Surprising Insights: Literacy and

Music?

Music Across the Curriculum

Darlene M. Michener, Ph.D. - CSULAHolly A. Reed, M.Ed., Vista School District

When the economy slows, many districts cut pieces of the

Curriculum.

Quick Fix?

Poor Solution?

You decide. ..

Let’s examine - research

…1 of those “pieces” often cut from the curriculum…

“Music”

Literacy & Music “I.Q. Test”

We’ll use aFun

Little

Jot down your answers to the following Questions…

1. Does music increase the power of the Brain?

2. Music can’t really increase Reading Achievement Test Scores…or can it?

3. Can Music contribute to increasing the literacy skills of At-Risk students?

4. Can music help students Read better?

5. Does music help students - learn language, and assist with

- second language acquisition?

Water Music(Handel)

6. Music in the schools increases Attendance (thereby enhancing literacy). --True or False?

7. Can learning through music increase achievement in Other Curricular areas?

8. Is there any evidence that increased literacy through music, helps more students get into and do better in College?

-------------------------------------------Bonus Question

Which is proper? “Egg yolks is white” “Egg yolks are white”

“Think”

You better think (think) think about what you're trying to do to

me.Yeah, think (think, think),

let your mind go, let yourself be free.

1. Does Music increase the Power of the Brain?

Latest Brain Research …beginning to show…

1. Music Education increases “Neuroplasticity” (….“changes in neural pathways and synapses” )

(~ Piaget’s Assimilation and Accommodation)

…actually “Physically” increases Brain Development (Wesson, 2003)

For example - Section of the Brain responsible for

Planning, Coordination, (the front of the corpus callosum that connects the two sides of the prefrontal cortex)

Substantially Larger for musicians (Begley, 2000)

…Musicians become more efficient at - Organizing - Multi-tasking (Ratey,

2001)

…important for balancing Reading Skills -Decoding, -Comprehension

Latest Brain Research

2.Multi-Sensory Experiences (like Music)

- Create Additional Linkages with the

“sub-cortical” brain structures (~inner part of an orange) responsible for basic reflex processes - circulation, movement)

- Strengthen Brain Connections throughout the whole

“cerebral cortex” (Wesson, 2009)

(~skin of an orange) deeply folded 6-layer neural tissue sheet, divided into left and right hemispheres - memory, paying attention, thinking, language…

- and Speeds Up the brain’s network of activity

…which Increases Intelligence (van den Heuvel, 2009)

-------------

…the Neurological Explanation for

…that Famous Study from the ‘80’s (Royer, 1987)

- “Addition of Music Education Raised I.Q. scores for 2nd graders”

Latest Brain Research --beginning to show…

3.Students who begin music before age 7 have thicker Corpus Callosums

…the bundle of nerve fibers that connects(and helps with communication between)

the two brain hemispheres (Ester, 2009)

…the more Connections through the Corpus

Callosum

…by something affecting both sides of the brain (ex. multisensory experiences like Music)

Left - Language

Right - distinguishing Musical Intonations

…the more integrated the information becomes in a person’s memory,

…better Learned, and better Retained (Campbell,1992)

Research example…

3-year study - Univ. of Washington

…5th graders With music, surpassed 5th graders Without

music“Comprehensive Test of Basic Skills” (CTBS)

(Holmes, 1989)

2. Music can’t really increase Reading Achievement Test Scores

…or can it?

In 1999, the College Board documented a

100 point gap in SAT scores students who had music instruction

in their early elementary school years students who did not

…The longer students studied music, the greater the gap in scores!

(U.S. House of Representatives Education Caucus Testimony, July 1999)

In fact…

..Life…twins!

1. Develop essential Test Taking skills Memory Concentration

(Demorest & Morrison, 2000; Fujioka, et. al., 2006)

2. Learn to Think Creatively …and Become Better Problem-Solvers

by imagining various solutions and rejecting outdated assumptions (Phillips,

2009)

Research Shows that

“Students of the Arts”

Research also shows that Music can help increase Scores for

• Reading- Fluency- Vocabulary

- Comprehension…Reading with Expression…How to Read “Poetry” (stopping at end of sentence, not end of

line…)…etc.

