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Implementing Music in the Classroom
Eric Jensen
There are many, many ways the musical arts can be implemented in classrooms.Music can be either played or listened to actively or passively. If you're playing music in a learning environment, remember these things:
Many students who are having difficulty in school may have listening and/or
hearing problems; and these problems may be impacting their behavior, reading
abilities, and attentional patterns. Schools ought to test for both hearing and
listening skills.
Generally making music is better than listening to it. But don't let the lack of a
trained music teacher keep your learners from music exposure. Do what you can
do in the circumstances you have. Everything from humming, to singing, using
primitive to popular instruments, or CD players can add music to the day.
Let your students know why you use what you do. Help them understand the
differences among music which calms, energizes or inspires. Students of all ages
should learn why you use music. and be able to suggest selections.
Always be the last word in music selections. If you think that the suggestions of
others are not your style, that's no problem--still use it. But if what students suggest
has hurtful lyrics or create an inappropriate mood, say no. That's your responsibility
as a professional.
Get students involved in the process of managing the music after you have
introduced it. Many are happy to play "disk jockey" for the class, but you'll want to
have clear rules on what's done and when.
Get a CD player. Keep your CDs in a safe, clean binder and keep them and the CD
player well-secured.
Do active research with music. Work with another grade-level teacher. Both of you
can split your class and trade student halves. You might try one type of music for
10-15 minutes (if it's a math class, you might use Sonata for Two Pianos in D Major)
and the other teacher might try a series of rhythms or even heavy metal. Then
switch the two groups and do a ten-minute exam or survey activity that measures
spatial reasoning, logic or problem-solving. Tally up the scores and share them with
students.
Remember the studies that suggest that students learn and recall better when
physiological states are matched. If students learn material with a particular music
in the background, they'll also do better with it during the test. This suggests that you
might want to use music for learning only when you can match it at test time.
Approximately 15-25% of your may be highly sensitive to sounds. They may be highly
auditory learners. If these students complain about your use of music, you might want
to turn it down a bit, listen to their suggestions and remind them you use music only
part of the time, not all the time. At least a quarter of your students dislike teamwork;
would you throw that out, too? Be respectful, but stand your ground.
Background music does affect your students. The consensus is:
1) select it carefully
2) make sure it's predictably repetitive and
3) play music in a major key
4) use instrumentals, not vocals for the background.
Some students will complain about music because of another issue: control. If the
room's too cold, and students can access the thermostat, they complain less. If music
is not their taste, and they can have input on what's played or the volume, you'll get
fewer complaints. When a student complains, you can be empathic; either turn down
the music a bit or allow the student to sit further from the speakers.
Remember the power of authority figures and the value of your credibility with music.
If you act positive when using music, and show that you believe it actually will
enhance learning and memory, it will have a stronger effect. The group that was told
music inhibits learning did perform worse on a music-enhanced word list and
vocabulary quiz than the controls.
Silence is golden. Anything can become saturated. Use music selectively and
purposely. In most classes, it might be used from 10-30% of the total learning time.
Two exceptions:
1) if music is the whole focus of a class, more may be fine
2) you may use environmental noise/music like waterfalls, rain forests or oceans
for longer than other selections.
It's best to optimize music training with intervals of rest. The practice sessions for playing music ought to be for a minimum of 30 minutes, up to a maximum of 90 minutes, with a focus on one skill at a time. Longer sessions can work, for one to two hours, if you're alternating short concentrated bursts of music training of fifteen minutes at a time, with an activity like dance, drawing, theater, recess, or walks. This should be done a minimum of two or more times weekly. To get lasting benefits, the playing is best if over at least a year. Schools which have a once weekly "token" music program for 30 minutes or less are missing the significant benefits, though some meager musical and cultural exposure is better than nothing.
Based on the evidence gathered so far, it's both reasonable and prudent that music should be a significant part of every child's education. It is the ethical, scientific and cultural imperative that all children get exposure to music as an equal with every other discipline. There is also support for the policy of starting children early in their music education as the effects are greater in the early years. Positive impact increases with each additional year.
The message with music education is, start early, make it mandatory, provide instruction, add choices and support it throughout a student's education. That's what leads to dependable results. It can be, literally, an education with music in mind.
©2002 Eric Jensen. All rights reserved. Used with permission.
Eric Jensen discusses music and learning in his books:
All are available at The Brain Store (800) 325--4769
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