Music is a part of our everyday lives. We listen to it in the car on the way to work, while we are waiting at the doctor’s office, music is all around us. Granted not everyone is musically inclined, and singing or playing an instrument isn’t for everyone. That doesn’t make it less important. What we don’t realize is how music correlates with our personality types. In a study done by Kathleen A. Corrigall, E. Glenn Schellenberg, and Nicole M. Misura we see how different children with different personality types are more prone to being interested in taking music lessons. Some personality types drive people to take music lessons, and some drive them not to. Some personality types can also help determine whether or not the kids will do better or worse in their music lessons. From that we can also determine which of those kids who continue will do good, bad, or mediocre. I think that this study is important because it can help music educators better train their students, and make it more likely for lots of students to be involved in music in a way that is more specific to their needs from their personality.
“Music training, cognition, and personality” (Corrigall, K.A., Schellenberg, E., Misura, N.M., Besson, M., and Synder, J.) is a study of how music correlates with cognition and personality. It is different from other studies done on the correlation between music training and cognition because this study specifically looks at personality indicators for taking music lessons. “The participants were 118 adults for study 1 and 167 10-12 year-old children” (Corrigall, K.A., Schellenberg, E., Misura, N.M., Besson, M., and Synder, J.). This study involves two groups; the first being the adults, and the second being the children...
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..., Misura, N.M., Besson, M., and Synder, J.).” Doing the second study on children it gave them ability to look at people who were more likely than the adults to be actively involved in music training at the testing time. This study resulted in months of extra-curricular music lessons, “57% (Corrigall, K.A., Schellenberg, E., Misura, N.M., Besson, M., and Synder, J.).” with some musical training were still taking lessons at the time of the study.
They also measured the correlation of household income and the parents education with this to see how much it effected the children. They found that most children who participate in music lessons are also more likely to take on more extra-curricular activities they gathered that the children had “65 cumulative months in non-musical activity (Corrigall, K.A., Schellenberg, E., Misura, N.M., Besson, M., and Synder, J.).”
There have been many studies done to find how music influences a child’s development. The College Entrance Examination Board discovered that students who took music appreciation classes had higher verbal and math scores than those who did not take the classes. (Stephens 2003) The U.S. Department of Education found that in 25,000 secondary schools, students who were highly involved in the music program did much better in math than any other students. (Stephens 2003) These studies and more have found that involvement in music increases chi...
Jones, M. H., & Estell, D. B. (2007). Exploring the Mozart effect among high school
My mom required my three siblings and I to take piano lessons for at least two years when we were younger. I enjoyed playing, so when my two years were up I decided to keep going. I played for another four years, but my life started to get busy and I had too many things on my plate, so I quit piano for good. I have somewhat regretted my decision, and noticed a decline in my math skills during the past two years, and other areas in school as well. The absences of math and cognitive skills will dramatically affect a person’s life, because without these skills it makes it very hard to become a successful person in the world’s view. Contrary to what the New York Times article, “Music and Success” by Samuel Mehr stated, listening to music or playing
Music education is important for several different reasons. Music is a very valuable resource for students and teachers alike. Research has shown that musical study improves a child's early cognitive development, basic math and reading abilities, SAT scores, ability to work in teams, as well as spatial reasoning skills (VH1, 2003, para4). Music helps students to achieve in areas of intelligence. “Feis, Revecz, the Pannenborgs, Miller, and others are unanimous in finding that musicality and high intelligence go together” (Mursell & Glenn, 1931, p. 20). Studies have shown that preschool children taught with music and songs have an average 10 to 20 points over those without, and by the age of 15 have higher reading and math skills. Another study showed that students that had taken a music appreciation class scored 46 points higher on the math portion of the SAT, and students who had music performance experiences scored 39 points higher than students without any music experience (Harvey, 1997, para13). Music impacts most other areas of learning. “The area holding the greatest prospects for transfer from music appears to be language arts.” (Hoffer, 1983, p. 46) It has been said that music helps concentration during reading. Music is an affective memory aide, because of its use of rhythm, rhyme and melody. Music for young children helps them to learn language because of the rhythms and patterns involved in learning the songs. The involvement of music in education can help to develop oral language skills, listening skills, and an increased vocabulary. Music can help the comprehension of language and basic facts (Dobbs, 1990, 341, 342).