• Other Curricular Standards

Reading Fluency …a major focus in current curriculum standards

The best way to develop Reading Fluency is

- Reading and Re-Readingfamiliar material

Reading Song Lyrics …is perfect! >>>>>>>

So, let’s take a look at how Music can enhance…

What a Wonderful World(Louis Armstrong)

I see trees of green,Red Roses too.

I see them bloomFor me and you.

And I think to myself, what a wonderful world.

I see skies of blue,And clouds of white.

The bright blessed day, dark sacred night.

And I think to myself, what a wonderful world.

The colors of the rainbow, so pretty in the skyAre also on the faces, of people going by

I see friends shaking hands, sayin', "How do you do?"They're really sayin', "I love you"

I hear babies cryin', I watch them growThey'll learn much more, than I'll ever know

And I think to myselfWhat a wonderful world

Yes, I think to myselfWhat a wonderful world

Oh yeah

Using a Popular (or obsure) song your kids will like:

1. Full Group – Sing the Song Reading the lyrics as they sing (Karaoke style)

…from an overhead, powerpoint, or chart.

2. Small Groups – Re-read verses

…to practice Fluency

Discuss their opinions about

the meanings behind the lyrics …vocabulary; comprehension

3. Group Share – Share their group discussion highlights

4. Individuals – Individual students Re-Read Parts of the Lyrics

….until all lyrics are read.

5.  Mini-lesson – Reading Lyrics

as Poetry

…stopping at ends of sentences rather than at breaks in lyrics/rhythm

with Expression

6. Small Groups/Individuals – Write and Perform

…a new verse

Generic Follow-Up Ideas

(See Handout)

Language Arts – …find a Song that exemplifies a language arts focus

(grammar/punctuation/spelling…) Students

re-read lyrics silently search for examples of that object ive

ex. search for adjectives in the song, discuss

compound words, find –ing endings or prepositions…

Map Reading Skills Reinforcement –

…a song to reinforce map locations (ex. “…Route 66”) invent a make-believe travelogue

Comprehension – (5th grade)  …ex. Analyze the words of “Star Spangled Banner”

   

Vocabulary – …find a Song where the words from the song include

vocabulary words

Comprehension/Vocabulary/Art – …illustrate a picture/collage/painting

using the words from the song

Spelling –…“Making Words” with letter tiles for song word(s)

ex. Supercalifragilisticexpialidocious -- How many words can you make out of the letters of that word?

Poetry – …using a song such as “De Colores”

read the song text as a poem

Writing – …write a script that would lead up to the song,

or would come after the song and perform it as a Reader’s Theater

(ex. “Day- O”)

…This would also allow the students to learn the aspects of script writing.

Anticipatory Set of a Lesson -

…songs can be a great “engagement” for a new lesson

Social Studies – …students learn 50 Nifty United States

to have students learn names of all the states

…and putting them in alphabetical order

Characterization, Setting… – …discuss attributes; characteristics; historical setting

(ex. Oh, Susanna) Music –

…read a story …then use instruments to represent the characters

(as in “Peter and the Wolf”) Drama ––

…sing the words to a story as a song to a familiar tune (such as “Mary Had a Little Lamb” melody)

Vocal Music Performance – …listen to / read / sing

the same song by different artists Math –

…draw a Venn diagram …compare two or more versions of the song

Listen to a little bit of “The Climb” (Miley Cyrus)

I can almost see it.That dream I'm dreaming, butThere's a voice inside my head

sayingYou'll never reach it.

Every step I'm takin'Every move I makeFeels lost with no direction,My faith is shakin‘

But I, I gotta keep tryin'Gotta keep my head held high…

3. Can Music contribute to Increasing the Literacy Skills of At-Risk

students?

