Music and math--academic success
|
Categories:
Document |
Issue(s) Addressed:
Supporting learning in other subjects |
Attribution
Maureen Harris (2009). Music and the Young Mind: Enhancing Brain Development and Engaging Learning, MENC/Rowman & Littlefield Education (p. 9).
Also:
J. Milley, I. Buchen, A. Oderlund, & J. Mortatotti (1983). The arts: An essential ingredient in education, California Council of Fine Arts Deans.
D. J. Hargreaves & M. A. Davis (2000). Learning . . . the beat goes on. Childhood Education, 76(3), 148-54.
J. M. Kelstrom (1998). The untapped power of music: Its role in the curriculum and its effect on academic achievement. NASSP Bulletin, 82, 34-43.
Item Text
Case studies have assessed the academic success of school music students (Milley, Buchen, Oderlund, & Mortatotti, 1983). Rhythm students learned the concept of fractions more easily, and those students who learned rhythm notation scored 100 percent higher on fractions tests. The sixty-seven individual case studies showed that students' achievement in mathematics improved when arts were included in the curriculum. Michela (as cited in Kelstrom, 1998) also believed that studying music enabled students to learn multiplication tables and mathematics formulas more easily. These findings indicated that music uniquely enhanced higher brain functions required for mathematics, chess, science, and engineering. Because neural connections were responsible for all types of intelligence, a child's brain developed to its full potential only with exposure to the necessary enriching experiences in early childhoold (Hargreaves & Davis, 2000).
Links
Submitter Information
- Name: MENC Staff
- Email: advocacy@menc.org