Transcript Surprising Insights: Literacy and Music?”

Music
Across the Curriculum
Surprising Insights:
Literacy and Music?
Darlene M. Michener, Ph.D. - CSULA
Holly A. Reed, M.Ed., Vista School District
When the economy slows, many districts
cut pieces of the Curriculum.
Quick Fix?
Poor Solution?
You decide. ..
Let’s examine - research
…
1 of those “pieces”
often cut from the curriculum…
“Music”
We’ll use a
Fun
Little
Literacy & Music
“I.Q. TesT”
Jot down your answers to the following Questions…
1.
2.
3.
4.
5.
Water Music
(Handel)
Does music increase the power of the
Brain?
Music can’t really increase Reading
Achievement Test Scores…or can it?
Can Music contribute to increasing the
literacy skills of At-Risk students?
Can music help students Read better?
Does music help students
- learn language, and assist with
- second language acquisition?
6.
7.
8.
Music in the schools increases Attendance
(thereby enhancing literacy). --True or False?
Can learning through music increase
achievement in Other Curricular areas?
Is there any evidence that increased literacy
through music, helps more students get into
and do better in College?
------------------------------------------Bonus Question
Which is proper?
“Egg yolks is white”
“Egg yolks are white”
1. Does Music increase
the Power of the Brain?
“Think”
You better think (think)
think about what you're trying to do to me.
Yeah, think (think, think),
let your mind go, let yourself be free.
Latest Brain Research
…beginning to show…
1. Music Education increases
“Neuroplasticity”
(….“changes in neural pathways and synapses” )
(~ Piaget’s Assimilation and Accommodation)
…actually
“Physically” increases Brain Development
For example -
(Wesson, 2003)
Section of the Brain responsible for
Planning,
Coordination,
(the front of the corpus callosum that connects the two sides of the prefrontal cortex)
Substantially Larger for musicians
(Begley, 2000)
Musicians become more efficient at
…
- Organizing
- Multi-tasking
(Ratey, 2001)
…important for balancing Reading Skills -Decoding, -Comprehension
Latest Brain Research
2. Multi-Sensory Experiences
(like Music)
- Create Additional Linkages
with the
“sub-cortical” brain structures
(~inner part of an orange) responsible for basic reflex processes - circulation, movement)
- Strengthen Brain Connections
throughout the whole
“cerebral cortex”
(Wesson, 2009)
(~skin of an orange) deeply folded 6-layer neural tissue sheet, divided into left and right hemispheres
- memory, paying attention, thinking, language…
- and Speeds Up the brain’s network of activity
…which Increases Intelligence
(van den Heuvel, 2009)
------------…the Neurological Explanation for
…that Famous Study from the ‘80’s
- “Addition of Music Education
Raised I.Q. scores for 2nd graders”
(Royer, 1987)
Latest Brain Research --beginning to show…
3. Students who begin music before age 7
have thicker Corpus Callosums
…the bundle of nerve fibers that connects
(and helps with communication between)
the two brain hemispheres
(Ester, 2009)
…the more Connections
through the Corpus Callosum
…by something affecting both sides of the
brain (ex. multisensory experiences like Music)
Left - Language
Right - distinguishing Musical Intonations
…the more integrated the information
becomes in a person’s memory,
…better Learned, and better Retained
(Campbell,1992)
2. Music can’t really increase
Reading Achievement Test Scores
…or can it?
Research example…

3-year study - Univ. of Washington
…5th graders With music,
surpassed 5th graders Without music
“Comprehensive Test of Basic Skills” (CTBS)
(Holmes, 1989)
In fact…
In 1999, the College Board documented a
100 point gap in SAT scores

students who had music instruction
in their early elementary school years

students who did not
…The longer students studied music,
the greater the gap in scores!
(U.S. House of Representatives Education Caucus Testimony, July 1999)
..Life…twins!
Research Shows that
“Students of the Arts”
1. Develop essential Test Taking skills


