MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties

Abstract

Research findings confirm positive links between music education, scholastic achievement, and social adaptability, especially among at-risk and special needs children. However, few studies explain how this process occurs. This article presents a didactic approach, which suggests practical ways of enhancing general learning skills while teaching music. Conducted with young children with severe learning difficulties aged 4—10, the MISC-MUSIC (More Intelligent and Sensitive, or Socially Compliant Children) program (Klein, 1996) interconnects the following three components: (1) the content of the music lessons; (2) the creation of educational frameworks that nurture quality, active teacher—child interactions (mediated learning environments), and (3) the choice of relevant, general learning skills (cognitive functions) to be fostered during the music lesson. The article explains the theoretic premises of MISC-MUSIC, cites examples of how this approach was implemented, and reflects on the effectiveness of the program.

Un programme de musique pour augmenter des compétences d'apprentissage parmi des enfants en difficultés scolaires Les résultats de recherches confirment les liens positifs entre l'éducation musicale, la réussite scolaire et l'adaptation sociale, particulièrement parmi les enfants `à-risque' et aux besoins `spéciaux'. Cependant, peu d'études expliquent le déroulement du processus. Cette étude présente une approche didactique qui propose des manières concrètes d'augmenter des compétences d'apprentissage générales tout en enseignant la musique. Conduit avec des enfants en bas êge en difficultés scolaires graves, âgés de 4 à 10 ans, le MISC-MUSIC (More Intelligent and Socially Compliant Children [Klein, 1996]) lie ensemble les trois éléments suivants: (1) le contenu des leçons de musique; (2) la création de structures éducatives, qui consolident la qualité des interactions actives entre l'enseignant et l'enfant (environnements d'apprentissage médiatisés); et (3) le choix de compétences d'apprentissage adéquates et générales (fonctions cognitives) à stimuler pendant la leçon de musique. L'article explique les prémices théoriques de MISC-MUSIC, cite des exemples de la façon dont cette approche a été appliqué, et rend compte de l'efficacité du programme.

Ein Musikprogramm zur Steigerung kognitiver Verarbeitung bei Kindern mit Lernschwierigkeiten Forschungsresultate bestätigen positive Verbindungen zwischen Musikerziehung, schulischer Leistung und sozialer Anpassung, speziell bei gefährdeten Kindern und solchen mit speziellen Bedürfnissen. Jedoch gibt es nur wenige Studien die erklären, wie dieser Prozess verläuft. Diese Studie beschreibt einen didaktischen Zugang, der praktische Wege vorschlägt, wie im Laufe des Musikunterrichtes allgemeine Lernfertigkeiten verbessert werden können. Durchgeführt mit kleinen Kindern mit ernsthaften Lernschwierigkeiten im Alter von 4—10 Jahren, schafft das MISC-MUSIC (More Intelligent and Socially Compliant Children; Klein, 1996) Programm Verbindungen zwischen den drei folgenden Komponenten: (1) dem Inhalt der Musiklektionen; (2) dem Gestalten eines erzieherischen Aufbaus mit fördernden Qualitäten, einer aktiven Lehrer—Schüler Interaktion (vermittelndes Lernumfeld); und (3) der Wahl relevanter, allgemeiner Lernfertigkeiten (kognitive Funktionen) um während der Musiklektionen gefördert zu werden. Der Artikel beschreibt die theoretischen Voraussetzungen, von MISC-Music zitiert Beispiele wie dieser Zugang eingeführt wurde; und reflektiert über die Wirksamkeit des Programmes.

Un programa de musica para mejorar el progresamiento cognitivo en los ninos con dificultdades de aprendizaje La investigación confirma vínculos positivos entre la educación musical, los logros escolares y la adaptabilidad social, especialmente entre niños en situación de riesgo y con necesidades educativas especiales. Sin embargo, pocos estudios explican cómo sucede ese proceso. Este trabajo presenta un enfoque didáctico en el que se sugieren formas prácticas para desarrollar las destrezas de aprendizaje general en la enseñanza de la música. El programa MISC-MUSIC (acrónimo inglés para `Niños más Inteligentes y Socialmente Obedientes' [Klein, 1996]), llevado a cabo con niños de 4 a 10 años con graves dificultades de aprendizaje, conecta tres componentes: (1) el contenido de las clases de música; (2) la creación de marcos educativos que nutren interacciones profesor-niño activas y de calidad (contextos de aprendizaje mediado); y (3) la elección de destrezas de aprendizaje general relevantes (funciones cognitivas) que se fomentarán durante la clase de música. Este artículo explica las premisas teóricas de MISC-MUSIC, cita ejemplos de cómo se implementó el enfoque y reflexiona sobre la efectividad del programa.