“Recent studies show that being involved in music classes makes it easier to learn other subjects and improve skills in other classrooms” (Brown, “The Benefits of Music Education”). A lot of people tend to overlook how much music education has an impact on the success of a student. Because of this, schools should be required to offer fine arts and music classes as electives for the students. Not only will this improve the students test scores, but it will also give the students a broader imagination and more creativity in and out of the classroom. In a lot of schools, fine arts and musical classes are the first to go when there are budget cuts. “Seventy-one percent of the nation’s fifteen thousand school districts have cut instructional hours spent on music and other subjects” (“State of the arts: should music and art classes be brushed aside”). Not only is it affecting the teachers who have specialized in the study of fine arts, it is affecting all of the students and parents who are actively involved in these programs. “Johnson, professor of music education and music therapy and associate dean of the School of Fine Arts at KU, found jumps of twenty-two percent in English test scores and twenty percent in math scores at elementary schools with superior music education” (Lynch “Music Boosts Test Scores”). With that being said, schools should be required to offer music and fine arts classes as an elective for their students.
The position that is being argued is that music should stay in schools. This author is making the claim that music makes children excel in their education. This author uses many different sources. The author relies mainly on studies to back up his argument. The article is recent.
...ic; more that the structure of music lessons are able to develop a child’s susceptibility to formal education and learning.
Southgate, Darby E. and Vincent J. Roscigno. “The Impact of Music on Childhood and Adolescent Achievement”. Social Science Quarterly, Vol. 90, March 2009. Ohio State University. Web. 22 May 2013.
Despite the benefits that music education provides, some ignorant people criticize music and say limited funding should be spent on academics or sports. They argue that, “The ability to paint a picture or dance will not aid in landing a job’(“Arts Education”). This is true, but the point of music education is not to provide all musical students with a job; it is to teach them valuable skills that can be used in the workplace. Roberta Guspari, a New York violin teacher, supports this idea. She says, “learning an instrument teaches you to study anything.” Other commentators say that in 2011, over 70 percent failed a national science test (“Arts Education”). They say that building art studios and buying new instruments are a waste of money that could be used for improving academic performance. These statements may also be true but by no fault of music education. How many of these students participated in music courses? The fall in academic scores should be credited to a lack of preparation by staff.
Schlaug, Gottfried, Andrea Norton, Kate Overy, and Ellen Winner. Effects of Music Training on the Child’s Brain. The Musician's Brain. New York Academy Of Sciences, 2005. Web. 14 Oct. 2013. .
Music, an essential component to mankind’s culture, is said to affect the intellect of humans in several different ways. Specifically, it’s affect on infants is more important than any other age group due to the brain’s plasticity at such a young age. Music can improve learning skills, test taking skills, concentration, heartbeat, and relaxation. Understanding the human brain is a great endeavor that countless scientists have spent lifetimes on. It will probably never be fully understood, however, I think that researching music’s relationship with the brain should help uncover many mysteries. Neuroscientific studies have shown music to be an agent capable of influencing complex neurobiological processes
Chamorro-Premuzic, Tomas, and Adrian Furnham. "Personality And Music: Can Traits Explain How People Use Music In Everyday Life?." British Journal Of Psychology (London,
Friedrich Nietzsche once said, “Without music, life would be a mistake”. Music is almost as old as the human race and is as much a part of it as anything. So why would anyone choose to get rid of it? An Increasing number of schools across the nation are deciding to cut music education programs. This includes band, orchestra, choir, and general music classes. In 1991, 55.4 percent of public school eighth-graders took part in music classes at school. In 2004, this figure was just 49.1 percent. Money plays a huge role in this statistic: “...when funds are scarce, arts courses are usually the first to be dropped from a school’s curriculum” (“Arts Education”). While many argue that music education is an unnecessary cost for schools, it improves student’s overall well being.
Livosky, Marilyn et al. Psychology Journal. “Personality and Music Preferences in College Students and Young Children.” Mar2012, Vol. 9 Issue 1, p13-25. 13p
Even when children learn music they able to listen, sing, dance, create movement. Listening to music draw out emotions, and playing music can be just like communicating emotions. Some people find this a very powerful experience. “ Music enriches the lives of students and should be considered a necessary part of education.”