Memory
Concentration
(Demorest & Morrison, 2000; Fujioka, et. al., 2006)
2. Learn to Think Creatively
…and Become Better Problem-Solvers


by imagining various solutions
and rejecting outdated assumptions
(Phillips, 2009)
Research also shows that Music can help increase Scores for
• Reading
-
Fluency
-
Vocabulary
-
Comprehension
…Reading with Expression
…How to Read “Poetry”
(stopping at end of sentence, not end of line…)
…etc.
• Other Curricular Standards
So, let’s take a look at how Music can enhance…
Reading Fluency
…a major focus in current curriculum standards
The best way to develop Reading Fluency is
- Reading and Re-Reading
familiar material
Reading Song Lyrics
…is perfect! >>>>>>>
What a Wonderful World
(Louis Armstrong)
I see trees of green,
Red Roses too.
I see them bloom
For me and you.
And I think to myself, what a wonderful world.
I see skies of blue,
And clouds of white.
The bright blessed day,
dark sacred night.
And I think to myself, what a wonderful world.
The colors of the rainbow, so pretty in the sky
Are also on the faces, of people going by
I see friends shaking hands, sayin', "How do you do?"
They're really sayin', "I love you"
I hear babies cryin', I watch them grow
They'll learn much more, than I'll ever know
And I think to myself
What a wonderful world
Yes, I think to myself
What a wonderful world
Oh yeah
Using a Popular (or obsure) song your kids will like:
1. Full Group –
Sing the Song
Reading the lyrics as they sing (Karaoke style)
…from an overhead, powerpoint, or chart.
2. Small Groups –
Re-read verses
…to practice Fluency
Discuss their opinions about
the meanings behind the lyrics
…vocabulary; comprehension
3. Group Share –
Share their group discussion highlights
4. Individuals –
Individual students Re-Read Parts of the Lyrics
….until all lyrics are read.
5. Mini-lesson –
Reading Lyrics
as Poetry
…stopping at ends of sentences
rather than at breaks in lyrics/rhythm
 with Expression
6. Small Groups/Individuals –
 Write and Perform
…a new verse
(See Handout)
Generic Follow-Up Ideas

Language Arts –

…find a Song that exemplifies a language arts focus
(grammar/punctuation/spelling…)
Students



Map Reading Skills Reinforcement –
…a song to reinforce map locations (ex. “…Route 66”)


re-read lyrics silently
search for examples of that object ive
ex. search for adjectives in the song, discuss
compound words, find –ing endings or prepositions…
invent a make-believe travelogue
Comprehension – (5th grade)
…ex. Analyze the words of “Star Spangled Banner”

Vocabulary –
…find a Song where the words from the song include
vocabulary words

Comprehension/Vocabulary/Art –
…illustrate a picture/collage/painting
using the words from the song

Spelling –
…“Making Words” with letter tiles for song word(s)
ex. Supercalifragilisticexpialidocious
-- How many words can you make out of the letters of that word?

Poetry –
…using a song such as “De Colores”
read the song text as a poem

Writing –
…write a script that would lead up to the song,
or would come after the song
and perform it as a Reader’s Theater
(ex. “Day- O”)
…This would also allow the students to learn the aspects of script writing.

Anticipatory Set of a Lesson …songs can be a great “engagement” for a new lesson

Social Studies –
…students learn 50 Nifty United States
to have students learn names of all the states
…and putting them in alphabetical order

Characterization, Setting… –
…discuss attributes; characteristics; historical setting
(ex. Oh, Susanna)

Music –
…read a story
…then use instruments to represent the characters
(as in “Peter and the Wolf”)

Drama ––
…sing the words to a story as a song to a familiar tune
(such as “Mary Had a Little Lamb” melody)

Vocal Music Performance –
…listen to / read / sing
the same song by different artists

Math –
…draw a Venn diagram
…compare two or more versions of the song
3. Can Music contribute to Increasing the
Literacy Skills of At-Risk students?
Listen to a little bit of
“The Climb”
(Miley Cyrus)
I can almost see it.
That dream I'm dreaming, but
There's a voice inside my head saying
You'll never reach it.
Every step I'm takin'
Every move I make
Feels lost with no direction,
My faith is shakin‘
But I, I gotta keep tryin'
Gotta keep my head held high…

At-Risk students
who participate in music
show significant increases in Self-Concept
(Barry, 1992)
…There’s a +.35 Correlation between
Self-Concept & Reading Ability
…Music Education teachers,
…Mentor same students, Over Several Academic Years,
…Consistently enhancing students’ self-esteem
Research with At-Risk Students also shows…