At-Risk students who participate in music

show significant increases in Self-Concept (Barry, 1992)

…There’s a +.35 Correlation betweenSelf-Concept & Reading Ability

…Music Education teachers, …Mentor same students, Over Several Academic Years,

…Consistently enhancing students’ self-esteem

Lower Dropout rates Ensemble Performance Experience Dropout Rate

0 years experience = 7.4% dropout 1-2 years = 1% dropout

(Chute, 1998)

Lower Arrest records Criminal Records, Rhode Island residents (birth – 30)

the more music involvement, the lower the arrest record

(Gardiner, 1996)

Students are Less Disruptive in Total student Population = 12.14% in Music student Population = 8.08%

(National Data Resource Center -Aleman, et al., 2003)

Research with At-Risk Students also shows…

Music students less likely- drugs - alcohol & tobacco - involved with Gangs (ex. H. Con. Res. 266, US Senate, June

13, 2000)

(Rural and Urban Inner-City schools) --Music and Arts Program Students

- better at Critical-Thinking

- better Problem-Solving skills (Stevenson & Deasy,

2006)

7 studies consistently show Music Education Helps Students “disengaged from

school” more effectively Connect with Peers (Champions of Change - Fiske, 1999)

Let’s Listen to a little bit of this one…

What song is this?

“ABC…” (“Twinkle Twinkle”)

4. Can Music help students Read better?

Dr. Joyce Bales (Former Superintendent -Vista Unified School District )

Email Correspondence, 8/1/09

“I believe you are right about the connection between music and literacy.

Most of us learned to sing our ABCs at a very young age.”

There appears to be

“Cross-disciplinary Learning” decoding “musical notes” and decoding “symbols” (The College Board,

2001)

---------------------------------------------------------- Music = ordered and predictable

sequences of sounds and symbols Reading = ordered and predictable

sequences of sounds and symbols too!

----------------------------------------------------------Decoding sound and symbol patterns in music,

sets up Electrical & Chemical Pathways (“synapses”) in the Brain

~ a Roadmap

for Decoding Symbol Patterns in Reading (Elliott, 1995)

Music Training…

1. helps “Hearing” – to distinguish precise acoustics(Phonemic Awareness)

2. teaches How to Transpose those sounds, into symbols

(Phonics)

3. and How to Translate those Symbols, “in context”

into “auditory images” (Reading)

---------------------------------------------… and conversely, the reversal, “Encoding”

(Writing)(Madaule, 1997; Milley et. al., 1983)

More Physical Evidence…

• The BRAIN’s “Planum Temporale”(tem-pə-ˈrā-lē)

region …auditory region of the left cerebral cortex related to language skills: Speaking, Reading, Writing, Spelling…

is Larger in musicians (Pantev

et al., 1998)

…and they show increases in reading achievement

-------------------------------------------

• that same “Planum Temporale”(tem-pə-ˈrā-lē)

regionis Smaller in students with “dyslexia”

(a brain related reading difficulty) (Sherman, 2009)

Research with Rhythm Training…

1. Students with ADHD given rhythm training

improve in “Focus” and in - Math

- Language- Spelling- Reading (Shaffer et al.,

2001)

2. Students who can perform complex Rhythms…make faster and more precise “Corrections”

in many academic situations

…that agility appears to assist music students achieve

more accurate “Comprehension”

Comprehension Strategy Songs

from Capo Unified School DistrictVisualize

…to the tune of “Jingle Bells”

Visualize, visualizeI can visualize!Words make pictures in my head,

of all that I’ve just read!

Visualize, visualizeI can visualize!People, places come alive,

when I visualize!

Questioning…to the tune of “Are you Sleeping?”

I ask questions,I ask quesitons,As I read-As I read-

Who…what, where, when and why

Who…what, where, when and why

I’ll find answers.

Monitor and Clarify…to the tune of “This Old Man”

Monitor, Clarify,

When you’re reading you must try…

To decode a word, thatyou haven’t read before.

Look for clues, and you’ll learn more!

Making Connections…to the tune of “La Cucaracha”

Make a connection, make a connection,

To things I already know.

It’s happened to me.or I read it be-fore,

Then I want to read some more!

Predicting(to the tune of “Row, Row, Row Your Boat”)

What will happen next?I wonder what will be?

