![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural Historical Activity Theory of education, and has been compared with a teacher-centered approach mainly based on students’ reproduction of music (control condition). Results indicated that after the six-month intervention period, students in the experimental group were more engaged in music education compared to students in the control group. The research did not show a statistical difference in learning outcomes with regard to intelligence, academic achievement and music achievement, although the students of the experimental group performed better with regard to reading comprehension than their counterparts in the control group. The authors conclude that music composition as a classroom activity is feasible and useful in elementary schools.
References
Section:
|
Abikoff, H., Courtney, M. E., Szeibel, P. J., Koplewicz, H. S. (1996). The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children. Journal of Learning Disabilities, 29(3), 238–246. Google Scholar | SAGE Journals | ISI | |
|
Bastian, H. G. (2002). Musik(erziehung) und ihre Wirkung. Eine Langzeitstudie an Berliner Grundschulen [Music education and its effects. A long-term study in elementary schools in Berlin]. Mainz: Schott. Google Scholar | |
|
Bilhartz, T. D., Bruhn, R. A., Olson, J. E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20(4), 615–636. Google Scholar | Crossref | ISI | |
|
Bodovski, K., Farkas, G. (2007). Mathematics grow in early elementary school: The roles of beginning knowledge, student engagement, and Instruction. The Elementary School Journal, 2(108), 115–130. Google Scholar | Crossref | ISI | |
|
Bolduc, J. (2009). Effects of a music programme on kindergartners’ phonological awareness skills. International Journal of Music Education, 27(1), 37–47. Google Scholar | SAGE Journals | ISI | |
|
Campbell, P. S., Scott-Kassner, C. (2006). Music in childhood: From preschool though the elementary grades. Boston, MA: Schirmer. Google Scholar | |
|
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap/Harvard University Press. Google Scholar | |
|
Cole, M., Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York: Cambridge University Press. Google Scholar | |
|
Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education, 47(3), 198–212. Google Scholar | SAGE Journals | ISI | |
|
de Wijs, A., Krom, R. (2008). Spelling groep 6. Handleiding [Spelling group 6. Manual]. Arnhem: Cito. Google Scholar | |
|
de Wijs, A., Krom, R., Berkel, S. van (2007). Spelling groep 5. Handleiding [Spelling group 5. Manual]. Arnhem: Cito. Google Scholar | |
|
Eastlund Gromko, J. (2005). The effect of music instruction on phonemic awareness in beginning readers. Journal of Research in Music Education, 53(3), 199–209. Google Scholar | SAGE Journals | ISI | |
|
Eastlund Gromko, J., Smith Poorman, A. (1998). The effect of music training on preschoolers’ spatial-temporal task performance. Journal of Research in Music Education, 46(2), 173–181. Google Scholar | SAGE Journals | ISI | |
|
Elliott, D. J. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press. Google Scholar | |
|
Engeström, Y., Engeström, R., Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In Wells, G., Claxton, G. (Eds.), Learning for life in the 21st Century (pp. 211–224). Malden, MA: Blackwell. Google Scholar | Crossref | |
|
Feenstra, H. (2008). Begrijpend lezen groep 6. Handleiding [Reading comprehension group 6. Manual]. Arnhem: Cito. Google Scholar | |
|
Feenstra, H., Krom, R., Berkel, S. van (2007). Begrijpend lezen groep 5. Handleiding [Reading comprehension group 5. Manual]. Arnhem: Cito. Google Scholar | |
|
Furnham, A., Stephenson, R. (2007). Musical distracters, personality type and cognitiveperformance in school children. Psychology of Music, 35(3), 403–420. Google Scholar | SAGE Journals | |
|
Furnham, A., Strbac, L. (2002). Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics, 45(3), 203–217. Google Scholar | Crossref | Medline | ISI | |
|
Gardner, H. (2004). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Google Scholar | |
|
Geoghegan, N., Mitchelmore, M. (1996). Possible effects of early childhood music on mathematical achievement. Australian Research in Early Childhood Education,1, 1–9. Google Scholar | |
|