Lower Dropout rates
Ensemble Performance Experience
0 years experience
 1-2 years

Dropout Rate
=
=
7.4% dropout
1% dropout
(Chute, 1998)

Lower Arrest records
Criminal Records, Rhode Island residents (birth – 30)

the more music involvement,
the lower the arrest record

(Gardiner, 1996)
Students are Less Disruptive


in Total student Population =
in Music student Population =
12.14%
8.08%
(National Data Resource Center -Aleman, et al., 2003)

Music students less likely
-

drugs
alcohol & tobacco
involved with Gangs
(ex. H. Con. Res. 266, US Senate, June 13, 2000)
(Rural and Urban Inner-City schools)
--Music and Arts Program Students
- better at Critical-Thinking
- better Problem-Solving skills

(Stevenson & Deasy, 2006)
7 studies consistently show Music Education

Helps Students “disengaged from school”
more effectively Connect with Peers
(Champions of Change - Fiske, 1999)
4. Can Music help students Read better?
Let’s Listen to a little bit of this one…
What song is this?
“ABC…”
(“Twinkle Twinkle”)

Dr. Joyce Bales
(Former Superintendent -Vista Unified School District )
Email Correspondence, 8/1/09
“I believe you are right about the connection
between music and literacy.
Most of us learned to sing our ABCs at a very
young age.”
There appears to be
“Cross-disciplinary Learning”
 decoding
“musical notes”
 and decoding “symbols”
(The College Board, 2001)
----------------------------------------------------------
Music = ordered and predictable
sequences of sounds and symbols
Reading = ordered and predictable
sequences of sounds and symbols too!
---------------------------------------------------------Decoding sound and symbol patterns in music,
sets up Electrical & Chemical Pathways (“synapses”) in the Brain
~ a Roadmap
for Decoding Symbol Patterns in Reading
(Elliott, 1995)
Music Training…
1. helps “Hearing” – to distinguish precise acoustics
(Phonemic Awareness)
2. teaches How to Transpose those sounds, into symbols
(Phonics)
3. and How to Translate those Symbols, “in context”
into “auditory images”
(Reading)
---------------------------------------------
… and conversely, the reversal, “Encoding”
(Writing)
(Madaule, 1997; Milley et. al., 1983)
More Physical Evidence…
• The BRAIN’s “Planum Temporale”
(tem-pə-ˈrā-lē)
region
…auditory region of the left cerebral cortex related to language skills: Speaking, Reading, Writing, Spelling…
is
Larger in musicians
…and they show increases in
(Pantev et al., 1998)
reading achievement
------------------------------------------•
that same “Planum
Temporale”
(tem-pə-ˈrā-lē)
region
is Smaller in students with “dyslexia”
(a brain related reading difficulty)
(Sherman, 2009)
Research with
Rhythm Training…
1. Students with ADHD given rhythm training
improve in “Focus”
and in - Math
- Language
- Spelling
- Reading
2. Students who can perform complex
(Shaffer et al., 2001)
Rhythms…
make faster and more precise “Corrections”
in many academic situations
…that agility appears to assist music students achieve
more accurate “Comprehension”
Comprehension Strategy Songs
from Capo Unified School District
Visualize
…to the tune of “Jingle Bells”
Visualize, visualize
I can visualize!
Words make pictures in my head,
of all that I’ve just read!
Visualize, visualize
I can visualize!
People, places come alive,
when I visualize!
Questioning
…to the tune of “Are you Sleeping?”
I ask questions,
I ask quesitons,
As I readAs I readWho…
what, where, when and why
Who…
what, where, when and why
I’ll find answers.
Monitor and Clarify
…to the tune of “This Old Man”
Monitor,
Clarify,
When you’re reading you
must try…
To decode a word, that
you haven’t read before.
Look for clues,
and you’ll learn more!
Making Connections
…to the tune of “La Cucaracha”
Make a connection,
make a connection,
To things I already know.
It’s happened to me.
or I read it be-fore,
Then I want to read some
more!
Predicting
(to the tune of “Row, Row, Row Your Boat”)
What will happen next?
I wonder what will be?
I think I’ll predict and then,
I’ll read and I will see…
Was I right or wrong?
Now I will confirm.
Predicting helps me
understand,
All that I have learned.
Summarize
(to the the of “Jingle Bells”)
Summarize, summarize
I can summarize!
Retell the parts that I just
read,
Remember what I read!
Summarize, summarize
I can summarize
The story makes a lot more
sense
When I summarize! (repeat)
5. Does Music help students Learn Language,
and even Assist with
Second Language Acquisition?