I think I’ll predict and then,I’ll read and I will see…

Was I right or wrong?Now I will confirm.

Predicting helps me understand,

All that I have learned.

Summarize(to the the of “Jingle Bells”)

Summarize, summarizeI can summarize!Retell the parts that I

just read,Remember what I read!

Summarize, summarizeI can summarizeThe story makes a lot

more senseWhen I summarize!

(repeat)

“Vocabulary” in the songs is great “context” and also …the related

“background information” can lead to great discussions!

Example: “Star Spangled Banner”

Oh, say, can you see, by the dawn's early light,What so proudly we hail'd at the twilight's last gleaming? …

5. Does Music help students Learn Language,and even Assist with

Second Language Acquisition?

Music is

the “Universal Language”

one of the Multiple Intelligences identified by Howard Gardner

(1983)

one of the Core Academic Subjects in No Child Left Behind act

(2002)

Music and Language

are “Linked in the Brain” from the earliest stages of infancy! (…as the infant processes sounds of voices) (Garifias, 1990)

-----------------------------------------------------------------------------------------------------------------------

Music is linked to

a greater capacity to process All Sounds …including Speech

(Aleman et al., 2003)

Music students – are trained to listen precisely

…which contributes significantly to ability for language acquisition communication in school (Madaule, 1998; Tucker,

1981)

2 year Swiss Study – 1,200 children in 50 schools

- better at Languages - learned to Read more easily

- had Lower Stress levels (Weber et al., 1993

in Phillips, 2009)

Krashen’s “Affective Filter Hypothesis” (Krashen, 1985)

Music (primarily Right side of the Brain …which involves Emotion)

facilitates Concentration and Relaxation

reduces Stress of Second Language Learning

Day OHarry Belafonte 

Day-o, day-ay-ay-o

Daylight come and he wan' go home.

Day, he say day, he say day, he say day, he say day, he say day-ay-ay-o.

Daylight come and he wan' go home.

6. Music in the schools Increases Attendance thereby Enhancing Literacy. --

True or False?

Research has discovered - music helps math critical thinking Reading SAT scores self-discipline

and… School Attendance! That’s right,

a summary of studies revealed

(Critical Links, 2006)

…a connection between “The Arts” and

increased student Motivation improved School “Attendance” and “Higher Education” Aspirations!

Students involved in music have

Significantly Higher Attendance ratesthan their comparison groups

…due to increased interest in learning (Aschbache & Herman, 1991)

----------------------------------------------------------------------------------------------------------------------------

2006 Harris Poll 96% of Principals Agree

music education encourages and motivates students to stay in

school 89% of Principals Agree music contributes to

schools’ higher graduation rates! (Harris, 2006)

Students failing - in other subjects often find they can be successful in

Music

…so they suddenly becomemore motivated to succeed in

reading, math, and all of their subjects!

----------------------------------------However,

Dr. Kenneth Wesson (expert on brain & learning)

points out an interesting paradox:

“Unfortunately schools spend an inordinate amount of Time

identifying Academic Deficiencies and devote even greater numbers of hours

to subsequent Remediation

by concentrating on a student’s Problem Areas.----------------------------------------

Instead schools should focus on further Cultivation of

a student’s Strengths …that indicate the presence of

Healthy, Efficiently working Neural Networks.” (e.g., Clifton & Anderson, 2002; Kovalik & Olsen, 2001)

“This focus

will result in far more Cognitive Resources to work with

in any plan for …skill level enhancements in the classroom.”

(Wesson, 2009, p. 6).

The Causal relationship discovered Music and Spatial Intelligence…

also helps students form Mental Pictures of things

solve Advanced Mathematics Problems visualize Elements that should “Go

Together”(Cutietta & Booth, 1996)

-----

…which also helps students

pack up a book-bag with everything they need

…for each of those

“extra days” they attend school!!! (Droscher, 2006; Rauscher et al., 1997;

Ratey, 2001)

7. Can learning through Music Increase Achievement

in Other Curricular Areas?

