Alexis

 Johnson    
 
Review of Literature
Cognitive
  Schlaug,Norton, Overy and Winner (2005) Studies show that
students who participated in early Music training showed a
Research  Ques+ons     greater increase in developmental abilities, math, reading, writing,
language, than those who did not.
1.  How can engaging students -  There was a greater activation of the posterior inferior and
in the music classroom help middle frontal gyrus, the portion of the brain that’s associated
students develop social and with language, in students who studied music.
emotional skills?
Emotional
Giles, Cogan and Cox (1991): Research has proven that New Age
music and Disney Music are both effective at altering negative
2.  How will starting students moods in students. Different genres are used to help alter the
in music engagement early moods of patients in mental institutions. Teachers can use specific
affect their cognitive genres of music to help students address stress and any negative
development? emotions they may be feeling.
Social
Hargreaves, Marshall and North (2003): Research has shown that
engaging in music can helps students create relationships with
other people. Music training and performance can give students
How hhhfjf
Recommenda+ons  for  Research   the confidence that will transfer to other parts of their lives.
-More research on how music Turner (33): Child-centered learning allows students to guide their
and different music genres can own learning. This can help them with communication because
help students cope with stress they have to discuss what they are interested in and want to learn
and anxiety more about.

- What aspects of music Prac+cal  Applica+on     abili*es  

education (rhythm, solfege, -­‐  Song-­‐  wri*ng  :  Teachers  can   -­‐  Foster  experiences  and  lessons  
note reading, etc.) are the most facilitate  experiences  where   that  allow  students  to  engage  
effective at helping develop students  are  crea*ng  works   and  communicate  with  each  
students cognitive abilities. that  help  them  express  their   other.  This  will  help  them  
emo*ons.       develop  confidence,  
communica*on,  and  social  
-­‐  Rhythm,    Solfege,  and  note   skills  they  can  use  in  other  
reading    exercises  that   aspects  of  life.      
engance  students  cogni*ve  

Hargreaves, D. J., Marshall, N. A., & North, A. C. (2003). Music education in the twenty-
Literature  cited   first century: a psychological perspective. British Journal of Music Education, 20(2),
Gerry, D., Unrau, A., & Trainor, L. J. (2012). Active music classes in infancy 147-163.
enhance musical, communicative and social development. Developmental
science, 15(3), 398-407. Higgins, L. (2012). Community music  : in theory and in practice. New York  : Oxford
University Press.
Giles, M. M., Cogan, D., & Cox, C. (1991). A music and art program to
promote emotional health in elementary school children. Journal of Music Rickard, N. S., Toukhsati, S. R., & Field, S. E. (2005). The effect of music on cognitive
Therapy, 28(3), 135–148. performance: Insight from neurobiological and animal studies. Behavioral and Cognitive
Hallam, S. (8/23/10). The power of music: Its impact on the intellectual, Neuroscience Reviews, 4(4), 235-261.
social and personal  development of children and young people.
International Journal of Music Education, Volume 28 (3). Retrieved from: Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the
http://journals.sagepub.com/doi/pdf/10.1177/0255761410370658 child's brain and cognitive development. Annals of the New York Academy of Sciences,
1060(1), 219-230.