable children to demonstrate understanding of the musical concepts through singing, playing instruments, moving to music, reading and notating music, creating and describing music. Hence, music teachers should be creative and resourceful enough to design musical activities appropriate for the concept to be learned. Such musical activities should ensure meaningful experiences in the development of the cognitive, psychomotor, and affective domain of the child. Furthermore, music making activities are not ends in themselves, but are designed to lead to enjoyment aesthetic sensitivity-and conceptual learning. From the theories and concepts presented, the paradigm of the study is conceptualized.
The emotions music evokes help drive attention and creates meaning. Brewer (1995) pointed out that the use of music can teach students how to respond to musical sound and to effectively use it. Music can be used as a tool for success, not necessarily a tool for increasing IQ scores. Music brings appreciation to the artistic features in everyday life (Jensen, 1998). Music in the classroom was supported by ideas found in several areas of research: Brain-based Learning, Multiple Intelligences, Social and Emotional Learning, and Mozart Effect.
Requiring students to participate in at least one class in the arts would remarkably nourish their knowledgeable and physical growth because it has been proven that music can somewhat mitigate stress and feelings of disquietude, music can later stimulate opportunities that would previously be unavailable, and because music and the arts are incredibly underappreciated and more student involvement in those areas would substantiate and accrete acknowledgement for the arts. Music has the great capacity to augment a student’s predilection and thought process to their advantage. Revisiting the previously mentioned 2007 study, it was constituted that music promoted multiple areas of the brain into acting at a greater rate of
Children may acquire a second language better if they have more chances to be exposed to it.Children can learn a language very naturally if they enjoy what they are doing in the class. Songs can be the effective way in teaching a second language. Also songs can be used in an effective way to teach children sounds and rhythm of the second language and to remember the vocabulary. Moreover songs include words and expression of high occurrence and offer repetition. In addition songs are source of motivation, interest and enjoyment, they are much easier for children to remember language than words that just 'spoken '.
Music, an art form, shown through an expression like no other, is brought through sound and pitch. As time moves forward, music education weakens, allowing part of our culture to slip through future generations’ fingertips. Since schools’ lack music education, thorough assessment methods also become feeble. Assessment allows schools and students to grow in music, creating strong music programs, while attracting students by engaging needed skills benefiting a child’s future. Music education is not just learning music theory and basic skills, which many programs forget.
To begin with, music helps in education and aids people to develop sharper skills that will help academically and mentally. It is said that a creative mind has the ability to make discoveries and creative innovations. Music encourages or pushes people to use their minds in a creative way, which requires a lot of intellect. Music is a tool that engages people whenever it’s incorporated in the classroom. Normally, people involved in music are constantly memorizing things like a score sheet or song lyrics which serves as good exercise for the brain.
Additionally, Arias et al. (2015) state that the use of songs increase children's participation when repeating the vocabulary used during the classes. These multimedia tools allow students to learn more effectively because they are involved and encouraged to participate in class, exploring the materials and establishing a communication with their environment. This is evidenced when the in-service teacher expressed that songs were the strategies that children liked and enjoyed the most
Musicking, or to music, ‘is to take part, in any capacity, in a musical performance, whether by performing, by listening, by rehearsing or practicing, by providing material for performance (what is called composing), or by dancing’ (Small,1998, p.90). As musicking takes centre stage in the teaching and learning of music in my classes, students are more engaged in their learning and are able to relate to what they are learning and take charge of it as well. Complementing this is a key principle of music education by Keith Swanwick – “fluency first before music literacy” (Swanwick,2012). Fluency in this instance is the ability to learn by ear, which eventually will tap on the use of extended musical memory and improvisation which are essential in musicking. Whilst summing up his philosophical perspective on music education, Swanwick claimed that “music has the potential to take us beyond ourselves, our own small space in time and our local tribe,” and that teachers have the ability to align their curricular experiences in ways that are suited for extending knowledge and building on the students’ capacity for knowing and understanding music more fully
According to Harmer (2006) cited by Cruz (2013), “students can learn grammar rules and pronunciation patterns differently pointing out that ‘awareness-raising’ is an important factor when teaching” (p. 15). He explains that the teacher could use other listening techniques like games or songs in order to increase their awareness and become more independent in their pronunciation learning. The main purpose of these kind of activities is motivating the students using different methodologies, and choose the best according to their needs. As an example, the use of songs according to Jones (2008) is more productive and meaningful when students are practicing rhythm and sound in a more natural way (cited by Cruz, 2013). First, when students are practicing pronunciation with a song that they like, they become more interesting because as Jones (2008) explained the activity becomes more interesting since they are trying to “reproduce” what they are hearing.
They are many researchers like to study about the affects children’s development by listening music. 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.