Music in the classroom

Music in the classroom:

A soundtrack for student learning

Rosie Morgan

University of Alaska Fairbanks

B.J. Craig / EDSC 658

December 3, 2007
 Music in the classroom
2

Table of Contents

Music as a Management Tool..............................................................................................3

Transition and Procedural Signals.......................................................................................3

Background Music...............................................................................................................4

Music as an Enrichment Tool..............................................................................................6

Memorization.......................................................................................................................7

Content Extension................................................................................................................7

Connection to Pre-Knowledge.............................................................................................9

Conclusion...........................................................................................................................9

References..........................................................................................................................10
 Music in the classroom
3
Compilation albums and activity soundtracks have shifted from commercial

production to individual production in recent years. With digital music files, the right

equipment, and simple programs, individuals can compile their own albums for

customized auditory experiences. These self-produced albums enhance activities such as

exercise and relaxation sessions. Music is also more accessible in a classroom

environment thanks to this technology. With the help of computer programs and music

files, teachers can seamlessly utilize music in the classroom to promote instructional

objectives. Therefore, it would be conscientious to consider the various methods and

research involving the use of music in the classroom. E. Miles (1997) wrote, “Using

music is as natural as breathing or sleeping, and while many people do so instinctually,

recent research indicates that the systematic use of music can be an effective way to

consciously manage your mind, body, and mood,” (p. 1) With close to thirty different

minds, bodies, and moods packed into one classroom, teachers who thoughtfully use

music for instructional purposes are taking a powerful tool into consideration. How can

instructors utilize music in the classroom to increase student learning? Exploring answers

to this question reveals current options for the effective use of music in a classroom

setting.

Music as a Management Tool

Transition and Procedural Signals

Clear procedures positively communicate classroom expectations. Music can play

a role in the development of clear classroom procedures. Maureen Carney (2005) wrote

“…I consider the use of clapping or snapping a pattern which students then repeat to get

students’ attention, a musical technique for classroom management.” (p. 3). Carney’s
 Music in the classroom
4
broad definition of musical management techniques opens a myriad of ways to use music

to the advantage of student learning. A number of educators suggest using music to signal

transitions and procedures in their classrooms, including Peterson (2000). Beats and

rhythms are musical in nature and can be used in varying fashions to signify different

procedures. Carney (2005) first explains procedural expectations for different musical

signals to her students, and then uses the signals on a daily basis for opening and closing

routines (p. 16). Other musical signals for managing behavior can also be established in

the classroom. Press (2006) suggests that teachers hum foreboding tunes like the theme

from Jaws to warn students who are approaching inappropriate levels of misbehavior (p.

308). A musical signal can lend a positive tone and much needed variation for teacher

directives in the classroom.

Background Music

Schools use music to maintain a positive climate in the building. According to an

article in Curriculum Review, Columbia Middle School in Illinois plays classical music

throughout the day in the cafeteria, gym, halls, restrooms, and other public spaces to set

the tone in the building (Music to their ears!, 2007). Columbia Middle School’s practice

is not the exception. Chalmers, Olsen, and Zurkowski (1999) performed a study of the

effect of classical and popular music on lunchroom activity in an elementary school.

During the background music intervention, the decibel level of noise dropped seven and

twelve percent for classical and popular music respectively. The behavioral interventions

also decreased by sixty-five percent in the cafeteria. All music selections in this study

followed a sixty beats per minute (BPM) timing which is similar to the average heartbeat

at a resting state. Many researchers declare sixty BPM the ideal timing in music for
 Music in the classroom
5
generating calm moods in youth and adults (Savan, 1998; Chalmers et al., 1999; Coyne,

Dwyer, Kennedy, & Petter, 2000). Another researcher, Martha Mead Giles, added her

voice to those who promote the use of background music when she ended her persuasive

article with an invitation to educational administrators, “Pipe in a little soft, slow music in

the cafeteria during lunchtime and see for yourself” (Giles, 1991, p. 44). When used

appropriately, music can reduce noise levels and improve mood. Background music

positively affects the climate within schools.

Some educational professionals employ music constantly as a background sound

in order to manage the classroom climate. Researchers like Hall (1952) observed the

positive, calming effect of background music on low achieving students with hyperactive

tendencies and other concentration difficulties (Coyne et al., 2000; Hall, 1952 as cited in

Hallam & Price 1998). Hallam and Price (1998) considered a possible explanation for

this by stating, “Perhaps stimulus replacement rather than stimulus reduction is effective

in helping children with such difficulties,” (p. 90). Once students who pose a distraction

to classmates are able to remain calm, their classmates also respond in a similarly

positive manner.

