1. Abby Spence

2.  Focus  Incomplete Work  Rushed Work  Noise Level

3. Will the presence of classical music during independent work time increase the focus and decrease the noise level of my classroom?

4.  Songs for letter and number formation  Poems and songs  Music special once a week

5.  Music provokes powerful emotional responses.  Music engages all of the sensory areas of the brain.  Music activates both hemispheres of the brain.  Classical music has been found to help students concentrate.

6.  Establish a positive learning state  Create a desired atmosphere  Energize learning activities  Change brain wave states  Focus concentration  Increase attention  Improve memory  Provide inspiration and motivation

7.  Centers  Four 20 minute centers  Writer’s Workshop  Ten minute mini-lesson with a 30 minute writing block  Reader’s Workshop  Ten minute mini-lesson with a 30 minute reading block

8.  “Free Time written next to every student’s name.  Misbehavior results in loss of a letter.  Student must have all of “Free” left to earn free time.  Part of the word free results in a loss of part of the free time.

9.  Spelling handed back/incomplete:  16  Number of students without “Free Time”:  3

10.  The Rules:  The music should always be able to be heard.  When the music starts, everyone should be in the appropriate place.  When the music stops, the work period is over.

11.  Spelling handed back/incomplete:  8  Number of students without “Free Time”:  3  Student comments:  “Your music is beautiful!”  “When can we turn the music back on?”  “I love your music. It makes it quiet in here!”

12.  Spelling handed back/incomplete:  8  Number of students without “Free Time”:  1  Number of students who preferred music to no music:  20  Number of students who felt the music increased their focus:  20

13.  Noticeable difference in noise level.  Noticeable difference in transition time.  Students who continued to struggle to get work done were completing work correctly.  Fewer mistakes on spelling work.  Set expectations for independent work periods.

14.  Classroom management tool  Creative outlet  Memorization tool

15.  Brewer, Chris Boyd. “Music and Learning: Integrating Music in the Classroom.” New Horizons for Learning. 1995. 28 February 2010. http://www.newhorizons.org/strategies/arts/brewer.htm http://www.newhorizons.org/strategies/arts/brewer.htm  Foran, Lucille M. “Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom.” Education Resources Information Center. 2009. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/46 /45/c8.pdf http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/46 /45/c8.pdf  Griffin, Michael. “Background Music and the Learning Environment: Borrowing From Other Disciplines.” Education Resources Information Center. June 2006. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33 /b6/21.pdf http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33 /b6/21.pdf  McGovern, Anne Marie. “Working in Harmony: Some Effects of Music in the Classroom.” Education Resources Information Center. 2000. 10 March 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16 /a0/26.pdf http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16 /a0/26.pdf  McKnight, Rosemary. “Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children’s On-Task Performance?” Education Resources Information Center. 1998. 28 February 2010. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17 /96/a7.pdf http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17 /96/a7.pdf  Carol Roper  Concord Elementary  Melissa Mercer-Tachick  Kyle Shanton

16. “Music is the electrical soil in which the spirit lives, thinks and invents.” Ludwig van Beethoven