Research study - how many of the United States 5th grade “music students” could identify

Pretest- identified an average of 24 of the 50

After learning the song “50 Nifty United States” by Ray Charles (a song remembered from own 5th grade)

Posttest - able to write down and recall on average 47 of the 50 …most in alphabetical order …in less than 5 minutes!

(Reed, 2007)

“50 Nifty United States” by Ray Charles

50 Nifty United States, from 13 original colonies;

50 Nifty stars in the flag, that billows so beautifully in the breeze.

Each individual state contributes a quality, that is great.

Each individual state deserves a bow (deserves a bow), let’s salute them now (salute them now).

50 Nifty United States, from 13 original colonies,

Shout 'em, scout 'em, tell all about 'em,

One by one, ‘til we've given a name to every state,

that’s in the USA, in the USA, in the USA (…hold out all the A's for 3 beats)

Alabama, Alaska, Arizona, Arkansas,

California, Colorado, Connecticut

Delaware, Florida, Georgia, Hawaii,

Idaho, Illinois, Indiana

Iowa, Kansas, Kentucky, Louisiana, Maine,

Maryland, Massachusetts, Michigan.

Minnesota, Mississippi, Missouri, Montana,

Nebraska, Nevada,

New Hampshire, New Jersey, New Mexico, New York,

North Carolina, North Dakota, Ohio,

Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina,

South Dakota, Tennessee, Texas,

Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

North, South, East, West

In our cool, considerate, objective, unprejudiced opinion…

California Is the Best …of the

50 Nifty United States, from 13 original colonies;

50 Nifty stars on the flag, that billows so beautifully in the breeze.

Each individual state contributes a quality, that is great.

Each individual state deserves a bow (deserves a bow), let’s salute them now (salute them now).

50 Nifty United States, from 13 original colonies

Add up to U S A !

Math Rhythm Tree – works with fractions

2nd & 3rd graders scored 100% higher on fractions tests (Graziano

et al., 1999)

“School House Rock” (on TV)

…teaches math and grammar

CDs teach addition, subtraction, multiplication and division …through songs!

--------------------------- Short Musical Performances - teach U.S.

History

Clapping different Rhythms - classroom management

Rap - teaches poetry (even the ABCs in one reading program!)

“Chunking Up!”What’s easier to remember:

3233434360 (323) 343-4360

The Brain …• only capable of assimilating about 5 +/- 2 pieces of information • in its short term (working) memory • and holding it there for approximately 5 seconds at a time • without rehearsing to help strengthen the new synapses

• 5 +/- 2 “chunks” of information at a time (Huitt, 2008)

(previously thought to be 7 +/- 2) (Miller, 1956)

- Phone # = 7+area code (323) 343-4360 - SS # = 9 (555-55-5555) - Zip Code = 5+4 90032-8142

---------------------------------------

• Linking new information - to familiar tunes

…”chunks -up” the new information (less pieces…bigger chunks of Information)

…helps imprint that information on young minds (Phillips, 2009; Reed, 2007)

With music…“Chunking” things • like the 26 letters of the alphabet,• or the names of the 50 United States

…teaches them in a more effective period of time-- “Chunks” different pieces of information

into larger, more meaningful units---------------------------------------------------------------

…and it’s a multi-modal approach!You can

• dance to it • feel the vibrations going through your body as you hear it, • play it on various rhythm and other musical instruments

(kinesthetic/tactile); • read the notes• watch performances of it (visual)• sing with it • hear its changes in pitch (auditory)

--------------------------------------------------------------- …Putting any new information to music helps students retain the information for years to come through repetition (both in and out of classroom)

…the song gets stuck their heads and those new synapses extend into long-term memory!

