Professional Documents
Culture Documents
Erika McFarlane
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
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
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
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
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
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
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
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?
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
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
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,
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
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
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
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:
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.