Keywords

cognitive modifiability mediation MISC music education

Get full access to this article

View all access options for this article.

References

Aldridge, D. , Gustorff, D. , & Neugebauer, L. (1995). A preliminary study of creative music therapy in the treatment of children with developmental delayz. Arts in Psychotherapy, 22(3), 189—205.

Atterbury, B.W. (1985). Mainstreaming exceptional learners in music. Englewood Cliffs, NJ: Prentice Hall.

Balch, W.R. , Bowman, K. , & Mohler, L.A. (1992). Music-dependent memory in immediate and delayed word recall. Memory and Cognition, 20(1), 21—28.

Bamberger, J. (1991). The mind behind the musical ear. Cambridge, MA: Harvard University Press.

Bamberger, J. (2000a). Developing musical intuitions. New York: Oxford University Press.

Bamberger, J. (2000b). Music, math and science: Towards an integrated curriculum. Journal for Learning through Music, Spring 2000, 32—35.

Bamberger, J. , & DiSessa, A. (2003). Music as embodied mathematics: A study of a mutually informing affinity. International Journal of Computers for Mathematical Learning, 8, 123—160.

Brand, E. (1997). Children's in-action mental model of their own learning as inferred from their behaviors when learning a song. Unpublished doctoral dissertation, School of Education, Tel Aviv University .

Brand, E. (2000). Children's mental musical organizations as highlighted by their singing errors. Psychology of Music, 28(1), 62—80.

10.

Catterall, J.S. (2002). Critical links: Learning in the arts and student social and academic development. Arts Education Partnership website [http://www.aep-arts.org].

11.

Cohen, V. (1980). The emergence of musical gestures in kindergarten children. Unpublished doctoral dissertation, Innsbruck, IL: University of Illinois.

12.

Cohen, V. (1986). Prelude to a cognitively oriented curriculum. Paper presented at the International Society for Music Education Conference, Innsbruck.

13.

Cohen, V. (1997). Explorations of kinesthetic analogues for musical schemas. Bulletin of the Council for Research in Music Education , 131, 1—13.

14.

Feuerstein, R. , Rand, Y. , & Rynders, J.E. (1988). Don't accept me as I am. New York: Plenum Press.

15.

Frick, J.W. (2000). A qualitative study of music and communication in a musically rich early childhood special education classroom (Doctoral dissertation, George Mason University, 2000). Dissertation Abstracts International, 60(8A), 2868.

16.

Graziano, A.B. , Peterson, M. , & Shaw, G. (1999). Enhanced learning of proportional math through music training and spatial-temporal training. Neurological Research, 21, 138—152.

17.

Gruhn, W. , & Rauscher, F. (2002). The neurobiology of music cognition and learning . In R. Colwell and C. Richardson (Eds.), The New Handbook of Research on Music Teaching and Learning (pp. 445—460). Oxford : Oxford University Press.

18.

Hetland, L. (2000). Learning to make music enhances spatial reasoning . The Journal of Aesthetic Education, 34, 179—238.

19.

Hodges, D.A. , & O'Connell, D.S. (2005). The impact of music education on academic achievement. In The Sounds of Learning: The Impact of Music Education [http://www.uncg.edu/mus/soundsoflearning.html ].

20.

Hood, B.S. (1973). The effect of daily instruction in public school music and related experiences upon non-musical personal and school attitudes of average achieving third-grade students. (Doctoral dissertation, Mississippi State University, 1973). Dissertation Abstracts International, 34(3024A), University Microfilm No. 73—31897.

21.

Kang, Y.S. , & Tan, O.S. (2003). Improving the cognitive performance of children with disabilities: A case of mediation. In A. S. -H. Seng , L. K. -H. Pou , & O. -S. Tan (Eds.), Mediated learning experience with children: Applications across contexts. Boston, MA: McGraw Hill.

22.

Kennedy, J.R. (1998). The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantaged children. Unpublished doctoral dissertation, Department of Music and Dance, University of Kansas, Lawrence, KS.

23.

Kirk, S.A. , Gallagher, J.J. , & Anastasiow, N.J. (1993). Educating exceptional children , 7th edn. Boston, MA : Houghton Mifflin.

24.

Klein, P.S. (1988). Stability and change in interaction of Israeli mothers and infants. Infant Behavior and Development, 11, 55—70.

25.

Klein, P.S. (1991). Improving the quality of parental interaction with very low birth weight children: A longitudinal study using a mediated learning experience model. Infant Mental Health Journal, 12(4), 321—337.

26.

Klein, P.S. (1996). Early intervention: Cross-cultural experiences with a mediational approach. New York: Garland.

27.

