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Running Head: INTEGRATION OF MUSIC 1

Can the integration of music in the classroom contribute to academic achievement?

Erika McFarlane

Red Deer College

December 5th, 2018


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Abstract

This research was done to answer the question, can the integration of music in the

classroom contribute to academic success? The purpose of this research is to inform teachers and

school districts the importance of integrating music and using it as a teaching strategy or

resource for teachers to have in their instructional toolbox. An online survey was conducted and

sent out to four teachers who integrate music within their classroom ranging from teachers who

would be classified as musical, and those who are not. Through the survey and research

conducted, they each go to show that music is a powerful tool and aids in students academic

success. Not only is music a relevant and engaging tool to incorporate in the regular classroom

setting, but it also highly benefits those who are in a more inclusive setting. Music is accessible

and relatable for all students and can be incorporated into all subject areas.

Some key words that can be identified within the paper are integration, instructional

strategies, inclusion/inclusive, brain, development, engagement/engaging, connection, and

incorporate/incorporation.
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Can the integration of music in the classroom contribute to academic achievement?

Literature Review

Music is a piece of art that the vast majority can connect with. Some researchers might

even be so bold to say that music is a universal language where anyone can express themselves.

This cannot be said for everyone as a whole, but the world cannot deny that music is impactful

and can change the atmosphere of a room depending on the type of song that is playing. Music is

powerful and a resource that often, potentially, gets overlooked. The goal is to find new ways of

bringing the curriculum to life for students and music could potentially be the resource or aspect

that easily allows specific outcomes to come alive for students in a way that connects with them

on a deeper level than any textbook ever could. In an article done by Edutopia on using music as

a teaching tool they address this point by stating that “as educators, we want to appropriately

challenge each student, encouraging higher-order thinking while meeting state standards. Music

is one tool to engage each student and provide a pathway for connections and deeper

understanding” (Alegria). If a student's engagement to the resource is increased or a connection

is made, the possibility of that student grasping the outcome also increases. The following study

is based upon the question, “can the integration of music in the classroom contribute to academic

achievement?” This will be the focus question that will surround each article and resource used

to try to come to a potential conclusion or answer.

Not only can music increase students engagement, but it can also increase students

academic skills according to the multiple studies shown in Thompson's article, ​Does Music Help

Students Do Better In School​. Thompson’s article states that “exposure to music can help

children master spatial reasoning, symbolic thinking, and critical thinking skills, each of which
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plays a major role in academic achievement.” Although they mention early in the article that a

lot of these neurological pathways and connections are created in the early onset of the child’s

brain development, there are still skills that can be built upon through the use of music that

greatly benefits the child academically. Beyond the neurological aspect, students listening and

mathematical skills can be increased through the correlation and use of music within the

classroom. The article posted from the ​American Institution for Research ​touches on the same

idea that “during developmental stages, active engagement with music can impact the way that

the brain can process information, enhancing the perception of language and speech, and

subsequently improving [ones] ability to communicate with others and learn to read (Hallam,

2010).” These portions of text once again point towards the young learners within our

kindergarten or elementary education, however, students in all grades and ages can lack in these

basic skills that were not either fully developed or touched on in their early years of schooling.

Incorporating music throughout all the students academic years will either increase the skills that

are already present or bring the skills to the surface that were never discovered or developed.

The article ​Benefits of Music ​gives excellent examples of different ways you could

integrate music into the curriculum throughout Kindergarten to Grade Eight. Froehlich is

passionate about music being a vital part of the school system and provided many great ways to

ensure that music stays alive within our school systems despite the budget cuts. Froehlich gives

examples such as using the theoretical aspects of music to teach math within the lower grades

and expanding upon the theory as the grades increase. Sze and Yu state it best within their article

that,
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“effective integration of music in the content areas creates a learning environment that

makes all children want to learn. Collett (1992) reported a successful music integrated

curriculum which works well with bilingual and special education students. Music

integration provides children with concrete, hands-on experiences that are essential to

developing each child’s ability to reason, think, solve problems, analyze, evaluate, and to

enhancing creativity (Houchens, 1983).”

Not only can musical integration result in increased class engagement, but it increases class

involvement of both bilingual and special education students while also teaching them many

important developmental skills. Sloan touches on the same idea within the article stating that

research has shown that the integration of music and arts benefits all students academically, from

the students who need a special design, to those who would be identified as ‘gifted and

talented’’. Music provides students the opportunity to think critically, problem solve and develop

their innovation skills in a creative and engaging manner (Sloan).

Inclusion is becoming increasingly prominent within classrooms and it is something that

educators are beginning to realize the growing need for techniques and practices ensuring

inclusion is done successfully. The goal is to ultimately keep as many students in the regular

classroom setting, going off of a case by case basis. This is to ensure that each student is getting

the education that he/she deserves along with the rest of the class. Educators have the

challenging job of not only teaching the curriculum, scaffolding assessment pieces, and meeting

all the students needs. An inclusive classroom should be a welcoming and caring environment

where students feel ready to learn. “Music can facilitate inclusion of students with disabilities by

making previously difficult or impossible tasks feasible” (Sze and Yu). Music is a tool that can
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be used to not only set the atmosphere within the classroom but also change the pace. Alegria,

author of the article ​Music as a Teaching Tool h​ as incorporated music within her classroom and

states that ​“students with physical impairments can benefit from listening to music because doing

so helps with concentration and/or influences their movements. Smooth music will result in

movements with a flow […] ” (Alegria). This can produce the same aspect that Sze and Yu

stated earlier, helping the students take a previously difficult task and make it feasible.