In other cases, teachers use background music with the intent to increase on-task

behavior. In a study performed on a fifth grade classroom, Davidson and Powell (1986 )

found that background music significantly increased the amount of on-task-performance

in the classroom and later concluded, “that providing easy-listening background music in

the classroom would be a plausible, yet inexpensive technique for increasing the amount

of time in which students are actively engaged in learning” (p. 32). Regardless of the

intended outcome, the use of background music allows students to feel productive as they
 Music in the classroom
6
eliminate cognitive and environmental distractions and focus on the instruction taking

place.

Two studies found that background music had no significant effect on

performance accuracy or speed in comparison to control groups (Stroupe 2005; Hsieh, &

Kline 2003). Both of these studies were conducted outside of the elementary or secondary

education system, but the findings are noteworthy. In addition, a school in the United

Kingdom that regularly uses background music in the classroom does not do so during

major testing to avoid law suits (Newnham, 2005, p. 7). The same article cites classrooms

that only use the background music during independent work periods due to student

complaints of distraction during other classroom activities (p. 7). These points leave

skeptics with concerns about the students in these classrooms that do not concentrate well

while background music is playing. Sue Bains, the director of the British school that has

whole heartedly adopted the use of background music in the classroom stated that the

music seemed “to work better with children who are struggling.” Bains continued to

express her reasoning for playing the background music stating that “if something helps

even one student, then we should have [the music]” (p. 7). The possibility that music

enhances academic performance for some is promising. Yet, the same method limits

concentration capacity for other students. The reality of differentiated learning needs

leads those who consistently use background music in the classroom to uncertainty about

their practices.

Music as an Enrichment Tool

Most of the current research and methods regarding music as an enrichment tool

are drawn from elementary classrooms. In general, the music is used in conjunction with
 Music in the classroom
7
lesson content as an extension or as a means to develop understanding for multiple types

of learners. Students can sing and chant their way to mastery and memorization of skills

and knowledge. Music is also used to provide a context for new material and help

students draw connections with their pre-knowledge.

Memorization

When it comes to mastery of specific skills, music and rhythm can play a major

role in memorization. Kay Smitherman, a retired teacher, “has made a second career of

setting math-themed lyrics to popular tunes to help kids memorize essential formulas and

skills” (Prescott, 2005, p. 2). Her observations of students’ ability to memorize song

lyrics inspired this project. Smitherman was later quoted in Prescott’s article stating,

"With music, the steps are already implanted in your brain," (2005, p. 2). Popular tunes

are not necessary for musical memorization. Primary level classrooms use songs for days

of the week, months of the year, etc. Who hasn’t heard the rhyme that begins with, Thirty

days hath September, April, June, and November…? Many have witnessed how this

simple rhyme continues to help adults remember the number of days in any particular

month. Prescott (2005) refers to other instructors who prefer to include the students in the

lyric development. As a result, the students re-process the content of the lesson before

they begin to use the song as a memorization tool and the teachers put less work into

lesson planning (p. 2). Either way teachers who emphasize and repeat information with

musicality enhance their students’ ability to retain core pieces of knowledge.

Content Extension

Music provides one of the various ways to extend and enrich lesson content. In

one particular study, researchers examined the effect of music activities (listening,
 Music in the classroom
8
singing, and instrument playing) on teaching reading skills to second graders identified

with reading disabilities. Individual lessons were structured to incorporate “at least one

music activity that taught and practiced a reading strategy,” (Register, Darrow, Standley,

& Swedberg, 2007, p. 29). All the musical activities were designed within the lesson

plans to support student learning. For example, to help students remember the sequence

of events within the story, songs were developed to retell the major events of the

storyline. During a separate lesson, students practiced listening and focusing skills.

Students were assigned musical instruments to play when particular cues (characters or

vocabulary words) were mentioned in the story (Register et al., 2007, p. 30). The study

found that the music enriched curriculum did not cause a substantial gain in reading

skills. However, the students in the musically enriched program did receive higher post-

test scores in all three assessment categories in comparison to the control group (Register

et al., 2007, p.23). Whether the improvement was small or not, it was an improvement.

Using musical activities to extend the basic lesson content has a positive effect on student

performance.

In secondary classrooms, Prescott (2005) noted the practices of Greg Percy, an art

teacher, who developed original songs to help students engage in art history lessons. His

song "Van Gogh (No Stereo)" helps students remember that Vincent Van Gogh cut off his

ear and couldn’t hear in stereo. Prescott commented, “The songs ignite the kids' interest

and help them remember important facts and elements of art history” (p. 3). Percy’s songs

can be found online at www.songsinthekeyofart.com. Music can help engage students and

solidify the knowledge taught in a lesson by allowing students to revisit new material in a

different format.
 Music in the classroom
9
Connection to Pre-Knowledge

Music is also used to help students connect new material to previous knowledge.