Gordon, E. E. (2003). Learning sequences in music: Skill, content, and patterns. A Music Learning Theory. Chicago: GIA. Google Scholar | |
|
Hallam, S., Price, J., Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28(2), 111–122. Google Scholar | Crossref | ISI | |
|
Hallam, S., Price, J. (1998). Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? British Journal of Special Education, 25(2), 88–91. Google Scholar | Crossref | |
|
Hickey, M. (2012). Music outside the lines: Ideas for composing in K–12 music classrooms. Oxford: Oxford University Press. Google Scholar | Crossref | |
|
Hogenes, M., van Oers, B., Diekstra, R. F. W. (2010a). Musical Ability Test: Singing. The Hague: The Hague University. Unpublished. Google Scholar | |
|
Hogenes, M., van Oers, B., Diekstra, R. F. W. (2010b). Musical Ability Test: Listening. The Hague: The Hague University. Unpublished. Google Scholar | |
|
Hogenes, M., van Oers, B., Diekstra, R. F. W. (2015). The impact of music on child functioning. The European Journal of Social & Behavioural Sciences, 135, 1507–1526. Google Scholar | |
|
Hogenes, M., van Oers, B., Diekstra, R. F. W. (2014). Music composition in the music curriculum. US-China Education Review A, 2(3), 149–162. Google Scholar | |
|
Jansen, J., Scheltens, F., Kraemer, J. M. (2006a). Rekenen-Wiskunde groep 5. Handleiding [Arithmetic- Mathematics group 5. Manual]. Arnhem: Cito. Google Scholar | |
|
Jansen, J., Scheltens, F., Kraemer, J. M. (2006b). Rekenen-Wiskunde groep 6. Handleiding [Arithmetic-Mathematics group 6. Manual]. Arnhem: Cito. Google Scholar | |
|
Jones, P. E. (2011). Signs of activity: Integrating language and practical action. Language sciences, 33(1), 11–19 Google Scholar | Crossref | ISI | |
|
Jongen, I., Krom, R., Roumans, P. (2009). Technisch lezen groep 5. Handleiding [Technical reading group 5. Manual]. Arnhem: Cito. Google Scholar | |
|
Jongen, I., Krom, R., Roumans, P. (2010). Technisch lezen groep 6. Handleiding [Technical reading group 6. Manual]. Arnhem: Cito. Google Scholar | |
|
Kagan, S. (1994). Cooperative learning. San Clemente: Kagan. Google Scholar | |
|
Karpov, Y. V. (2005). The neo-Vygotskian approach to child development. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Kaschub, M., Smith, J. (2009). Minds on music: Composition for creative and critical thinking. Lanham, MD: MENC. Google Scholar | |
|
Kaschub, M., Smith, J. (2013). Composing our future: Preparing music educators to teach composition. New York: Oxford University Press. Google Scholar | Crossref | |
|
Koopman, C. (2005). Muziek maakt slim? Over de rechtvaardiging van muziekonderwijs [Music makes smart? About the justification of music education]. In Herfs, J., van der Lei, R., Riksen, E., Rutten, M. (Eds.), Muziek Leren. Handboek voor basis- en speciaal onderwijs [Learning music. Handbook for elementary and special education] (pp. 19–35). Assen: Van Gorcum. Google Scholar | |
|
Koutsoupidou, T., Hargreaves, D.J. (2009). An experimental study of the effects of improvisation on the development of children’s creative thinking in music. Psychology of Music, 37(3), 251–278. Google Scholar | SAGE Journals | ISI | |
|
Kratus, J. (2012). Nurturing the songcatchers: Philosophical issues in the teaching of music composition. In Bowman, W. D., Frega, A. L. (Eds.), The Oxford handbook of philosophy in music education (pp. 367–385). New York: Oxford University Press. Google Scholar | Crossref | |
|
Lave, J., Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Leont’ev, A. N. (1981). The problem of activity in psychology. In Wertsch, J. (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk, NY: Sharpe. Google Scholar | |
|
Lidz, C, Elliott, J (Eds.). (2000). Dynamic assessment: Prevailing models and applications, Vol. 6. New York: JAI Press. Google Scholar | |
|
Mahn, H., John Steiner, V. (2002). The gift of confidence: A Vygotskian view of emotions. In Wells, G., Claxton, G. (Eds.), Learning for life in the 21st century. Sociocultural perspectives on the future of education (pp. 46–58). London: Blackwell Google Scholar | Crossref | |
|
Markova, A. K. (1983). Formirovanie motivacii ucenija v škol’nom vozraste [The formation of motivation to learn during school years]. Moscow, Prosvešcenie. Google Scholar | |
|