A study referred to in the article ​The Benefits of Music Education d​ one by Children’s

Music Workshop stated that “recent studies have clearly indicated that musical training

physically develops the part of the left side of the brain known to be involved with processing

language, and can actually wire the brain’s circuits in specific ways” (Brown). Within the same

article Brown later states that there has been research shown to provide evidence between music

and spatial intelligence along with neurological evidence “that children involved in music have

larger growth of neural activity than people not in music” (Brown). Antepenko has been

incorporating music within the classroom for a few years, during the first year of trying the

integration of music Antepenko states within the article ​The Music Connection​ that “96% of

them met or exceeded state standards […] Music paid dividends beyond improved classroom

management; it made an immense, positive contribution to students' learning lives.” There is

countless evidence providing proof that music benefits the learning mind.

Brewer states within the chart falling under his blog ​Benefits of Music in the Classroom,

three points that touch on some techniques as well as reasoning as to how and why music should

be incorporated in the classroom. The three points are “play music to reduce stress levels, relieve

frustration, and create a peaceful classroom environment. Use music in the classroom to increase
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the joy of learning. [As well as] play music to motivate and inspire your students.” Further

research shows that music is motivating for students and has been shown to “help students

practice and understand reading and writing concepts and strategies” (Riley). Music is a

multi-purpose tool that brings ideas, concepts, and curricula to life. Within Sze and Yu’s article

more research is provided expressing that “music is viewed as an integral part of all children’s

lives. [...] The author suggested that music should be found in both music classes and regular

education classrooms. She found that integrating literature with musical content helped to bring

books alive and that musical classrooms encouraged children to relate and participate in the

activities (Giles, Cogan, & Cox, 1991).” The research is repetitive in a sense but it goes to show

the facts behind the research in each article to be true. Multiple perspectives are speaking the

same opinion. There are no articles negating the benefits of musical integration or showing any

negative setbacks from incorporating it into the classroom properly.

A quote recorded from Maya Angelou speaks on the importance that an impression or

experience can make. Angelou’s words were, “at the end of the day people won't remember what

you said or did, they will remember how you made them feel”. Music plays a large role in the

atmosphere and how a person can feel at that moment. “​Both music and words are essential

ingredients for creating a positive learning environment, and music is particularly powerful in

creating a relaxing, yet stimulating, atmosphere. When [music is played] that is related to the

content [being learned], it also makes students' learning more relevant” (Antepenko). ​An

educators job is to not only teach the curriculum, but some say there is also the ‘hidden

curriculum’. Teaching students how to be successful citizens and contributors to this world, to be

role models, dreamers, and visionaries. ​Sloan finishes off the article with a statement that rings
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true to the heart of this research, “if the point is to increase students' academic achievement, then

providing a rich, creative curriculum will serve that end.” Music can make a lasting impression

far greater than any lecture or PowerPoint presentation ever could. What is it that we want our

students to remember?

Analysis and Conclusion

I was positive before my research began that I would be able to find contradicting articles

to what I presumed was just a personal and bias belief. I wanted to go in with an open heart and

open eyes to the research with the intention of bettering my teaching practice. My hope was that

I would find answers that would guide my instructional strategies, and I am pleased to say that

through my research and results, I found what I needed. I was fascinated to see that I could not

find an article that mentioned any negative aspects of integrating music within the classroom.

The articles ranged from inclusive classrooms to current and relevant curriculum and how music

could elevate students learning. The answer I received through it all was yes, music can

contribute to academic achievement.

Through a survey conducted online to teachers who integrate music within their

classroom, the answers provided were anecdotal but informative and useful. Within Appendix A

the research results are more clearly stated. In summary, the survey displayed positive results

similar to the research found. Surveyors conveyed their own personal beliefs to the benefits of

integrating music and the evidence that they have seen within their own classroom to support

their claims. Each one indicated evidence towards an increased engagement in classroom

participation as well as the pieces of information taught through music were shown to have more

retention in the students memory versus that of a different teaching method. Examples of
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different integration techniques were provided and the consensus revolved around the benefits to

student success when integrating music whether it be through memorization or classroom

management. Other forms of integrating music within the classroom were through using it as a

background tool while students work on assignments, and going beyond that, some teachers

write songs with the class as a whole to memorize content. One example was writing a song

about clouds with Grade Five students for their science class. When music is properly integrated,

student engagement and content retention increase.

Implications and Recommendations

The question often asked with regard to this topic is what about the teachers who are not

as passionate, or skilled musically? The intention of this research was to show teachers that it can

be done whether you are musical or not. Teachers need to be flexible in their teaching methods,

and we must teach and provide opportunities in ways that might go outside of our comfort zone

to ensure each student has the opportunity to learn. The restraints for a teacher should never be

that it goes beyond their skill set, or that they did not learn that way so why should they teach

that way? One of the beautiful things about being a teacher is learning alongside your students.

