1. Problem: How to get students to
learn and gain more of their
interest?
Solution: Add
Music!
By: Brad Bilsland

2. Music can help students in all areas of
their education
Does music help students learn?
1. The question is answered.
2. Certain guidelines for using music.
3. Example of how music is used and its long-lasting effect.
New Approach to incorporating music into the educational process
1. Why music is becoming a better tool for education.
2. How music is used for certain subjects.
3. Pitfalls and rebuttals against using music.
Music’s Impact
1. Not extra classes, but makes the grade.
2. Benefits: 4 areas of success
3. The Brain and Music: Expanding the Brain

3. Does music help in learning?
“Music has been proven by many different scientific institutions to enhance learning.”
It does depend on the following criteria to be effective :
1. Not too loud
2. Music should be of a „gentle‟ nature
a. No hip hop or rap
b. No hardcore rock
c. Music should be entertaining (Beatles, The Who, etc.)
d. Some music has lifelong effects: Schoolhouse Rock ®
So the answer is a resounding YES!!!

4. If it’s too loud, you’re NOT learning
If the music is too loud, the students will not be able to concentrate on
the lessons at hand. The volume level could be a hindrance if not
used properly.
There is plenty of good music for teachers to use to help students
enhance their lessons. However, certain types should not be used
because the students would put more focus on the songs rather
than the lessons at hand. Sadly, so much of the music today has
shifted focus to such as explicit content. If the songs pose any
questions, it is safer to not use those and go with those songs of a
less questionable nature.
Some music has had lasting effects on students.

5. The Greatest Music Learning Tool for a Generation
• is one of the greatest learning tools created in the
1970‟s. It was created by David McCall. He noticed his son was having
trouble with his multiplication tables. David saw that his son could relate to a
lot of current music at the time, so he collaborated with Bob Dorough and
recorded “Three is a Magic Number”. Tom Yohe, together with McCall,
pitched the idea of short films to ABC. the shows begin to air in 1972. To
this day, many adults who grew up in that era still use these songs for their
children to help them learn their subjects.

6. Professor‟s goal: to help students learn other
subjects through music
• Deane Root from University of Pittsburgh is disseminating a new approach
to teaching history, social studies, and English by including music to be
studied like text. One of his reasons for including music: “A large percentage
of teenagers are bored with education and find that it has less do with their
real life and become disaffected….if music is one of the primary ways
teenagers identify with each other, why not use it in classes.”
• Root‟s message to teachers: get them to treat music in the classroom in a
more integrated manner; give them the tools to understand how to use the
information found in music and lyrics.
Click the boy singer to hear the response on this concept:

7. U. Of PITT cont.
• Dylan’s “The Times They are Achangin” and Sting’s “Russians” are examples of
using music to aid in historical periods of the 60’s and the cold war.
• Couple these examples with Schoolhouse Rock in teaching math, English and
Science, the possibilities are endless in helping children learn.
• There are problems and pitfalls to this new theory in education. Monetary
cutbacks and teacher reservations against pulling students out for music lessons
hinder the use of music as a very effective tool.
• Many schools are having to cut huge amounts out of music budgets that hinder
the learning process.

8. The IMPACT of Music
• Music classes are anything but “extracurricular” and have benefits that make them
indispensable.
• Being in music classes has been proven to enhance: self-esteem, social skills,
increase spatial development.
• Math and reading have been improved by learning rhythms and decoding notes
and symbols.
• A study in Ohio compared a group of string playing students versus non music
students based on the verbal Cognitive Ability Test. String students scored 68%
higher on reading and math than the 58% of the non music students.
• And the response: (click the bus)

9. Benefits of Music
Society:
Music is part of the fabric of society
Music is a valuable experience that broadens students’ understanding and appreciation
for the world around them
School:
Students learn to communicate and work effectively without resorting to violence
Higher level of math efficiency are achieved regardless of socio-economic status
Students involved in music achieve more academic honors than those who are not
involved
Developing Intelligence:
Music is better than computer training in enhancing abstract reasoning skills
A study showed that preschoolers after 8 months of keyboarding, had a 46% boost in
spatial reasoning IQ
Life:
Increased development in self-discipline, more effective study and work habits
Opens doors for students to parts of the world of work, culture, intellectual activity and
human involvement

10. The Brain and Music
“Musicians use widely dispersed, interconnected brain areas when listening intently to
a piece of music.
Non musicians are able to direct attention to musical components of harmony, rhythm
and melody but in a smaller activity in most of the same music brain areas.”
Dr. Lawrence Parsons, UT San Antonio, 1998
“Skilled musicians use more neurons for processing sounds from a piano or better
synchronize these sounds because of their training”
New York Times, Nature article May 1998

11. Conclusions
• Music is an essential part of a student’s
development.
• Music can help other subjects in relating better to
students.
• Music has been scientifically proven to help in a
person’s development.
• Music should be just as fundamental as the 3 R’s.

12. Bibliography and References
www.childrensmusicworkshop.com
www.post-gazette.com, Article July, 2006
https://wiki.answers.com
Article: Texas Commission on Drug Abuse 1998
U.S. Dept. of Education Article 1997
No Child Left Behind 2002, Title IX, Part A, Sect. 9101
Michael D. Wallick, Ohio City Schools
The College Board, Profile of College-Bound Seniors
National Report, 2001