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in elementary, middle, and high school years. American Educational Research Journal, 20(37), 153–184. Google Scholar | SAGE Journals | |
|
McKelvie, P., Low, J. (2002). Listening to Mozart does not improve children’s spatial ability: Final curtains for the Mozart effect. British Journal of Developmental Psychology, 20, 241–258. Google Scholar | Crossref | ISI | |
|
Palmer, C., Meyer, R. K. (2000). Conceptual and motor learning in music performance. Psychological Science, 11(1), 63–68. Google Scholar | SAGE Journals | ISI | |
|
Parkhurst, H. (1922/2007). Education on the Dalton Plan. New York: E. P. Dutton & Company. Google Scholar | |
|
Raven, J. C. (2004). Raven: Standard progressive matrices. Manual. The Netherlands: Pearson Assessment and Information. Google Scholar | |
|
Rogan, J. C., Keselman, H. J. (1977). Is the ANOVA F-Test robust to variance heterogeneity when sample sizes are equal? An investigation via a coefficient of variation. American Education Research Journal, 21(14), 493–498. Google Scholar | SAGE Journals | |
|
Rossini, J. W. (2000). A study of the relationship of music instruction and academic achievement among elementary school students. Unpublished doctoral dissertation, The Graduate School of Education, Boston College, USA. Google Scholar | |
|
Ruthmann, A. (2007). The composers’ workshop: An approach to composing in the classroom. Music Educators Journal, 93, 38–43. Google Scholar | SAGE Journals | |
|
Scinto, L. F. M. (1986). Written language and psychological development. New York: Academic Press. Google Scholar | |
|
Schellenberg, E. G. (2004). Music lessons enhance IQ. Research report. Psychological Science, 15(8). Google Scholar | SAGE Journals | ISI | |
|
Schellenberg, E. G., Nakata, T., Hunter, G., Tamoto, S. (2007). Exposure to music and cognitive performance: tests of children and adults. Psychology of Music, 35(5), 5–19. Google Scholar | |
|
Slavin, R. E. (1983). Cooperative learning. New York: Longman. Google Scholar | |
|
Slavin, R. E. (2008). Perspectives on evidence-based research education. What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5–14. Google Scholar | SAGE Journals | ISI | |
|
Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Google Scholar | |
|
Sternberg, R., Grigorenko, E. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press. Google Scholar | |
|
Tolman, C. (1999). Society versus context in individual development: Does theory make a difference? In Engeström, Y., Miettinen, R., Punamäki, R. L. (Eds.), Perspectives on activity theory (pp. 70–86). New York, NY: Cambridge University press. Google Scholar | Crossref | |
|
Tzuriel, D. (2001). Dynamic assessment of young children. New York/ Dordrecht: Plenum Publishers/Kluwer Academic. Google Scholar | Crossref | |
|
Ulfarsdottir, L. O., Erwin, P. G. (1999). The influence of music on social cognitive skills. The Arts in Psychotherapy, 26(2), 81–84. Google Scholar | Crossref | ISI | |
|
van Oers, B. (2005). Dwarsdenken. Essays over Ontwikkelingsgericht Onderwijs [Cross thinking. Essays on Developmental Education]. Assen: Van Gorcum. Google Scholar | |
|
Vygotsky, L. S. (1978a). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Vygotsky, L. S. (1978b). The prehistory of written language. In Vygotsky, L. S. , Mind in society: The development of higher psychological processes (pp. 105–119). Cambridge, MA: Harvard University Press. Google Scholar | |
|
Vygotsky, L. S. (1981). The genesis of higher mental functions. In Wertsch, J. V. (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk: Sharpe. Google Scholar | |
|
Waller, G. D. (2007). The impact of music education on academic achievement, attendance rate, and student conduct on the 2006 senior class in one Southeast Virginia Public School division. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg. Google Scholar | |
|
Wallin, N. L., Merker, B., Brown, S. (Eds.). (2000). The origins of music. Cambridge, MA: MIT Press. Google Scholar | |
|
Wiggins, J. (1990). Composition in the classroom: A tool for teaching. Reston: MENC. Google Scholar | |
|
Zachopouloua, E., Tsapakidoub, A., Derric, V. (2004). The effects of a developmentally appropriate music and movement program on motor performance. Early Childhood Research, 19, 631–642. Google Scholar | Crossref | ISI |
