Over the past week and a half, my posts have divulged the creative endeavors of The Study Academy and the results of scientists on the effects of such creativity in the classroom. In particular, I discussed the importance of creativity and innovation in fostering divergent thinking in young students (http://thestudyacademy.ca/theoretical-thursday-creativity-innovation-education/). I had also mentioned this week that music classes have been made available at The Study Academy, and therefore students are being given another opportunity to foster such thinking processes (http://thestudyacademy.ca/study-academy-report-music-classes-study-academy/). However, the importance of music goes beyond divergent thinking.
In one study by North & colleagues (2000), research stated that music allows children to satisfy their emotional needs, both while listening and when actively involved in music making. Active participation in music classes has also been found to enhance a student’s prelinguistic communicative gestures and social development, in particular social behaviour. (Gerry et. al., 2012).
Because of such capacities of music to affect us so deeply, therapies for students with attentional difficulties and Autism Spectrum Disorder have been proven to be quite effective. Music therapy is one type of therapy available to those with attentional difficulties and Autism Spectrum Disorder. The idea is that a certified music therapist uses music (and its capacity to affect one physically , emotionally , mentally, and socially) to help clients to improve or maintain their health. Musical interventions have been designed to mange stress, alleviate pain, enhance memory, improve communication and promote physical rehabilitation too.
There are in fact a few brain based reasons why music works in such beneficial ways for us. Firstly, you must understand that music has always had a core function in our brain. My goodness, from an evolutionary standpoint, music precedes even language! Even day old infants, who are still developing, can detect patterns in music. For this reason, it seem that music has some basic engrained influence over us. One of the more important reasons made available, is that we have emotional and physiologic responses to music. We can experience anything from our heart rates increasing to chills down our spine depending on the types of melodies that reach our ears. On the other hand, music also taps into our emotions, and allows one to easily access our emotions in a beneficial and therapeutic manner. Therefore, in trained hands, music has the capacity to effectively help. In this respect, music can definitely serve as a positive instrument for students who experience challenges in the classroom.
For a student suffering from attentional difficulties , music can bolster attention and focus, while reducing their hyperactivity. It is the structure within music that can help them. The reason for this is because the rhythm within the music can allow the child to plan, anticipate and react in a structured way. With time and practice, a child with attentional difficulties can apply their strategies they have learned from music to the classroom.
Music therapy is useful with children with Autism Spectrum Disorder Disorder also owing to the noted sensitivity Autistic Spectrum Disorder patients have to music. Evidence of this is shown in a study found in the Pertanika Journal (2012). Over a ten month period, when weekly music therapy sessions were given to children for an hour, there were notable improvements made in inattentive behaviour, restlessness, aggression, and noisiness.
Overall research has shown that music does indeed have quite a positive effect on many children! I will leave you today with a picture summary of some of the things I have discussed today and hope that maybe the next time you listen to your Ipod, you will wonder too, what your music is doing for you.