English Essay

[Notes:
Music and its academics

How is it relevant?
What is music education? What does it involve? Why is it valuable?

Why music is important for academic development?

Thesis Statement:
Exploring the reasons why (what, where and how) music is beneficial for young children
across an academic minded range of developments.

Musical insight => Maths and Science

and their intellectual, brain, social and emotional development.

Evidence:
- Academic studies
- Expert opinions from people in the field
- Statistics]

Gloria Stahl
Student No. 807169939
COVER PAGE [FIX IT UP]
Gloria Stahl
Student No. 807169939
[Course number and name]
English Essay
Music education has a positive impact on academic development for primary and high school
students.

Gloria Stahl
Student No. 807169939
200 words. Introduction:

Music can be defined as an art form of instrumental and/or vocal sound(s) arranged in
rhythmic and melodic harmonies. (Epperson 2019). Music is presented in a wide range of
different forms and genres, such as jazz, electric, classic or contemporary, which can further
be divided into musical periods/eras, such as Romantic Period or Classical Period. The
specific date when music originated from is not specifically known, but the Ancient History
Encyclopedia Foundation (n.d.) has pointed out evidence suggesting music has been around
since 5000 BC. Music has developed over many eras and has been used for different
purposes. Epperson (2019) claims music influences human emotion, most commonly through
lyrics, movement or drama. Today, music in one form is used in schools for the teaching and
purpose of education of students. Incorporated Society of Musicians (n.d.) define music
education as an area of education in the learning of music and musical principles. Music
education can consist of weekly classroom and private music lesson to choirs or instrumental
group clubs. Music education has a positive impact on academic development for primary
and high school students. Many studies have provided evidence for a higher individual
academic success rate for those who participate in musical education (Schellenberg 2004).
[Academics emphasis music’s influence on the auditory development and listening skills in
childhood development that increases ‘their ability to learn to both read and write, and they
greatly influence their social skills as
well’(https://www.oticon.com.au/hearing-aid-users/hearing-loss/children-with-hearing-loss/
why-childrens-hearing-is-important).] Musical involvement has shown to influence strong
development in study habits, crucial for academic progress. Brain development and problem-
solving skills have proven to excel when participating in music education. There is evidence
to suggest that IQ scores and academic success rate of students involved in some form of
music have proven higher than those who are not involved with music.

Essay Plan
A. 300 words Early childhood application towards effective development.
The first point to give us reason to believe music education can improve academic
performance. The early application of music education that is proven to boost the
development of crucial academic areas. The outcome in the certain departments of
development within a child’s upbringing can influence the types of skills one will utilize as
they progress into their academic performance. These skills could be identified as speech and
auditory development or thought processing skills that work to the advantage of academic
development. Effective speech development in a child can be easily prompted by the
introduction of music at early stages, that allows a child to understand and learn the
fundamental techniques of vocal expression (Edwards, Bayless & Ramsey 2009, p.g. 75).
Skills in speech is crucial in a child’s ability to express, communicate and convey
information effectively (Costello 2019). Therefore, the early application of music stimulates
the effective development of speech skills. Along with good speech development, music
encourages the development of auditory skills. The musical application can include the
recognition and recall of musical patterns, melodies and rhythms which provides the
‘fundamental(s) for inner hearing and musical imagery’ (Bridges 1994, p.g. 102). In this
application, attentive listening and auditory memory skills are initiated. When applied in an
academic setting, these fundamental skill sets have enabled clearer thought processing and a
better understanding of complicated problems and questions (de Plessis 2018). Quality social
skills is another key outcome as a results of early childhood exposure in musical application.

Gloria Stahl
Student No. 807169939
As the Language Express (2017) believe, higher academic performance is evident in students
with well-developed social skills. Karanam (2015) shows evidence to suggest an increased
amount of interaction with the use of socials skills within those who were actively involved
in music. The involvement of music could include ‘moving, singing, playing (or learning)
percussive instruments together with caretakers’ (Karanam 2015). When music education is
applied at early stages of childhood, social, auditory and speech developments can propel the
time taken at which these skill sets develop.