“Vocabulary” in the songs is great “context”
and also …the related
“background information” can lead to great discussions!
Example:
“Star Spangled Banner”
Oh, say, can you see,
by the dawn's early light,
What so proudly we hail'd
at the twilight's last gleaming?
…
Music is


the “Universal Language”
one of the Multiple
Intelligences
identified by Howard Gardner

one of the Core
(1983)
Academic Subjects
in No Child Left Behind act
(2002)
Music and Language

are
“Linked
in the Brain”
from the earliest stages of infancy!
(…as the infant processes sounds of voices)
(Garifias, 1990)
-----------------------------------------------------------------------------------------------------------------------

Music is linked to
a greater capacity to process All Sounds
…including Speech
(Aleman et al., 2003)

Music students
– are trained to
listen precisely
…which contributes significantly to ability for
language acquisition
 communication in school


(Madaule, 1998; Tucker, 1981)
2 year Swiss Study –
1,200 children
 in 50 schools

- better at Languages
- learned to Read more easily
- had Lower Stress levels
(Weber et al., 1993 in Phillips, 2009)
Krashen’s “Affective Filter Hypothesis”
(Krashen, 1985)
Music
(primarily Right side of the Brain …which involves Emotion)

facilitates Concentration and Relaxation

reduces Stress of Second Language Learning
6. Music in the schools Increases Attendance
thereby Enhancing Literacy. --True or False?
Day O
Harry Belafonte
Day-o, day-ay-ay-o
Daylight come and he wan' go home.
Day, he say day, he say day, he say day,
he say day, he say day-ay-ay-o.
Daylight come and he wan' go home.
Research has discovered - music helps





math
critical thinking
Reading
SAT scores
self-discipline
and…
School Attendance!
That’s right,
a summary of studies revealed
…a connection between “The Arts” and
 increased student Motivation
 improved School “Attendance”
 and “Higher Education” Aspirations!
(Critical Links, 2006)
Students involved in music have
Significantly Higher Attendance rates
than their comparison groups
…due to increased interest in learning
(Aschbache & Herman, 1991)
----------------------------------------------------------------------------------------------------------------------------

2006 Harris Poll

96% of Principals Agree
music education encourages
and motivates students to stay in school

89% of Principals Agree
music contributes to
schools’ higher graduation rates!
(Harris, 2006)
Students failing - in other subjects
often find they can be successful in
Music
…so they suddenly become
more motivated to succeed in
reading, math,
and all of their subjects!
---------------------------------------However,
Dr. Kenneth Wesson (expert on brain & learning)
points out an interesting
paradox:
“Unfortunately
schools spend an inordinate amount of Time
identifying Academic Deficiencies
and devote even greater numbers of hours
to subsequent Remediation
by concentrating on a student’s Problem Areas.
----------------------------------------
Instead
schools should focus on further Cultivation of
a student’s Strengths
…that indicate the presence of
Healthy, Efficiently working Neural Networks.”
(e.g., Clifton & Anderson, 2002; Kovalik & Olsen, 2001)
“This focus
will result in far more Cognitive Resources to work with
in any plan
for …skill level enhancements in the classroom.”
(Wesson, 2009, p. 6).
The Causal relationship discovered
Music and Spatial Intelligence…
also helps students

form Mental Pictures

solve Advanced Mathematics Problems

visualize Elements that should “Go Together”
of things
(Cutietta & Booth, 1996)
-----
…which
also helps students
pack up a book-bag with everything they need
…for each of those
“extra days” they attend school!!!
(Droscher, 2006; Rauscher et al., 1997; Ratey, 2001)
7. Can learning through Music
Increase Achievement
in Other Curricular Areas?
Research study - how many of the United States
5th grade “music students” could identify
average of 24

Pretest- identified an
of the 50

After learning the song “50 Nifty United States” by Ray Charles
(a song remembered from own 5th grade)

Posttest - able to write down and recall on


…most in alphabetical order
…in less than 5 minutes!
average 47
of the 50
(Reed, 2007)
“50 Nifty United States”
by Ray Charles

50 Nifty United States, from 13 original colonies;

50 Nifty stars in the flag, that billows so beautifully in
the breeze.

Each individual state contributes a quality, that is great.

