“MISS SPENCE, YOUR MUSIC IS BEAUTIFUL.” CLASSICAL MUSIC IN THE CLASSROOM

Abby Spence

THE PROBLEM

Focus Incomplete Work Rushed Work Noise Level

THE QUESTION

Will the presence of classical music during independent

work time increase the focus and decrease the

noise level of my classroom?

PREVIOUS EXPOSURE TO MUSIC

Songs for letter and number formation

Poems and songs Music special once a week

MUSIC IN THE CLASSROOM

Music provokes powerful emotional responses.

Music engages all of the sensory areas of the brain.

Music activates both hemispheres of the brain.

Classical music has been found to help students concentrate.

MUSIC IN THE CLASSROOM

Establish a positive learning state Create a desired atmosphere Energize learning activities Change brain wave states Focus concentration Increase attention Improve memory Provide inspiration and motivation

WEEK 1: NO MUSIC

Centers Four 20 minute centers

Writer’s Workshop Ten minute mini-lesson with a 30 minute

writing block

Reader’s Workshop Ten minute mini-lesson with a 30 minute

reading block

“FREE TIME”

“Free Time written next to every student’s name.

Misbehavior results in loss of a letter. Student must have all of “Free” left to

earn free time. Part of the word free results in a loss of

part of the free time.

WEEK 1 RESULTS

Spelling handed back/incomplete: 16

Number of students without “Free Time”:

3

WEEK 2: INTRODUCTION TO THE CLASSICS

The Rules: The music should always be able to be heard.

When the music starts, everyone should be in the appropriate place.

When the music stops, the work period is over.

WEEK 2 RESULTS

Spelling handed back/incomplete: 8

Number of students without “Free Time”:

3

Student comments: “Your music is beautiful!” “When can we turn the music back on?” “I love your music. It makes it quiet in here!”

WEEK 3 RESULTS

Spelling handed back/incomplete: 8

Number of students without “Free Time”: 1

Number of students who preferred music to no music:

20

Number of students who felt the music increased their focus:

20

CLASSROOM MANAGEMENT

Noticeable difference in noise level. Noticeable difference in transition time. Students who continued to struggle to

get work done were completing work correctly.

Fewer mistakes on spelling work. Set expectations for independent work

periods.

NEXT STEPS

Classroom management tool Creative outlet Memorization tool

ACKNOWLEDGEMENTS Brewer, Chris Boyd. “Music and Learning: Integrating Music in the Classroom.” New

Horizons for Learning. 1995. 28 February 2010. http://www.newhorizons.org/strategies/arts/brewer.htm

Foran, Lucille M. “Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom.” Education Resources Information Center. 2009. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/46/45/c8.pdf

Griffin, Michael. “Background Music and the Learning Environment: Borrowing From Other Disciplines.” Education Resources Information Center. June 2006. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33/b6/21.pdf

McGovern, Anne Marie. “Working in Harmony: Some Effects of Music in the Classroom.” Education Resources Information Center. 2000. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/a0/26.pdf

McKnight, Rosemary. “Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children’s On-Task Performance?” Education Resources Information Center. 1998. 28 February 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/96/a7.pdf

Carol Roper Concord Elementary Melissa Mercer-Tachick Kyle Shanton

“Music is the electrical soil in which the spirit lives, thinks and

invents.”Ludwig van Beethoven