Klein, P.S. (2003) Early intervention: Mediational intervention for sensitizing caregivers (MISC ). In A. Seng , L. Pou , & O. S. Tan (Eds.), Mediated learning experience with children: Applications across contexts (pp. 68—84). Boston, MA: McGraw Hill.

28.

Klein, P.S. , Weider, S. , & Greenspan, S.L. (1987). A theoretical overview and empirical study of mediated learning experience: Prediction of preschool performance from mother—infant interaction patterns. Infant Mental Health Journal, 8(2), 110—129.

29.

McPherson, G.E. , & Zimmerman, B.J. (2002). Self-regulation of musical learning: A social cognitive perspective. In R. Colwell & C. Richardson (Eds.), The New Handbook of Research on Music Teaching and Learning (pp. 327—347). Oxford: Oxford University Press.

30.

Mualem-Paleov, O. (2000). Children's musical understanding and learning, as inferred from their movements to a Western musical composition. Unpublished MA Thesis, Department of Music, Bar-Ilan University.

31.

Nicholson, D. (1972). Music as an aid to learning. PhD dissertation, New York University. Dissertation Abstracts International, 33(01), 0352A.

32.

Oreck, B. , Baum, S. , & McCartney, H. (1999). Artistic talent development for urban youth: The promise and the challenge. In E. Fisk (Ed.), Champion of change: The impact of the arts on learning (pp. 63—78). Washington, DC: The Arts Education Partnership and the President's Committee on the Arts and the Humanities.

33.

Portowitz, A. (2001). Music activities as a cognitive tool for the enhancement of analytical perception, comparison and synthesis for the blind learner. New Horizons for Learning [http://www.newhorizons.org/arts ].

34.

Portowitz, A. (2004). The effect of mediated music lessons on the development of at-risk elementary school children. In S. D. Lipscomb, R. Ashley, R. O. Gjerdingen, & P. Webster (Eds.), Proceedings of the 8th International Conference on Music Perception and Cognition, Evanston, Illinois, 2004.

35.

Rauscher, F. (1999). Music exposure and the development of spatial intelligence in children. Bulletin of the Council for Research in Music Education, 142, 35—47.

36.

Rauscher, F. , & Zupan, M.A. (2000). Classroom keyboard instruction improves kindergarten children's spatial-temporal performance: A field experiment. Early Childhood Research Quarterly, 15(2): 215—228.

37.

Rauscher, F. , Shaw, G. , Levine, L. , Wright, E. , Dennis, W. , & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children's spatial temporal reasoning. Neurological Research, 19(1): 2—7.

38.

Ruggeri, S.M. (2003). Passionate devotion: A study of aesthetic learning among amateurs, in four movements. Doctoral dissertation, The Pennsylvania State University, 2003. Dissertation Abstracts International, 64(9A), 3162.

39.

Scripp, L. (2002). An overview of research on music and learning . In Critical links: Learning in the arts and student social and academic development. Arts Education Partnership website [http://www.aep-arts.org].

40.

Serafine, M.L. (1988). Music as cognition: The development of thought in sound. New York: Columbia University Press.

41.

Sobelman-Rosenthal, V. (1999). The development of communication skills and language of Down syndrome children and regular children with regard to the components of interaction with them. PhD Thesis, School of Education , Bar-Ilan University.

42.

Tzuriel, D. (1999). Parent—child mediated learning transactions as determinants of cognitive modifiability: Recent research and future directions . Genetic, Social, and General Psychology Monographs, 125, 109—156.

43.

Tzuriel, D. , & Ernst, H. (1990). Mediated learning experience and structural cognitive modifiability: Testing of distal and proximal factors by structural equation model. International Journal of Cognitive Education and Mediated Learning, 1, 119—135.

44.

Vaughn, K. (2000). Music and mathematics: Modest support for the oft-claimed relationship. Journal of Aesthetic Education, 34, 149—166.

45.

Wallace, W.T. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(6), 1471—1485.

46.

Wiggins, J. (2001). Teaching for Musical Understanding. New York: McGraw-Hill Higher Education.

47.

Winner, E. , & Hetland, L. (2000). The arts and academic improvement: What the evidence shows. The Journal of Aesthetic Education, 34(3—4).

48.

Winner, E. , & Cooper, M. (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. Journal of Aesthetic Education, 34(3—4), 11—76.

49.

Wolff, K.I. (1978). The nonmusical outcomes of music education: A review of the literature. Council for Research in Music Education, 55, 1—27.

50.

Zambrana-Oritz, N. , & Lidz, C.S. (1995). The relationship between Puerto Rican mothers' and fathers' mediated learning experiences and the competence of their preschool children. Journal of Cognitive Education, 4, 17—32.