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ABSTRACT
Recent meta-analysis studies offer growing evidence of positive
relationships between music and learning in other subject areas.
Calls for further research seek to understand how and why such
transfer occurs (Winner and Hetland, 2000; Scripp, 2002).
This study hypothesizes that targeting specific learning skills,
active in music and in other areas, will tighten the linkage between
music education and scholastic achievement. It reports on the
initial findings of a pilot study conducted in an afternoon childcare center in Jaffa, Israel involving forty children, aged 6-11.
Activities include music appreciation, individual and group
performance and interactive computer sessions. The learning
skills targeted are: 1) self-regulation; 2) sequential and global
perception; 3) the construction of multiple representations; 4)
relating simultaneously to multiple sources of information; and 5)
the conservation of constancies amid processes of variation. All of
the teachers attend introductory workshops, where they study highquality teaching strategies. Children, thereafter, are encouraged to
focus, attend, and compare; to expand their inquiries beyond the
immediate; to discover meaning and excitement in what they are
learning; restrain impulsive behavior; and understand the
prerequisites of success. Such Mediated Learning has been
shown empirically to advance intellectual growth within a wide
variety of age groups and cultural settings. This project will be
among the first to apply principles of mediated learning to music
education. Connecting between theory and practice, it provides an
educational framework that may serve as a model for future
cognitive development, while further justifying a core status for
music within public education.
1. INTRODUCTION
Human beings, wherever they are, have always been attracted to
the sounds of music. Involvement in this rich art, a principal
source of human enjoyment and emotional release, engages the
minds and feelings of people of all ages. In addition, recent
research offers a theoretical basis for, and growing evidence of, the
significant effects on general academic achievement that result
from learning music, especially among underprivileged,
elementary school children. (Wolf, 1978; Winner and Hetland,
2000; Bamberger, 2000b; Scripp, 2002). These positive reports
have led to calls for more research that explains why and how such
transfer occurs. Our program aims to address this central question.
It proposes that while most music programs offer a variety of
multifaceted activities, including listening, singing, and
performing, without knowing for sure whether or not the children
will acquire additional learning skills, The Jaffa Music Program
selects and implements a curriculum that fosters the development
of specific learning skills. Our hypothesis suggests that by
sensitizing teachers to the importance of these skills, and by
involving the children in interactive music studies, these skills will
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2. THEORETICAL BACKGROUND
A. Music and Cognition
A number of empirical studies that identify cognitive skills
enhanced during the study of music include:
Spatial-temporal reasoning: Positive significant associations
have been found between music and spatial temporal reasoning
(Hetland, 2000; Rauscher, 1999; Bilhartz , Bruhm and Olson,
2000; Costa-Giormi, 1999), and spatial aspects of mathematics
(Graziano, Peterson, and Shaw, 1999). Specifically, it was found
that following a wide range of music programs in preschools and
elementary schools, as well as keyboard lessons, 70% of the
children showed improvement in spatial-temporal reasoning.
Reading and gross and fine motor skills: A significant
correlation has also been found between the study of music and
performance on standardized reading and verbal tests (Butzlaff,
2000). Further, musical performance creates opportunities for
developing gross and fine motor skills, and also for improving
writing and drawing abilities (Boxhill, 1985; Lathom, 1980;
Moore and Mathenius 1987; Levitin and Bellugi, 1998).
Social activities: Music performance initiates positive social
activity (Kirk, Kallagher, and Anastasiow, 1986). During group
performances, each child must adopt appropriate social codes,
including cooperative action, sharing of feelings, and tolerance.
Such activities contribute to the restraint of impulsive behavior.
Touching on emotional development, research shows that musical
performance coupled with cognitive strategies also improves selfefficacy in at-risk youth (Kennedy, 1998). Improvement in selfefficacy relies on critical thinking. This finding supports claims
that self-esteem rises when a child understands the processes that
lead to success (Feuerstein, 1988; Klein, 1996).
Active processing - Creating musical coherence: Music does not
exist as a tangible entity; rather, listeners construct and organize
the auditory stimuli in their minds.
C. Mediated Learning
The objective of mediated learning is to create a synchronized
interaction between a mediator and a child based on the needs of
the child. This interaction strives to enhance the cognitive, and
socio-emotional development of the child and enable him/her to
benefit from cultural transmission and new experiences.
Interposing him/ herself between the learner and a stimulus, the
mediator selects, accentuates, focuses, provides meaning and
locates the stimulus in time and space. In response, the child learns
to seek more information, beyond what is directly perceived by his
senses.
While it would seem that mediation is a natural function of all
teaching, in practice it is very difficult to achieve. Specific criteria
that define a dynamic, mediated learning experience include:
Focusing: Intentionality and reciprocity: Promoting enhanced
teacher-student communication, the mediator conveys clearly his
intention to help a specific individual learn while encouraging the
child to actively respond, verbally or nonverbally. Most important,
the child learns that the adult relates to his feelings and reactions.
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Participants
The children, boys and girls aged 6 - 11 years, from deprived
socioeconomic and culturally diverse backgrounds, were referred
to the Jaffa Child Care Center because of emotional, social, and
scholastic difficulties. The children arrive around noon from
school, and remain in the Center until 19:00 in the evening. The
Center operates twelve months a year.
The teachers in our program are highly qualified musicians, mostly
immigrants from Russia. All of them hold MA degrees in music
education, and are professional performers. Our project provides
for a Professional Development Course where the teachers study
theories of individual responsive intervention and their
applications in musical activities with children. The teachers
attend an introductory workshop, conducted prior to the
commencement of the program, and monthly meetings thereafter.
The teachers are trained to encourage rather than criticize or
evaluate, express positive emotions, and convey enthusiasm and
hope regarding the childs chances for success. In addition, they
view and analyze videos of their lessons, noting the cognitive
functions to be targeted and possible intervention techniques.
4. THE CURRICULUM
The program draws on the Musical Minds program, established
in 1989 at the Yehuda Amir Institute for the Advancement of
Social Integration in the Schools. Developed by qualified and
experienced professionals and recognized by the Israeli Ministry
of Education, the program is used today in many elementary
schools throughout Israel. The children engage in a variety of
select activities, including:
A.
Cooperative
Interaction
Heterogeneous Groups
in
A framework is created within which all children, and not only the
particularly skilled, contribute to the group effort. During their
lessons, the children are exposed to a wide repertoire of styles and
heritages, including western art, ethnic, and popular music and
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D. Concerts
The children attend concerts performed by the Israel Philharmonic
Orchestra, where they mingle with children from a variety of
social backgrounds. Together, all of the participants listen to live
performances of musical selections that they have studied during
the course of the year.
Musics rich emotional appeal and inherently abstract nature
provide many opportunities for mediation. Indeed, the modes of
behavior and methods of problem solving that we find among our
children indicate a need for mediation. Characterized by a lack of
curiosity, these children convey apathetic attitudes, little interest in
the meanings of things, and no confidence in the linkage between
personal effort and success. While many of them avoid learning
related to school subjects, they respond positively to their music
lessons, and willingly engage in activities that would otherwise
evoke resentment and negativism.
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