Evaluation of voices foundation primer in primary schools

Music education has an important role in contributing towards society's needs in relation to the culture industries and continued development of active and constructive participation in musical activities. In addition to its role in developing musical skills many claims have been made regarding the benefits of music education in relation to a range of transferable skills

Alabama Classroom Teachers Who Participated in Arts Integration Workshops and Their Implementation of Music into the Core Curriculum

Effective teachers employ instructional strategies that enhance student engagement and can positively affect student learning. This qualitative study investigated the instructional practices and experiences of classroom teacher who implement music into the academic lesson to increase student engagement and enhance learning

Empowering Transformative Learning in Adult Education through Music and Theatre

The power of Transformative learning though Music and Theatre is something I have questioned and wanted to research. By using the medium of music in the classroom, is it possible to teach literacy and numeracy? This thesis explores the possibilities, in action research and the uncovering of cognitive abilities. The ability of music in all can affect the emotions of the students and further transform their learning. There is also discussions and explorations to barriers to education. It also discusses the holistic effect of music in adult education

THE EFFECTIVENESS OF ISLAMIC MUSIC THERAPY ON LANGUAGE ABILITY IN AUTISTIC CHILDREN AGED 6-11 YEARS

United Nations Educational, Scientific, and Cultural Organization (UNESCO) data in 2011 asserted that around 35 million people worldwide were autistic. In Indonesia, the Director of Mental Health Development under the Ministry of Health suspected that about 112.000 children ages 5-19 years were affected by this disease. This research aimed to determine the effectiveness of Islamic song therapy toward language ability in autistic children ages 6-11 years. This research method used a pre-experiment with one group pre-test and post-test design approach with autistic children with as many as 16 people. The research samples were eight respondents (purposive sampling technique). The method of data collection used in this research was Massey Language Test. Based on the results, Islamic song therapy effectively improves language ability in autistic children. Recommendations that the researcher delivered to readers, Islamic song therapy can be included in learning in schools and applied in the department of nursing, especially to children subject with special needs, further deepening the practice of providing Islamic song therapy to autism. Keywords: Islamic Music therapy, Language Ability, AutismSurvei dari data UNESCO  pada tahun 2011 mencatat sekitar 35 juta orang menyandang autisme di dunia. Di Indonesia, Direktur Bina Kesehatan Jiwa Kementerian Kesehatan pernah menduga sekitar 112.000 anak usia 5-19 tahun terkena penyakit ini pada tahun 2013. Pada tahun 2018 di SLB Negeri Pembina Mataram terdapat 16 anak mengidap autisme. Tujuan Penelitian ini adalah untuk mengetahui efektivitas terapi musik islami terhadap kemampuan berbahasa pada anak autis usia 6-11 tahun di SLB Pembina Mataram. Penelitian ini dilaksanakan dengan cara observasi di SLB Negeri Pembina Mataram pada bulan Mei 2019. Metode penelitian ini menggunakan pre experiment dengan pendekatan one group pretest and posttest design dengan populasi anak autis sejumlah16 orang dan sampel sejumlah 8 responden dengan tehnik samplin  purposive sampling. Teknik pengambilan data menggunakan Tes Bahasa Massey (2003). terapi musik Islami efektif dalam meningkatkan kemampuan berbahasa pada anak autis. Rekomendasi dimana terapi musik dapat dimasukkan dalam pembelajaran di sekolah dan diaplikasikan di bidang keperawatan khususnya pada pokok bahasan anak dengan kebutuhan khusus dan perlu diperdalam lagi tentang praktek pemberian terapi musik Islami terhadap penderita autis

Synthesizing the Music Integration Research to Explore Five Common Themes in Intermediate Elementary Classrooms