Gloria Stahl
Student No. 807169939
 B. 300 words Develops strong study habits/skills (https://nebhe.org/journal/tuning-in-
six-benefits-of-music-education-for-kids/)
Secondly, music education assists students in developing strong study habits, equipping one
with the essential skill sets for a higher academic standard. Music education enhances strong
patterns of application in thinking skills, comprehension, literacy skills.

1. Music education enhances thinking skills and cognition, the ability to comprehend
and apply knowledge and ‘greater abstract reasoning abilities’ (Arts Education
Partnership 2011, p.g. 3). In the process of learning music patterns of application are
established early, through regularity of practice, the refinement of patterns and the
application of theoretical principles to this practice. Music practice requires precision
and accuracy as well as the interpretation of meaning. Many educational programs
have identified the value of music education to instill the skills of auditory learning
through listening to and recognising harmony, tone and texture. In addition to this by
practicing analysis through listening to identify features of composition and
production and to solve problems through listening (Board of Studies NSW 2003).
These aspects of music application mirror the requirements for the development of
effective study routines across the curriculum.
2. {Nursery rhymes and literacy work and skills.
As suggested by May, Brittany Nixon (2020), nursery rhymes are a great way to work
through literacy skills (e.g. poetry and literary devices) being able to use rhyming, imagery,
repetition, alliteration and onomatopoeia.
This can further be supported by [these national websites stating the same thing]. }
3. The engagement in music education aims to mirror the engagement,

Music helps with focus.

Patterns of applications – Demands of music intelligence

Board of Studies NSW 2003, ‘Music years 7-10 syllabus’, viewed 2 September 2020,
<https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/music_710_syllabus.pdf>

Gloria Stahl
Student No. 807169939
 C. 300 words Brain Development (neurologically):
More white and grey matter in the brain
(https://childdevelopmentinfo.com/development/music-is-an-important-ingredient-for-child-
development-and-parent-child-relationships/#gs.d79m3i)
Level of comprehension increase (ref)/problem solving skills essential for academic
performance (https://nebhe.org/journal/tuning-in-six-benefits-of-music-education-for-kids/;
https://eric.ed.gov/?id=ED442707)
Thirdly, brain development is enhanced positively through the application of music
education. Academic texts and research claim an increase in grey matter, white matter and
cognitive memory in musical students compared to non-musical students. By introducing
music education at an early stage, the neural brain shows an increase in grey matter. A study
conducted by Christian Gaser and Gottfried Schlaug (2003) shows a higher percentage of
grey matter volume in amateur and professional musicians than non-musicians. The grey
matter Gaser and Schlaug (2003) viewed in particular controls the motor, auditory, and visual
regions of the body. It is proven that music increases grey matter, the brains development in
hand-eye coordination and listening skills. Music exposure as a young age and musical
practices will increase motor, auditory and visual stimulus, convenient for academic
progression. A study by University of Edinburgh (2017) has found an increase in structural
connectivity in white matter. The white matter is the brain connectivity between the two
hemispheres. The white matter of the brain is the make-up of microstructures that is
responsible for the transmission of messages within the organ (Blumenfeld 2010, p.g. 21).
Loui (2019) conducted a research and measured evidence of white matter through intellectual
and cognitive ability. She compared music educated students vs non-educated students, and
results came out showing the musically educated students with a higher intellectual evidence
for white matter. Another area where music develops the brain is memory. Collins (2013, p.g.
2) states that music rehearsals improve long- and short-term memory quality. Musicians have
found to be able to ‘categorise’ memories in a way that strengthens memory storage and
retrieval. Music education leaves a positive mark on the human brain[conclusion sentence].

D. 300 words Studies show an Increases their IQ (and Academic Success):

This study conducted over a year, was able to prove that young children taking music lessons
gained a higher IQ than before they started taking lessons.
1. How IQ and Academic Success is measured
2. How music education enhances these areas
3. Evidence of support: https://online.ucpress.edu/mp/article-abstract/29/2/185/62541

(Social and Emotional Development:??)

Another Point?

150 words. Conclusion.

