Abby Spence. Focus Incomplete Work Rushed Work Noise Level.
-
Upload
wesley-preston -
Category
Documents
-
view
217 -
download
3
Transcript of Abby Spence. Focus Incomplete Work Rushed Work Noise Level.
“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