Much scientific research has been conducted to examine the effects of music on the brain and abilities of people. The results have shown a positive correlation between music used in various ways and the abilities and skills of people, especially children. However, the use of music in the general intermediate classroom is lacking. After reviewing scientific research to provide a foundation for the study and synthesizing the five Music Integration Practices, two teachers were interviewed and observed on their use of music in their general intermediate classrooms. The interviews, observation checklists, and anecdotal notes taken by the researcher provide music activities and rationales for the use of music in the classroom, as explained by the participating teachers

Do instrumental music students hear differently ? : implications for students who have a disability

It should be no surprise to suggest that the better a child listens, the better is their likelihood of classroom success. Within the existing body of research, it is relatively easy to locate evidence that not only is auditory discrimination a key predictor of children's classroom success, but that instrumental music training can enhance children's auditory discrimination skills. Optimizing auditory discrimination is as equally important for children who have a disability as it is for those who do not have a disability. However, the essential problem of (virtually all) the available literature examining music training and its associated non-musical benefits, is that it rarely identifies whether any children who had a disability were included in the study’s experimental samples. This limitation is problematic. While the findings of many studies that investigate auditory discrimination and instrumental music training may well be relevant for children who have a disability, it simply cannot be known with certainty whether they are or not. Therefore, specifically identifying children who had a disability within the participant sample of this study was the critical aspect differentiating this project from the way other, similar studies have been typically run and reported. In all, this study involved 185 eight-year-old children drawn from four schools in south-east Queensland, Australia. Of these, 131 children received instrumental music training (the intervention), while 54 others were not involved in any form of instrumental training over the same 18-week period. A parent survey was used to determine whether individual children who were involved in this study had a disability. Auditory discrimination testing of all the study's participants was performed both before and after the intervention, and scores from each of these tests compared. This study found that children receiving instrumental music training demonstrated significantly greater improvements to their auditory discrimination than did their peers who were not involved in instrumental music training. Critically, this association between instrumental music training and better auditory discrimination performance remained constant regardless of whether the children in this study had a disability. Moreover, this study also found that the effect size for the association between instrumental music training and improvements to auditory discrimination skill was greatest for the children who had a disability and were involved in regular inschool instrumental music classes learning alongside their peers who did not have a disability

Researching the development of a programme that merges mathematics and music in Grade R

This small-scale case study explores the potential for synergy between music and mathematics learning in early childhood education whereby music can be used to help enhance children’s mathematical proficiency. Informal observations of the young learners participating in an Early Number Fun programme initiated by the South African Numeracy Chair Project suggested that many children struggled to exercise executive functioning and self-regulated skills, and struggled also with fluency in basic numeracy concepts such as understanding pattern. This case study was set up to investigate the effect of the development and implementation of a programme in which African music and mathematics learning, (particularly in relation to pattern and sequencing) were blended. The study’s core aim was to contribute to strengthening learners’ executive function and self-regulated learning competencies, both of which are important to learners’ developing agency over their own learning. An Action-Research-embedded-in-Design-Research approach was employed. This allowed an iterative process in developing a new mode of learning through blending music and mathematics. The theory of enactivism provided a theoretical framework to the study. The basic assumptions of an enactive perspective are shared understanding and joint action through engagement (as exemplified through group interaction between learner and teacher, and learning through action). The programme was developed and implemented with ongoing refinements in two Grade R classrooms. Data collected through observation, interviewing, document analysis and the keeping of a reflective research journal, are qualitative in nature. Analysis of the data indicate that the use of African block notation, as a rhythmic medium was well within reach of the participating children, such that at the end of each 16 session intervention programme, learners at both research sites demonstrated their capacity to: • Focus their attention on one activity while a different activity was taking place alongside them. • Watch, listen and only then act. • Practise their numbers through play: to count out and to write up to 16 and beyond. • Notate, read and interpret rhythmic patterns through block notation and instrumentation. The findings suggest the intervention programme could be continued over a longer period for maximum benefit, possibly through following Grade R learners through to Grade 1. The findings further suggest that fun with rhythmic, number-based patterning can assist learners’ development of executive function and self-regulated learning skills