Each individual state deserves a bow (deserves a bow),
let’s salute them now (salute them now).

50 Nifty United States, from 13 original colonies,

Shout 'em, scout 'em, tell all about 'em,

One by one, ‘til we've given a name to every state,

that’s in the USA, in the USA, in the USA
(…hold out all the A's for 3 beats)

Alabama,
Alaska,

California,
Colorado,

Delaware,
Florida,

Idaho,

Iowa,

Maryland,

Minnesota,

Nebraska,

New Hampshire,

North Carolina,

Oklahoma,

South Dakota,

Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin,
Wyoming
Illinois,
Kansas,
Arizona,
Arkansas,
Connecticut
Georgia,
Hawaii,
Indiana
Kentucky,
Massachusetts,
Mississippi,
Louisiana,
Maine,
Michigan.
Missouri,
Montana,
Nevada,
New Jersey,
North Dakota,
Oregon,
New Mexico,
Ohio,
Pennsylvania,
Tennessee,
New York,
Rhode Island,
South Carolina,
Texas,

North, South, East, West

In our cool, considerate, objective, unprejudiced opinion…

California Is the Best

50 Nifty United States, from 13 original colonies;

50 Nifty stars on the flag, that billows so beautifully in the breeze.

Each individual state contributes a quality, that is great.

Each individual state deserves a bow (deserves a bow), let’s salute them
now (salute them now).

50 Nifty United States, from 13 original colonies

Add up to
U
S
A !
…of the
Math

Rhythm Tree – works with fractions
2nd & 3rd graders
 scored 100% higher on fractions tests



(Graziano et al., 1999)
“School House Rock” (on TV)
…teaches math and grammar
CDs teach addition, subtraction,
multiplication and division …through songs!
---------------------------

Short Musical Performances - teach U.S. History

Clapping different Rhythms - classroom management

Rap - teaches poetry (even the ABCs in one reading program!)
“Chunking Up!”
What’s easier to remember:
3233434360
(323) 343-4360
The Brain …
assimilating about 5 +/- 2 pieces of information
• in its short term (working) memory
• and holding it there for approximately 5 seconds at a time
• without rehearsing to help strengthen the new synapses
•
•
only capable of
5
+/- 2 “chunks” of information at a time
(Huitt, 2008)
(previously thought to be 7 +/- 2)
- Phone # = 7+area code
(323) 343-4360
- SS # = 9
(555-55-5555)
(Miller, 1956)
- Zip Code = 5+4
90032-8142
---------------------------------------
•
Linking new information - to familiar tunes
…”chunks -up” the new information
(less pieces…bigger chunks of Information)
…helps imprint that information on young minds
(Phillips, 2009; Reed, 2007)
With music…“Chunking” things
•
•
like the 26 letters of the alphabet,
or the names of the 50 United States
…teaches them in a more effective period of time
-- “Chunks” different pieces of information
into larger, more meaningful units
---------------------------------------------------------------
…and it’s a multi-modal approach!
You can
• dance to it
• feel the vibrations going through your body as you hear it,
• play it on various rhythm and other musical instruments (kinesthetic/tactile);
• read the notes
• watch performances of it (visual)
• sing with it
• hear its changes in pitch (auditory)
---------------------------------------------------------------
…Putting any new information to music helps students retain the information
for years to come through repetition (both in and out of classroom)
…the song gets stuck their heads
and those new synapses extend into long-term memory!
Anchor Songs
(Musical Cues)
…from Kim Morgan, Lake Elementary School, Vista School District
- We Are The Champions
Before Tests
- We Will Rock You
- Don’t Worry, Be Happy
Beginning of the Day
- Come On Over (Shania Twain)
- Come On Over Baby (Christina Aguilera)
- Wipe Out
Stretch Break
- Electric Slide
- I Can See Clearly Now
Beginning of Various Subjects
P.E. - Rocky
Math - Star Wars
Social Studies - Oh Susannah
Science - Time for Weird Science
Other…
Cleaning Up the Room - Move It, Move It
Turning in Homework - Mission Impossible
U.A. Switch - Funky Town
New Student? - You’ve Got a Friend in Me
8. Is there any evidence that
Increased Literacy through Music
helps more students
Get Into and Do Better in College?
Since music enhances SAT scores
…increases likelihood of admission
Music students outperformed non-music students

