Using Music to Support Learning: Practising self-regulation Clare Jones, BA (Hons), MMusTh, RMT

Introduction Managing students’ self-regulation and arousal levels to optimise learning Music activities: Welcome song Movement activities Music listening Familiar music Live music Recorded music Age-appropriate activities

What is self-regulation? Emotional regulation React with strong emotion, then return to balanced state Attentional regulation Persist/return to task despite distractions Executive Functions: Inhibition of behaviour eg. wait for cues, coordinate with others Working memory – remember steps required to complete a task Mental flexibility – switch attention between aspects of a task

Self-regulation: Why is it so important? For students: Improved social skills and behaviour Successful peer relationships Academic success For adults: Employment Relationships Mental health

Why use music? Music ‘lights up’ the brain: Listen Play Move Sing Remember Active music participation is linked to improved self-regulation Self-regulation needs PRACTISE

Welcome Song Perform it live! Benefits: No instruments needed Students will engage with YOU, not the whiteboard Allows time for each student to engage Take the music to the student Repeat as many times as needed No instruments needed Keep the beat, don’t rush Sing or chant For older students: Change words to a popular song Add an instrument eg. hand drum

How can a welcome song support self-regulation? Key ingredients: Familiarity Group activity Body percussion, actions Changing dynamics Emotional regulation  Attentional regulation  Inhibition  Working memory  Flexibility 

Music & Movement Perform it live whenever possible Provide containment with props Provide variety within the activity eg. speed, actions Build a reward into the activity to encourage success

How can music & movement support self-regulation? Key ingredients: Props (add excitement) Group activity Containment (circle) Step-by-step instructions Change Reward Emotional regulation  Attentional regulation  Inhibition  Working memory  Flexibility 

Music Listening for Emotional Regulation PREPARE a playlist before students arrive Listen to each song from beginning to end What is happening in the music? Lots of change? Or staying the same? How does it make you feel? Grade each song from 3 (most stimulating) to 1 (most relaxing) MATCH the energy levels of students Are you students at 3,2, or 1? Work STEP-BY-STEP in the direction you want to achieve, students becoming more energised or more relaxed

How can music listening support emotional regulation? Masks unwanted or unpleasant sounds Distracts from stress or unpleasant sensations in the body, including pain Stimulates hormones that encourage feelings of wellbeing Prompts feelings associated with past pleasant experiences Personalised playlists give students a strategy to regulate their emotions and behaviours

Conclusion Self-regulation is linked to: Success at school – social and academic Wellbeing in adult life Self-regulation needs practise Music is fun, engaging and ‘lights up’ the brain Design music activities that: Use music you and your students are familiar with Tick the 5 boxes for self-regulation Design playlists to manage emotional regulation and optimise student engagement in learning

References Grocke, D. & Wigram, T. (2007). Receptive methods in music therapy: techniques and clinical applications for music therapy clinicians, educators and students. Jessica Kingsley: London. Krout, R. E. (2007). Music listening to facilitate relaxation and promote wellness: Integrated aspects of our neurophysiological responses to music. The Arts in Psychotherapy, 34, 134-141. doi: 10.1016/j.aip.2006.11.001 Pasiali, V. (2012). Supporting parent-child interactions: music therapy as an intervention for promoting mutually responsive orientation. Journal of Music Therapy, 49 (3), 303-334. Williams, K. E. & Lewin, S. (2015). Self-regulation support through music. Reflections, Autumn, 7-9. Winsler, A., Ducenne, L. & Koury, A. (2011). Singing one’s way to self-regulation: the role of early music and movement curricula and private speech. Early Education and Development, 22 (2), 274-304.