You can take risks, try new things, and adapt when it is not going according to plan. Music is not

a required source that we must integrate in the same manner that other aspects might be,

however, creating meaningful learning opportunities and providing lessons with varied strategies

is something teachers should strive to do. Music is another resource to add to the toolbox in

terms of a different method or approach that a teacher could incorporate within their classroom.

Schools must place a higher priority on music again as it aids in the students academic

achievement and benefits an inclusive environment.


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If a teacher is wanting to implement music within their classroom and does not know

how to start off with the simple strategies. Integrating music does not need to be as extensive as

mentioned in the literature review, especially if the staff member is not musical. What matters to

the students is that we start somewhere. Even the little things can make grand improvements.

Our job is to continuously grow and learn, eventually, our little integrations can become vast

integrations because every once in a while, you can add onto what you are already doing. Please

consider this when deciding if the music is something you can or even could integrate into your

classroom or school. Starting somewhere is better than starting nowhere and you will learn along

the way. Students are forgiving and when it comes to music, if the type is chosen appropriately,

you cannot go wrong. Music benefits all types of learners and allows students to dive into a

higher order of thinking in a way that feels fun and is engaging. Music is relatable, relevant, it

can convey emotion and teach topics better than any textbook or video could. In an inclusive

environment having music available as a tool can make a difference in that child's learning.

Music is adaptable and the resources for it are never-ending. Teachers who incorporate it,

musical or non-musical have only seen positive results and that speaks for itself on why every

teacher should try it.


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References

AIR, Americal Institution for Research (2018). How does music benefit your classroom or
school community the MOST? (n.d.). Retrieved from
https://safesupportivelearning.ed.gov/voices-field/how-does-music-benefit-your-classroo
m-or-school-community-most
Alegria, M. (n.d.). Music as a Teaching Tool. Retrieved from
https://www.edutopia.org/blog/music-teaching-tool-maria-alegria
Antepenko, A. H. Ascd. (n.d.). The Music Connection. Retrieved from
http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Music
-Connection.aspx
Brewer, C. M.A.Benefits of Using Music in the Classroom (n.d.). Retrieved from
http://www.songsforteaching.com/teachingtips/classroomoutcomesofusingmusic.htm
Brown, L. L. (2012, May 25). The Benefits of Music Education. Retrieved from
http://www.pbs.org/parents/education/music-arts/the-benefits-of-music-education/
Froehlich, C. (2014). The Benefits of Music: An Exploration of Music in Core-Curriculum
Classrooms. Retrieved from
https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?referer=https://ca.search.yahoo.com/&
httpsredir=1&article=1096&context=honorsprojects
Riley, S. Integrating Music and Literacy in the Classroom. (2018, April 09). Retrieved from
https://educationcloset.com/2012/07/17/integrating-music-and-literacy/
Sloan, W. M. Ascd. (n.d.). Making Content Connections Through Arts Integration. Retrieved
from
http://www.ascd.org/publications/newsletters/education-update/mar09/vol51/num03/Mak
ing-Content-Connections-Through-Arts-Integration.aspx
Sze, S., Ph. D, & Yu, S., M.S.Ed. (n.d.). Educational Benefits of Music in an Inclusive
Classroom. Retrieved from ​https://files.eric.ed.gov/fulltext/ED490348.pdf
Thompson, V. (2017, September 26). Does Music Help Students Do Better in School? Retrieved
from​ ​https://classroom.synonym.com/music-students-better-school-9081.html
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Appendix A
Integrating Music Into The Classroom Survey Results

Question Do you use music within your classroom?


#1:

Answer: All survey participants answered yes.

Question How do you integrate music into your instructional design?


#2:

Answer: Music supports how the brain learns best, it creates relevancy for students and
can be great for using as a background tool. It can also be used as a teaching tool,
for classroom management, as well as a fun way to incorporate movement breaks
throughout the day. It can be used in every subject area. Instruments can also be
used as interactive tools.

Question What are the implications for integrating music with your instruction?
#3:

Answer: Choosing music that is age-appropriate and content-appropriate. Finding and


having access to technology and instruments is also an implication teachers might
face. Also, having that background knowledge and feeling confident integrating
music.

Question What evidence can you describe on the impacts this music integration has on
#4: student academic success?

Answer: Many of the brain researchers support the use of music in the classroom - e.g.
Marcia Tate, Eric Jensen, Martha Kaufeldt. Music helps create a brain-friendly
classroom due to the emotional response that it creates. It also helps students to
see beyond subject walls, and to see that most things in life are connected. Music
can also be a powerful memory tool used in any content area - either hearing
“content-based songs/videos” or by having students create their own - the highest
level of critical thinking (Bloom's Revised Taxonomy). Students are engaged and
are more likely to participate although this evidence is anecdotal. The main
portion of evidence is that content retention increases when music is involved in
the process and it reaches a variety of learners.

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