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Integrating Music into Teaching - Coggle Diagram
Integrating Music into Teaching
EVIDENCE FROM RESEARCH
The pedagogical Strategy
1. The use of music for curriculum learning of subjects such as maths, language and arty.
(Dyer 2011), believes that music based activities helps develop literacy skills. He explains that music helps with recalling information and memory, whilst also enhancing phonemic awareness
2. Music can be used as a tool for creativity and personal expression.
" “Teachers harness the mnemonic power of music by teaching students how to put curricular information into songs, raps and chants. Learning how to write original songs that transform content information builds student confidence and grows creative thinking” (Cornett, 2007)
3. Music can be used to change the mood in the classroom
“Background music can also be used to manage behavior. It has direct access to the state of the student” “It affects the heart rate, the posture and mental images of the listener” (Ohlaver, 1998, p33).
4. Classroom management and cohesiveness can be improved with music-related activities,
Having weekly or daily musical activites encourages the development of established routines that help will good classroom rapport. Music can be used as a clean up procedure.
A RESPONSE TO DISCIPLINE-BASED SCHOOL PROGRAMMES THAT AIME TO BE MORE RELEVANT, MORE HOLISTIC AND LESS FRAGMENTED (Viladot & Cslovjecek, 2014)
Positive Impact on student learning
Abundance of research shows that music has a POSITIVE effect on engagement levels of students, their motivation to learn and comprehension levels.
Helps children learn by: keeping students engaged, increase their attention, relax, improve their memory, helps build a community, trigger imagination, introduce fun into the classroom and helps establish a routing. (Golberg, 2017)
Majority of students, whether they are musical or not, enjoy regularly listening to music (Grote, 1997)
Music helps create richness and a beneficial complexity between various subject areas (Bolstad, 2011)
Music supports, enhances and encourages collaboration and cohesiveness amongst all students (Beach, Evans & Spruce, 2011)
Music provides students the opportunity to reach out for partnerships within various communities (Goering & Stayhorm, 2016)
Helps develop the existing link which lies between music and language (Patel, 2008)
The Potential Challenges
There may be challenges in regards to finding music that will be beneficial, meaningful and relevant to students (Goering & Strayhorn, 20160
Many students are scared and daunted by their individual level of their own musical ability which in hindsight limits their creative process and engagement (Goering & Stayhorn, 2016)
Teachers who are musically-trained must readjust their teaching methods and strategies for a classroom filled with diversity. On the other hand, teachers who are not musically trained may find it hard to support their students. (Golberg, 2017)
"Incorporating music into the classroom may be challenging for students who have a traditional master and apprentice view of teaching music and the view of creativity as a possession"(Golberg, 2017).
EVIDENCE FROM STUDENTS
Each individual students interest and experience in music is crucial factor that must be considered as it will greatly affect the teachers approach (Goering & Strayhorn, 2016)
Students who are musically talented should not be limited to the lesson. They should be given resources to benefit them. In addition to students being performers, they should be seen as critical listeners, improvisers and composers (Beach, Evans & Spruce, 2011)
Students who are not musically talented or have no experience playing musical instruments, should use additional scaffolding or a computer program (Goering & Strayhorn, 2016).
Students social, peer groups, cultural and family background
Provides individual students with opportunities for engaging, cohesiveness and collaborative learning with their peers (Beach, Evans & Spruce, 2011).
An integration of art and music has one of the biggest impacts on students who are coming from a disadvantaged background (Goering & Strayhorn, 2016)
Music that students and teachers find culturally and socially relevant will lear to a large amount of student participation and engagement (Goering & Strayhorn, 2016)
As the teacher, it is important to foster relationships with all students, so they are able to understand each individuals interests. This will encourage students to select music that will be engaging and relevant to their students.
EVIDENCE FROM TEACHING PRACTICE
Teachers individual musical attitudes and abilities
Depending on the teachers musical attitudes and abilities, will significantly affect how each student may view the lessons. Depending on the way the teacher uses music throughout the lesson will be detrimental to the engagement of their students and whether they will take the lesson seriously or whether it will be meaningful. (Goering & Strayhorn, 2016) .
Music makes the learning process Engaging, fun and Interesting.
Evidence of changes to lesson plans and learning outcomes can help inform the effectiveness of various teaching strategies
It is important as a teacher to be succestable to adaptability, as many lessons don't go to plan when integrating music. (Goering & Strayhorn, 2016).
It is important for teachers to incorporate attitudes and feelings, as well as going beyond structures and contents.