1. Jessica Mandell CBSE 7201 Fall 2016
Music In The Classroom
Jessica Mandell
CBSE 7201
Fall 2016

2. Table of Contents Statement of the Problem Review of Literature
The Pros
The Cons
Educational Theorists
Current Implementations
Hypothesis Statement
Resources

3. Statement of the Problem
Most public schools are forced to work with a small budget and therefore selective programs that are deemed as not academically valuable are cut from elementary school curriculums.
The courses that are not included in the statewide testing, which focus on literacy, mathematics, science and social studies are prime targets for school cutbacks. As a result, programs such as music within the performing arts are slowly being eliminated from schools across the country as teachers and administration try to improve their scores on tests.
The problem arises because these programs are no longer available to the students and schools who benefit from their existence in their curriculums. Music programs would be assets to elementary schools because they encompass self-expression and provide tools for various styles of learning.
The teaching of music within the classroom can help many students gain overall academic success and inspire personal achievement and growth.

4. Review of Literature The Pros
Playing music in the background or teaching students to memorize content through songs might relieve test anxiety and therefore increase their performance on an exam. (DeMers, 1996)
Students given the choice in the type of music played may feel more in control of his or her learning. This in itself may provide a positive change in students. (DeMers, 1996)
The arts, such as music education allows children to participate through movement, which is crucial for non-native speaker participation. (Ulbricht, 2011)

5. Review of Literature The Cons
Some teachers are uncomfortable or unfamiliar with the arts processes, curriculum, and standards, therefore they do not wish to teach learning through dramatic practices.
(Stanfa, O Shea, 1998)
Instructional time is taken away from the subjects that students are tested on when teacher focus on social studies and the arts. If test scores drop in other tested curriculum areas, teachers are scrutinized. (Wills, 2007)
No Child Left Behind Act counts three subjects as ‘core’ subjects, therefore there is no balance between the arts and tested curriculums. Tested subjects always get more attention over non-tested subjects. (Chapman, 2005)

6. Educational Theorists
Lev Vygotsky:
Social interaction plays a large role in cognitive development. Only once social interaction has occurred can an individual understand on a personal level.
Teachers should collaborate with the students to help facilitate meaning and learning.
Howard Gardner:
Multiple intelligences includes musical intelligence which involves skill in the performance, composition and appreciation of musical patterns. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Interpersonal and Intrapersonal intelligence, which includes understanding one’s own motivations and the motivations of others in the process of learning.

7. Current Implementation
Chris Boyd Brewer believes that music provides a positive environment for students and “enhanced interaction and helps develop a sense of community and cooperation. Music and arts education a whole is a powerful tool to use in the classroom.” This can be done by selecting a classroom theme song, or developing a classroom “ritual,” such as a good-bye or hello time that uses music.
Brenda Rosler, a fifth-grade teacher in an urban community, found that the arts infused lesson plans unite classes, and create leaders in learning.

8. Research Hypothesis
Integrating music activities within literacy classroom instruction over a period of time, for cumulative twenty minutes per week (diversified times), to fifteen Kindergarten students at Public School X in Brooklyn, New York, will increase their academic achievement and overall literacy test scores.

9. Resources
Brewer, Chris. Mucis and Learning: Seven Ways To Use Music In The Classroom. Tequesta Florida: LifeSounds, 1995.
Charles, P. S. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53(2), Retrieved fromhttps://login.ez-proxy.brooklyn.cuny.edu/login?url=
Chapman, L. (2005). No child left behind in art? Art Education. 58(1)
Christopher, M. J., & Jenny, E. M. (2006). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), Retrieved from 
Heikki Ruismäki, & Tereska, T. (2008). Students' assessments of music learning experiences from kindergarten to university. British Journal of Music Education, 25(1), doi:

10. Resources
Mark, T. K. (2003). Development of music creativity among elementary school students. Journal of Research in Music Education, 51(4), Retrieved from 
O Shea, D. J. & Stanfa, K. (1998). The play’s the thing for reading comprehension. Teaching Exceptional Children. 31(2),
Rosler, B. (2008). Process drama in one fifth-grade social studies class. The Social Studies (Washington D.C.). 99(6),
Smith, Mark K. (2002, 2008) Howard Gardner and multiple intelligences, the encyclopedia of informal education,
Ulbricht, J. (2011). Changing art education’s master narrative. Art Education. 64(3)
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23,
Wills, J. S. (2007). Putting the squeeze on social studies: managing teaching dilemmas in subject areas excluded from state testing. The New England Reading Association. 36(2), 6-10.