Gloria Stahl
Student No. 807169939
Bibliography
Ancient History Encyclopedia Foundation n.d., ‘Music timeline’, Ancient History
Encyclopedia, viewed 19 August 2020, <https://www.ancient.eu/timeline/Music/>.
Blumenfeld, H 2010, ‘Neuroanatomy Through Clinical Cases’, Yale J Biol Med, viewed
26 August 2020, < https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946134/>
Costello, M 2019 ‘Speech and language – the key to academic success’, Ready to Read,
viewed 2 September 2020, <https://readytoread.com.au/news/speech-language-key-
academic-success/>.
de Plessis, S 2018 ‘Research on auditory memory: the overlooked learning skill
deficiency’, Edublox Online Tutor, viewed 2 September 2020,
<https://www.edubloxtutor.com/research-project-on-auditory-memory/>.
Dewar, D 2020, ‘Music and intelligence: Do music lessons improve cognitive skills?’,
Parenting Science, viewed 5 September 2020,
<https://www.parentingscience.com/music-and-intelligence.html>.
Edwards, LC, Bayless, KM, Ramsey, ME 2009 Music and movement: a way of life for
the young child, Pearson Education New Jersey
Epperson, G 2019, ‘Music’, Encyclopædia Britannica, viewed 19 August 2020,
<https://www.britannica.com/art/music>.
Fujioka, T, Ross, B, Kakigi, R, Pantev, C & Trainor, LJ 2006, ‘One year of musical
training affects development of auditory cortical-evoked fields in young children’,
Journal of Neurology, vol. 129, pp. 2593-2608, doi:10.1093/brain/awl247, Journal
and Oxford University Press database
Gaser, C, Schlaug, G 2003, ‘Brain structures differ between musicians and non-
musicians’, Journal of Neuroscience, viewed 26 August 2020,
<https://www.jneurosci.org/content/23/27/9240>.
Incorporated Society of Musicians n.d., ‘What is music education and who is it for?’,
Incorporate society of musicians, viewed 19 August 2020,
<https://www.ismtrust.org/resources/primary-toolkit/introduction/what-is-music-
education-and-who-is-it-for>.
Karanam, K 2015 ‘Music enhances social skills’, Sync Project, viewed 2 September 2020,
<http://syncproject.co/blog/2015/11/9/music-enhances-social-skills>.
Munsey, C 2006, ‘Music lessons may boost IQ and grades’, American Psychological
Association, viewed 2 September 2020, <https://www.apa.org/monitor/jun06/iq>.
Oticon 2020, ‘Why children’s hearing is important’, viewed 26 August 2020
<https://www.oticon.com.au/hearing-aid-users/hearing-loss/children-with-hearing-
loss/why-childrens-hearing-is-important>.
Schellenberg, GE 2004, ‘Music lessons enhance IQ’, Association for Psychological
Science, SAGE, viewed 19 August 2020,
<https://journals.sagepub.com/doi/abs/10.1111/j.0956-7976.2004.00711.x>.
Schellenberg, GE 2006, ‘Long-term positive associations between music lessons and IQ’,
Journal of Educational Psychology, vol. 98, no. 2, pp. 457-468 viewed 4 September
2020, doi: 10.1037/0022-0663.98.2.457, University of Toronto Mississauga database
The Language Express 2017, ‘Good social skills are pivotal in academic success’, Cool
School: No Bullying Allowed, viewed 2 September 2020,
<http://coolschoolcentral.com/2017/07/07/good-social-skills-pivotal-academic-
success/>.
University of Toronto - Faculty of Arts & Science. ‘E. glenn schellenberg’, viewed 5
September 2020, <https://www.psych.utoronto.ca/people/directories/all-faculty/e-
glenn-schellenberg>.

Gloria Stahl
Student No. 807169939
 Wallin, NL, Merker, B, Brown, S (eds) 2000, ‘The origins of music’, Massachusetts
Institution of Technology, viewed 19 August 2020,
<https://books.google.com.au/books?
id=vYQEakqM4I0C&printsec=frontcover&redir_esc=y#v=onepage&q&f=false>.

Gloria Stahl
Student No. 807169939