Music in the classroom

LAURA ALUISE AND DR. EDNA MEISEL

CURRICULUM AND INSTRUCTION ED. D. PROGRAM
MARSHALL UNIVERSITY
Introduction

 Music is an effective, stress-free, and fun form of treatment that can enhance student
learning.
 Benefits of Active engagement with music:
1) can positively affect the way that the brain processes information
2) enhance the perception of speech and language
3) improve students’ ability to communicate with others and learn to read (Hallam, 2010;
Bokiev, Bokiev, Aralas, Ismail, & Othman, 2018).
 Experiencing music perceived as calming can reduce aggressive behavior and feelings of
anxiety and stress (Ziv & Dolev, 2013; Goldbeck & Ellerkamp, 2012; Saarikallio &
Erkkila, 2007).
Techniques for Stress and Anxiety

 Choose quiet, organized music in the background as children enter the

classroom (Buchanan, 2013).

 Select short songs or excerpts of songs (1 – 2 minutes in length) for transitions –

reading time, lunch, getting ready for gym (Buchanan, 2013).
Techniques for Focus

 Utilize “freeze dance” music activities in the classroom to work on focus (alert or
calming) and impulse control (Anderson, 2021)
 Any song can be turned into a “freeze dance”
 General Rules for “Freeze Dance”:
 1) Dance when the music plays
 2) Freeze in place when it stops
Techniques to Improve Social Skills

 Play turn taking games using only one instrument or individual instruments.
 Examples of turn-taking instrumental games for improving social skills include
(Wilhelm & Graber, 2018) :
1)Orbit
2) Performer and Audience
3) Drum Circle
4) Conductor
Techniques for Speech/Language
Impairments, Listening, and Memory
 Use familiar children’s songs such as Old McDonald, Row row row your boat,
and Twinkle twinkle little star-pairing visuals (toys, gestures, pictures) with key
words and phrases (Holly, 2018; Stanton, 2018; Farnell, 2015).
 Leave a pause or space in the song for the child to supply the missing words
 Old McDonald is excellent for memory as students have to remember the animals
supplied in sequence.
Techniques for Speech/Language Impairments,
Listening, and Memory Part II

 Instruments are used to practice the concepts of fast, slow, togetherness, stopping,
going, loud, and quiet.

 Drums, maracas, tambourines and rhythm sticks are easy instruments to play and
are used to work on volume and pitch (Holly, 2018; Stanton, 2018; Farnell, 2015).
 An exercise for small group is to encourage the children to use language to direct
the group in a song.
Techniques for Speech/Language Impairments,
Listening, and Memory Part III

 Children can tell each other what to play, deal out instruments, and explain how to
play using commands like “start” and “stop.”

 A xylophone or set of drums that the child can hit in conjunction with each
syllable will help the child with childhood apraxia of speech emphasize and
visualize each spoken syllable in multisyllabic words (e.g., “bu-bble-gum” would
be three hits, one on each drum, piano or xylophone key).

 Listening games comprised of slow and clear lyrics encourage children to “listen”
to key words, concepts, or instructions in songs (Holly, 2018; Stanton, 2018;
Farnell, 2015).
 References
Anderson, N. (2021). Powerful Music Activities to Help your child Focus. Anderson Music Therapy. https://www.amusictherapy.com/post/powerful
-music-activities-to-help-your-child-focus
Bokiev, D., Bokiev, U., Aralas, D., Ismail, L., & Othman, M. (2018). Utilizing music and songs to promote student engagement in ESL classrooms.
International Journal of Academic Research in Business and Social Sciences, 8(12), 314–332
Buchanan, J. (2013). “Teachers: 5 Steps to Maximize Music in Your Classroom.” JB Music Therapy. https://www.jbmusictherapy.com/teachers-5-steps
-to-maximize-the-music-in-your-classroom/
Farnell, T. (2015). The Inclusion of Music Therapy in Speech Language Interventions. Retrieved from
https://scholarworks.uark.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1041&context=rhrcuht
Goldbeck, L., and Ellerkamp, T. (2012) A randomized controlled trial of multimodal music therapy for children with anxiety disorders. Journal of Music
Therapy, 49(4), 395-413.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social, and personal development of children and young people. International
Journal of Music Education. 28 (3) 269-289.
Holly, F. (2018). Making Music a Meaningful Part of Speech Therapy. Retrieved from https://www.speechbuddy.com/blog/speech-therapy
-techniques/making-music-a-meaningful-part-of-speech-therapy/
Saarikallio, S., and Erkkila, J. (2007). The role of music in adolescents’ mood regulation. Psychology of Music. 35 (1), 88-109.
Stanton, M. (2018). Music Therapy Moves Kids with Speech Delays. Retrieved from http://theorangeeffect.org/music-therapy-moves-kids-with-speech
-delays/
Wilhelm, C., & Graber, A. (2018). Using Music Activities to Teach Social Skills to Children with Autism. American Speech-Language-Hearing
Association (ASHA). https://leader.pubs.asha.org/do/10.1044/using-music-activities-to-teach-social-skills-in-young-people-with-autism/full/
Ziv, N., and Dolev, E. (2013). The effect of background music on bullying: A pilot study. Children & Schools. 35 (2) 83-90.
Questions
 How have you used music in your classroom?
 What was your purpose for incorporating music into your classroom?
 What did you do?
 How did your students respond?
 Did your students respond as you had expected?
 If you have not used music in the classroom, what kind of support do you feel you
need?