For students who are struggling to read, Towell (1999) suggests the development of

picture books paired with lyrics to students’ favorite songs. The students are more

motivated to read a book they created. Students are also more motivated to attempt

reading these books due to familiarity with the lyrics. Through this method, students pick

up high-frequency sight words and phonics skills (p. 285). By using students’ pre-

knowledge of song lyrics, students can connect what they are learning to what they

already know.

Conclusion

Teachers who thoughtfully use music for instructional purposes are taking a

powerful tool into consideration. Instructors can utilize music in the classroom to

increase student learning in a variety of ways. The methods and research on the effective

use of music in the classroom reveals current options for educators. In classroom

management, music positively provides transitional and procedural signals. Background

music may be employed to set a tone for a positive classroom or school climate. Students

can participate in musical activities to enrich their educational experience. Through

methods such as memorization, content extension, and pre-knowledge connections,

teachers can employ musicality to increase student achievement. The literature on best

practices and research and the specific needs of the students in the classroom combine to

help instructors make informed decisions in this regard. Teachers who plan well consider

how the soundtrack of the classroom will best serve the ultimate goal: student learning.
 Music in the classroom
10
References

Carney, Maureen. (2005) On a brighter note: Students’ responses to the incorporation of

music in the classroom. Retrieved October 27, 2007 from http://origen.ed.psu.edu

/pdsdownload /2005InquiryProjects/carneyM2005.pdf.

Chalmers, L., Olson, M. R., and Zurkowski, J. K. (1999). Music as a classroom tool.

Intervention in School & Clinic, 35(1). Retrieved October 27, 2007, from

Academic Search Premier database.

Coyne, N.M., Dwyer, M.L., Kennedy, M., & Petter, N.M. (2000) The effects of

systematic implementation of music on behavior and performance of the special

needs student. Retrieved October 27, 2007 from ERIC database.

Davidson, C. W., and Powell, L. A. (1986) The effects of easy-listening background

music on the on-task-performance of fifth-grade children. Journal of Educational

Research, 80 (1), 29-33. Retrieved December 1, 2007 from http://libapps.uaf.edu

:2757/ehost/pdf?vid=4&hid=115&sid=c837e6d8-08aa-468b-aac3-c5b520b0957e

%40sessionmgr103.

Giles, M. M. (1991). A little background music, please. Principal, 74(2), 41-44.

Hallam, S., and Price, J. (1998) Can the use of background music improve the behavior

and academic performance of children with emotional and behavioral

difficulties?. British Journal of Special Education. 25(2), 88-91. Retrieved

October 27, 2007 from http://libapps.uaf.edu:2757/ehost/detail?vid=51&hid=12

&sid=1139f7b4- f695 -46f4-bd42-baa9491b6fb9%40sessionmgr3.

 Music in the classroom
11
Hsieh, Y., Kline, S. (2003). The Effects of Music on Room Attendants' Work

Performance -- An Exploratory Study. International Journal of Hospitality &

Tourism Administration, 4(3), 81-92.

Miles, E. (1997), Tune your brain. New York: Berkley Publishing.

Music to their ears!. (2007). Curriculum Review, 46 (5). Retrieved October 27, 2007

from http://libapps.uaf.edu:2757/ehost/detail?vid=46&bk=1&hid=12&sid=1139f7

b4-f695-46f4-bd42-baa9491b6fb9%40sessionmgr3.

Newnham, David. (2005, June 10) Tuned in. Times Educational Supplement, pp. 6, 7.

Peterson, D. (2000). Using transitions to promote literacy in preschool and primary

classrooms. Young Children, 55, 24–25.

Press, M. R. (2006). Use music in the classroom. Intervention in School and Clinic,

41(5), 307-309.

Register, D., Darrow, A. A., Standley, J., & Swedberg, O. (2007). The use of music to

enhance reading skills of second grade students and students with reading

disabilities. Journal of Music Therapy, 44 (1), 23-27. Retrieved December 1, 2007

from http://libapps.uaf.edu:2102/pqdweb?index=5&sid=1&srchmode=1&vinst=

PROD&fmt=6&startpage=1&clientid=4671&vname=PQD&RQT=309&did=130

9206741&scaling=FULL&ts=1196566514&vtype=PQD&rqt=309&TS=1196566

556&clientId=4671.

Savan, A. (1998) A study of the effect of background music on the behaviour and

physiological responses of children with special educational needs. The

Psychology of Education Review, 22 (1), 32-35. Retrieved November 27, 2007

from http://home.freeuk.net/annesavan/ref1.html.
 Music in the classroom
12
Stroupe, G. (2005) Comprehension and Time Differences Across No-Music, Lyrical

Music, and Non-Lyrical Music Groups. Retrieved October 27, 2007 from

http://www.sociology.emory.edu/SEUSS/Stroupe2005.pdf

Towell, J.H. (1999). Motivating students through music and literature. The Reading 

Teacher, 53(4), 284­290.