Music and learning - Research Paper 2 - Outline

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Pynhqvn02_09

Humanities

Miami Dade College

Description

Research Paper 2

TOPIC: MUSIC AND LEARNING

This paper must be between 3 to 4 pages long (not including the Works Cited page). This paper must be in MLA format.

Be sure to go to chapters 50 and 51 from your course textbook to help you write a paper in MLA format.

The paper must be from one of the topics listed from the list of topics you were given.

Please note that your Works Cited page MUST have at least 6 credible sources such as: books, newspapers, medical journals, and magazines.

Do not use websites such as: Wikipedia, Infoplease, Answers.com, WebMd, etc. You must use the FNU library databse--LIRN.

THIS IS A RESEARCH PAPER....NOT A LITERATURE REVIEW!!!!!

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Outline
Music in this century continues to be uncertain in public school education systems. The
business of music production continues to be a significant interest in the majority of youths.
Several community schools offer music instructions for those who can afford to enroll. However,
the sequential and comprehensive study of music has not been accepted in public education
systems. Educators and administrators do not advocate for the introduction of music as a core
subject in public schools. Many of them do not see the role of music in learning. Some people
argue that music should be taught for one's own sake and that there is significant benefit from
learning music. Others believe that music does not exist in a vacuum but rather connected to
other areas such as arts and music engages other learning processes. There are, however, stronger
relationships between music and other learning areas in the school's curriculum. Although music
acts in a different mode from other learning areas, music helps in aspects of social and emotional
development in other disciplines.

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1
Student’s name:
Instructor’s name:
Course:
Date:
Music and Learning
Music in this century continues to be uncertain in public school education systems. The
business of music production continues to be a significant interest in the majority of youths.
Several community schools offer music instructions for those who can afford to enroll. However,
the sequential and comprehensive study of music has not been accepted in public education
systems. Educators and administrators do not advocate for the introduction of music as one of the
primary subjects in public schools. Many of them do not see the role of music in learning. Some
people believe that music should be taught for one's advantages and that there is significant
benefit from learning music. Others argue that music does not exist on its own but rather
connected to other areas such as arts and music engages other learning processes. There are,
however, significant relationships between music and other learning areas in the curriculum of
public schools. Although music acts in a different mode from other learning areas, music helps in
features of social and emotional enhancement in other disciplines.
Moreover, there is a substantial relationship between music learning and reading and
verbal tests. Besides, it helps in other language development through the use of music integrated
teaching with the underlying mental processes drawn from phonic development and musical
views and in linguistics (Larry 134). Music helps in incorporating patterns for new language

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development. Songs in second language development enhance the learner's grammatical
structure and pronunciation. Comprehension of vocabulary is enhanced through visualization of
songs. Sound to meaning connections is essential in aspects of communication. The involvement
of lyrics with academic topics and the language used in songs also affect the attitude of reading
and writing. Music involves rhythmic alterations, which aid in phonemic awareness
enhancement. Phonics also helps in cracking words when reading, and the repetition in music
allows improvement of fluency in grammatical learning (Majno 55).
Interest in music learning studies enhance performance in other disciplines. The music
reflects unique aspects of the willingness of educators to consider new interrelationships among
musical skills and the mind. Music listening prepares the brain for enhanced performance. The
listener can transform mental images even without their physical presence of the models —
intellectual processes associated with music share neural networks with other spiritual activities.
Musical and three-dimensional processing centers overlap in the brain and, therefore, linked
rather than being distinctive from the theories of the mind (Christo 440).
Comprehensive musical training increases the association with aspects of mathematical
practice. Learning music and mathematics understanding is authentic when music is integrated
with precise instructions based on proportional mathematical learning aspects. Music also
enhances the rate of word delivery and the linking of ideas. The design of curriculum units
employing fundamental elements of music and mathematics promotes the performance of
interdisciplinary learning public school settings (Majno 54).
Emergency based music programs provide strategies for optimization of classroom
organization, and motivation of students reflects an increase in academic performance. Plans for

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music learning and music production are applicable across various musical and behavioral
objectives. Moreover, the employment of music performance and listening enhances the selfefficacy of emotionally disturbed children (Larry 136). Additionally, music helps them to cope
and deal with the environment effectively. The personal judgment of any music student is
improved by cognitive strategies that limit negative self-judgment and preferably provide an
incentive for creative work in other disciplines. Music also enhances the neural processes of
students with learning disorders, such as difficulties in hearing speech.
Additionally, music is a tool for sensory processing. Investing in music resources in
music teaching in schools has a positive impact on the abilities of instruction listening, learning
memory enhancement, and acquiring literacy skills. Music tones the brain for auditory fitness
and thus better-listening skills for the learners. Music primes the brain to perform better in
cognitive abilities. It enhances both sensory and cognitive skills to allow secure processing of
speech in challenging environments such as noisy environments. Active engagement with
musical sounds enables the provision of stable and meaningful patterns for learning through the
nervous system (Larry 135).
Furthermore, music and learning are interrelated. Music helps in solidifying the
foundation of concepts. Music can provide an introduction to the content and stimulate interest.
Content music provides students with alternate methods of understanding concepts, thus
allowing the connection of ideas and organization of information. This concept provides an
alignment with the constructivist perspective that content-based songs help in ...


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