Papoer

* ““95% percent of Americans believe that music is a key-component in a child’s well-rounded education, 80% percent of respondents agreed that music makes the participants smarter; 78% believe that learning a musical instrument helps students perform better in other subject areas; and 88% believe participation in music helps teach children discipline” (Hurley 3),” (par 1).

Studies show that music appears to support kids’ normal skills to interpret sounds and words. Learning to read and play music, appears to be related to an amount of assistance for kids, including improved processing of language and better reading skills. Music exercise in kids play develop key skills that will aid them in listening, attention, remembrance, and reading skills. Lisa Miller thinks,” in Europe was as crucial to becoming a cultivated person as knowing the works of Mozart or Rembrandt” ( ). Music is a foundation of human culture; it is a learning device, a way of communication, and, a way of

The curriculum emphasizes phonemic awareness, systematic phonics, oral reading fluency, requires the use of small groups, frequent performance feedback, and uses engaging arts- based interaction with students. In the beginning, students in experimental and control groups had similar reading levels. By the end of the Kindergarten, the program had a positive effect on phonemic awareness and systematic phonics. Between the groups, oral reading fluency had similar gains (Rose & Magnotta, 2012). Denac (2008), looked at the way in which preschool teachers show interest in musical instructional activities. Most of the teachers in his research preferred to use compact disk players to expose students to music. The sample of students were questioned concerning their music preference, data showed greater interest in listening to popular and folk music. Denac noted that the compact disk music used was not mainstreamed popular or folk music and that preschool teachers should pay attention to encouraging the interests of students (Denac, 2008). In a town near Bogotá, Colombia, mainstream music was used as a strategy to develop oral communication in a group of first grade English language learners. The six and seven year old students enjoyed the lesson and appeared to be singing along with the music. Upon further investigation, the students were not making meaningful

It can be proven, through literary research and personal experiences, that music has a positive effect on learning and memory. It can be concluded that these positive effects have an impact on patients with Alzheimer’s, on the motor skills and auditory memory of mentally disabled children, on students attempting to remember subject manner that they are learning, and on the affectivity of advertisements. On a personal note, music has facilitated my ability to remember things, both positive and negative, a number of times. For example, in high school I memorized the days of the week in French by singing them along with a tune that was already familiar to me. I have also had multiple experiences in which I remember things that I do not want

Expertise in music is far more difficult to acquire than the spoken word at a young age, but exposing children to music at a young age can increase the pace that children can acquire the skill of music and the deeper meanings of songs that can in turn, help children with

Peynircioglu of American University showed that among visual learners, music while studying increased the subjects ability to retain information better than it did in auditory learners or musicians. When tested to see whether meaningful melodies would be remembered better than non meaningful melodies, Musicians had a harder time remembering melodies that were determined to be meaningless than visual learners/nonmusicians but had a higher rate of

Practicing music affects human brains by improving intellectual and emotional skills. When a person plays an instrument, certain parts of the brain which are involved in controlling memory, hearing and motor skills are activated. In training music, a huge load of memory is required because a brain has to receive complicated auditory input. Therefore, the capacity to memorize expands and increases effectively (Spray, 2015). Songs don 't only help kids memorize alphabets or learn new words, but also aid adult 's ability to remember. A study from Ried School of Music, University of Edinburgh found that adults can remember a new foreign language better if they sing instead of speak the words (2014). The explanation is because rhythm, rhyme and alliteration in music put new words in a pattern and organize them. Thus, when one sings a song, the pattern comes out of their mind in sequence. It helps them recall the words quickly (Roediger). Music acts in the same function as visual image which is to illustrate abstract concepts into more concrete pictures.

Music and music experiences support the formation of important brain connections that are being established over the first three years of life (Carlton 2000). Musical experiences are helpful for academic achievement in childhood, because music actually accelerate brain development, particularly in the areas of language acquisition and reading skills. (The University of Southern California’s Brain and Creativity Institute) Moreover, music ignites all areas of child development and skills for readiness intellectual,

Sing songs to children is crucial for facilitates children’s literacy and numeracy development (Touhill, 2013). Research has found that the acquisition of early literacy skills and development are associated with singing nursery songs, as sing song to children promote children to discriminate sounds or rhythm, and it can also foster children’s concentration skill, auditory discrimination skill (listening skill) and speaking skills, which is the foundation of literacy development (Connor, 2011a; Fellowes & Oakley, 2014).

In 2014, Marion Long conducted a study on the effects of rhythm-based music training on children’s reading ability. It was found as a result of the study that music had a profoundly positive impact on children’s ability to read. Of the students tested, after the music intervention, reading levels improved to correlate with his/her chronological age or exceeded their age

Music is a core element of the human experience. Unfortunately, many people do not realize what a vital role music plays in early childhood 121. Below, the early childhood educators at Over the Rainbow Kids Place in West Henrietta, NY explain three reasons music is important in early childhood education:

When children actively engage in the playing of classical music using a variety of instruments, studies have shown their ability to think becomes more advanced. According to the NAMM Foundation, they stated that, “Students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program, and 32% higher in English than students in a deficient choral program.” (Journal for Research in Music Education; Dr. Christopher Johnson, Jenny Memmott) In other words, these young kids that have access to great music programs and interact as a group, statistically receive higher scores on tests. In a New York Times article, it states, “In a 2004 study, he and his colleagues randomly assigned 144 6-year-olds to receive instruction in keyboard, voice,

The article is directed at the educators of primary students as a new way of achievement in the classroom. Giving the effects of teaching vocabulary through music following experiments in comparison to a traditional style of learning. This article gives an introduction, method, result, and

A study conducted on school children in America concluded that children who took voice or piano lessons had higher IQ’s at the end of the year than those who did not (Munsey, 2006). Dye (2012) reinforces this, stating that scientific research shows that studying music improves school performance. Gaser and Schlaug (2003) showed that musicians learn advanced

The question “Can language be acquired through music?” has already been asked, and the literature has already agreed on the benefits of using music to stimulate learning (Medina (1990) cites Jalongo and Bromley, 1984, McCarthey, 1985; Martin, 1983, Mitchell, 1983, and Jolly, 1975). For instance, musical training is proven to improve L2 speech contrast recognition (Gottfried, 2007) and prosodic processing (Magne, Schön & Besson, 2006). Empirical researches show that students can benefit from musical stimuli, and, in fact, music has been used inside the classroom to motivate students to practice all four language skills. Medina (1990), for instance, provided empirical support to the claim that “music is a viable vehicle for second language acquisition,” and Lowe (1995) demonstrated that learners who received musical stimuli performed better in grammar and reading comprehension French tests.