Anchor Songs(Musical Cues)

…from Kim Morgan, Lake Elementary School, Vista School District

Other…Cleaning Up the Room - Move It, Move It Turning in Homework - Mission

ImpossibleU.A. Switch - Funky Town New Student? - You’ve Got a Friend in Me

Beginning of the Day - Come On Over (Shania Twain) - Come On Over Baby (Christina Aguilera)

Stretch Break - Wipe Out - Electric Slide - I Can See Clearly Now

Beginning of Various Subjects P.E. - Rocky

Math - Star Wars Social Studies - Oh Susannah

Science - Time for Weird Science

Before Tests - We Are The Champions - We Will Rock You - Don’t Worry, Be Happy

Since music enhances SAT scores…increases likelihood of admission

Music students outperformed non-music students by 61 points on the verbal SAT 42 points higher on the math (Demorest

& Morrison, 2000)

Students who study piano or voice average a significant (7 point) Gain!

on the Weschler IQ test…2.7 points higher than other students (Mundell, 2009)

8. Is there any evidence that Increased Literacy through Music

helps more students Get Into and Do Better in College?

College Admissions Officersconsider music participation

one of several important factors in making admissions decisions

demonstrates good time management (Hartman, 1999)

They consider it 1 of 6 basic academic subjects students should study - to succeed in college

“Be True to your School” (Beach Boys)

When some loud braggart tries to put me down

And says his school is great, I tell him right away"Now what's the matter buddyAin't you heard of my school?It's number one in the state“

So be true to your school…

5-year Longitudinal study - over 7,500 university students

- Highest Reading scores of any students on

campus music majors music education majors

...higher than All Other Majors including chemistry and biology majors,

math majors even English majors! (Wood, 1988)

Self-confidence -important for college success

A major study of 2,046 children - grades 4, 5, 7, and 8- 12 public schools - New York, Connecticut, Virginia, and South

Carolina

using several measures - Teacher Perception Scale - Classroom Teacher Arts Inventory- Student Arts Background questionnaire

results… >

Type of Self-Confidence Level of “Arts” Involvement

Highest Quartile Lowest Quartile Physical Ability 30% 20% Physical Appearance 27% 24% Peer Relations 29% 23% Parent Relations 35% 24% General 37% 27% Reading 40% 20% Mathematics 30% 15% General School… 36% 19%

Total Non-Academic 33% 24%

Total Academic 41% 18%

Total 34% 18%(Burton et al., 1999)

Something else to consider…

An interesting study of Engineers Technical Designers

…in the Silicon Valley industry of California

--nearly without exception-- the very best

were also practicing musicians! (Venerable, 1989)

so …in Our Inter-Connected

School Curriculum

Music certainly appears to

be 1 of the

“Important Pieces”

for enhancing Literacy

so …in Our Inter-Connected

School Curriculum

Cutting curricular areas (such as music)

Quick Fix?Poor Solution?

You can decide…

…BUT if you really want to know, if music is important in schools

--ask a 1st or a 2nd grader to put 10 words in alphabetical order

and see if you don’t hear him (or her) singing that ABC song!

So going back to our original question…

Oh, the Bonus Question…

Which is proper?

“Egg yolks is white” or

“Egg yolks are white”

…Egg Yolks are YELLOW!

hummm…maybe we should have put that to music?

OK, add up how many you got Correct…

If you scored: 0-4 = Novice

…maybe at first, but not after today!

5-6 = Intermediate…pretty good understanding about this connection!

7+ = Informed …came into this with a strong foundation –

and now that knowledge base is even stronger!

Congratulations!

Try teaching with Music!

Your students will love it,

…and you’ll be happy with the results!

Thanks for coming!

For a copy of today’s powerpoint showemail Dr. Darlene Michener @dmichen@calstatela.edu

A Sampling of Helpful Websites…

www.esl-lounge.com/songstop.shtml

www.mitest.com/omitest.htm

www.pbs.org

www.songsforteaching.com

http://www.elyrics.net

A great way to get easy ideas for using music across (not only reading and

language arts) the entire curriculum is having your district purchase:

Making Music with the Arts Across the Curriculum”

(California edition)

Great for General Ed. Teachers

1. Visual Arts – with color transparences

2.   Music – with CDs with lesson plans

3.   Dance – with step by step directions

4.   Theater – with poems or script writing assistance

5.  English Language Learners assistance

6.  Math ideas

7.  Social Studies

8.  Science

It includes…

Bibliography…

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