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Music Intervention

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Submitted By aluftig93
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Music Intervention School classes and topics range from various intellectual and emotional levels. The core classes that students develop in are usually not enough, as children are also provided with gym classes, art classes etc. All these classes are essential for every child, but there is one area of study that has proven to give students a pathway to better success and that is music programs. Music integrates and intertwines many of our social categories like culture, class, and language to unite us with one common bond. Although music has been able to touch so many minds, these important music programs have been subject to cutbacks in an attempt to save money for school districts. Whether it be because of reduce funding or simply canceling some of these music classes, children are being stripped of a class that gives them a certain block of time during a school day to have a unique creative experience. Recent research has raised the question that without this fundamental program, students academic achievement and development as an intellectuals, could be jolted, and our understanding of this important language called music could vanish right before our eyes. Music is a intricate language that incorporates many important characteristics of learning in school such as math, science, coordination and other spatial potentials. So the questions are raised as to whether music programs really aid a child’s development in not only the specific area of music, but in other areas of school. Scientists have recently been testing this particular topic in elementary schools. The studies are evaluating whether there is an effect from instrumental training program on the development of verbal and visual memory skills in students from elementary schools. Previous studies have been conducted showing how music programs enhance students learning in other subjects. At Notre Dame of Maryland University there was a study performed that took children from grades 8-12 and studied whether there achievements in math increased when in a music program. Professor Van der Vossen and her Social Science department took 739 students from 4 high schools in Maryland. After students were divided in to music groups based on performance and interests, and they were taught in that class for their 8th grade year. After completing the class the students performed in a music festival and were given a score for that performance. After taking a state wide test that comprised of algebra and data analysis, Van der Vossen was able to examine the relationship between music instruction and mathematical achievement. Van der Vossen found that students who were in music programs achieved higher in mathematics than prior to enrolling in a music program. The most important finding from this study is the stimulation the students obtained from the music class aided the students achievement in mathematics. These findings help secure the theory that music is indeed the best instructor to pave the way in other facets of school. The main study that is being looked at however is what sets apart a another dimension of learning. The increased development of verbal and visual memory skills speculated for these little musicians, comes with convincing evidence that music indeed helps enhance other brain functions and skills. Scientifically, music training has been presumed to affect the development of the planum temporale, a structure in the brain that controls language and artistically driven interests. This part of the brain, when stimulated, can enhance the many intellectual developments that students go through during there time in school. Professor Ingo Roden, Gunter Kreutz, and Stephan Bongard examined this phenomena with several school districts in Germany. His study examined the effects of a school-based instrumental training program and its influence on the development of verbal and visual memory skills in primary school children. Students were either placed into music programs; or received training in another natural science class, like biology class. A third group of children were also tested and did not receive any particular extra teaching. After all the programs were completed each child completed verbal and visual tasks. Positive results were found in the measures of verbal memory. Children in the group who were placed in their school's music program showed greater improvements in verbal memory than children not getting any extra learning. Past experiments have shown that music is an aid for increased verbal and visual memory, and Roden and his team made similar findings. Although there has been troubles with finding positive results in the visual memory, the results for verbal memory have increased for every student who has taken a music program. The weekly lessons for the music group children were 45 minutes. Instructed by trained professionals, students would be given specific training depending on their age. Some students started with introductory lessons (i.e singing, rhythm, and pitch recognition), or instrument lessons on a desired instrument. After completing the programs, students were measured for visual and verbal memory. Participants were tested individually, and after taking IQ tests and questionnaires. After the beginning procedures were administered the verbal learning abilities were assessed.The test consisted of listening to a list of 15 different words and then relaying what they could remember. Note that the assistants recording the data were not aware of the prior learnings of the student. After the verbal learning test was administered, there was a 25 minute break. After this break, the students were to identify the 15 words from a set list of 30 words. These tests were given three times; once in the beginning of the school year, another time in the beginning of the next school year, and once more at the end of that same school year. The results from Rodens study is consistent with what previous studies have found. Children receiving the 18 months of music training scored significantly higher in tests addressing verbal memory as compared to the other students, The children that were musically trained showed increases in the verbal learning tests, the verbal delayed recall test, and in the verbal recognition test throughout the various testing periods. However, this cannot be said for the students receiving training in natural science or in the group that received no training. These results suggest that musically trained children developed more efficient short-term (verbal learning skills) and long-term (verbal delayed recall and verbal recognition skills) memory strategies as compared to their peers in the two control groups (Roden). Not only is Rodens experiment important for prior research findings but it also shows how important music programs can be for students. It didn't matter whether the children were being exposed at younger ages or older, and it also didn't matter what the children learned from music. It was the mere result of playing music that enhanced everything else. Roden and Van Der Vossen have proven that the development of students can be majorly helped by the completion and participation of music programs. Music can now be justifiable with other major core classes, and needs to be throughly reviewed to be made as a mandatory class. Who knows what minds have been aided by music to help produce innovations and breakthroughs that we have today. Music can become a niche for some, and outlet for others, but science has clearly shown that music enhances every other aspect of a students mind.

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