by 61 points on the verbal SAT

42 points higher on the math
(Demorest & Morrison, 2000)
Students who study piano or voice
average a significant (7 point) Gain!
on the Weschler IQ test
…2.7 points higher than other students

(Mundell, 2009)

College Admissions Officers
consider music participation
one of several important factors
in making admissions decisions


demonstrates good time management
(Hartman, 1999)
They consider it 1 of 6 basic academic
subjects students should study - to succeed in college
“Be True to your School”
(Beach Boys)
When some loud braggart tries to put me down
And says his school is great, I tell him right away
"Now what's the matter buddy
Ain't you heard of my school?
It's number one in the state“
So be true to your school…
5-year Longitudinal study
- over 7,500 university students
- Highest Reading scores


of any students on campus
music majors
music education majors

...higher than All Other Majors
including chemistry and biology majors,
 math majors
 even English majors! (Wood, 1988)

Self-confidence -important for college success
A major study of 2,046 children
- grades 4, 5, 7, and 8
- 12 public schools
- New York, Connecticut, Virginia, and South Carolina
using several measures
- Teacher Perception Scale
- Classroom Teacher Arts Inventory
- Student Arts Background questionnaire
results… >
Type of Self-Confidence
Level of “Arts” Involvement
Highest Quartile








Physical Ability
Physical Appearance
Peer Relations
Parent Relations
General
Reading
Mathematics
General School…
30%
27%
29%
35%
37%
40%
30%
36%
Lowest Quartile
20%
24%
23%
24%
27%
20%
15%
19%
Total Non-Academic 33%
24%
Total Academic
41%
18%
34%
18%
Total
(Burton et al., 1999)
Something else to consider…
An interesting study of
 Engineers
 Technical Designers
…in the Silicon Valley industry of California

--nearly without exception-the very best
were also practicing musicians!
(Venerable, 1989)
so …in Our Inter-Connected
School Curriculum
so …in Our Inter-Connected
School Curriculum
Music
certainly appears to be
1 of the
“Important Pieces”
for enhancing Literacy
So going back to our original question…
Cutting curricular areas
(such as music)
Quick Fix?
Poor Solution?
You can decide…
…BUT if you really want to know, if music is
important in schools
--ask a 1st or a 2nd grader
to put 10 words in alphabetical order
and see if you don’t hear him (or her) singing that
ABC song!
Oh, the Bonus Question…
Which is proper?
“Egg yolks is white”
or
“Egg yolks are white”
…Egg Yolks are YELLOW!
hummm…maybe we should have put that to music?
OK, add up how many you got Correct…
If you scored:

0-4
=
Novice
…maybe at first, but not after today!

5-6
=
Intermediate
…pretty good understanding about this connection!

7+
=
Informed
…came into this with a strong foundation – and now
that knowledge base is even stronger!
Congratulations!
Try teaching with Music!
Your students will love it,
…and you’ll be happy with the results!
Thanks for coming!
For a copy of today’s powerpoint show
email Dr. Darlene Michener @
[email protected]
A Sampling of
Helpful Websites…

www.esl-lounge.com/songstop.shtml

www.mitest.com/omitest.htm

www.pbs.org

www.songsforteaching.com

http://www.elyrics.net
A great way to get easy ideas for
using music across (not only reading and
language arts) the entire curriculum is
having your district purchase:
Making Music with the Arts
Across the Curriculum”
(California edition)
Great for General Ed. Teachers
It includes…
1.
Visual Arts – with color
transparences
2. Music – with CDs with
lesson plans
3.
4.
Dance – with step by
step directions
Theater – with poems or
script writing assistance
5. English Language
Learners assistance
6. Math ideas
7. Social Studies
8. Science
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