Response to Maya's article: https://drive.google.com/file/d/0BzbXQdE3mhMndFVFaFhFU1JfZnc/view
Music’s effect on brain structures to increase engagement, attention, word recognition, and mathematical achievement is well documented in the research cited in this article. I do not incorporate music as much as I should in my Talented Theatre courses, as I spend a majority of time trying to integrate drama/theatre with the core curriculum. There is also much research on the arts-integration versus arts-enhancement debate. It has been shown that arts-integration is better for students and increased success in both the core curriculum subject AND the art form subject.
I believe classroom teachers feel more comfortable with music enhancement versus music integration. Here are two examples of each:
Music Enhancement:
-Singing the ‘Fifty Nifty United States’ song to remember the states
-Songs from “Schoolhouse Rock” that aid in memorization
Music Integration:
-Teaching rhythm/steady beat/time signatures of music and connecting this to ELA through Poetry Rhyme schemes
-Teaching a genre of music (i.e. “jazz”) and connecting this to Social Studies via the Harlem Renaissance
As much as I advocate arts integration versus enhancement, I believe that the right music in any setting leads to increased happiness and reduced stress. I see the joy students get from joining choir and our annual Spring musical. The music teachers at all three of my schools have the least amount of student discipline issues and write-ups. Therefore, there are implications for every teacher, especially those trying to reduce anxiety and stress and increase positivity within their classroom climate.
-Jamie Hipp
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