HomeMy WebLinkAboutCOM 0533.014 2000-2002 ~
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AREAS Ot« TAE SIN ACTIi~AT~D
I~USICIA101S AND N®N-PbtUSICtANS:
La®~~~ Scificalty I.~ft )Ftasifor® Gyros
10~osic Specifically Right Fosiform Cyrus
Rhythms Cerebeltona, Rroca's Area i~t Left and 11"~ost
lac Right ~cmisphere
~~lody both Left seed Right Rasmispha•ra~s Praatty Egoally
Timbres -•--Quality of Sound fight Aemispl~erc
(Tl€~ ~°~tationships of the ~~nffida~~ntat to the ®v~rtone)
~ar~rtony La°ft l3en~isphere anal Right lFusiform Gyros
Farnitiar lO~Qosia: Left Remisphere ~ ~roca's Area
L`e~derstamdia~g the Lyrics Left Hemisphere --=Vb'a•rniarka•'s Ara~a
Remembering a Song °Titte Left hemisphere Temporal Lobe
Playing Faarailiar Music Cerebral Cortex both Right and Left
`Temporal and PariaAtal Lobars and
Cera~betlom
Contour Shape or Design Right P[emisphere Auditory Cortex
~vS~C~NS:
Playing Unfamiliar l~nsia: Cerebellum, Complete Cerebrum with tots
®f activity ia~ the frosatal lobate
Playing Scalar Left Auditory Cortex ('Temporal Lobe)
Cerebellum, Frontals parietal, ®ccipital Lobes
Playing ~acd Right Aoditory Cortex {Temporal ~®t~)
Right Auditory Cortex ('Temporal lobe}
Novel 14+Iusicat Stirouti Strong, Quick Whole lltranir, Response
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lttesearch on Music !ur Acadetreic I~rsprovement, Page 2
The study exar:~ined ehe effect on reading accuracy of 3 methods of shared reading pained
with rrttasic. 27 kindergartners participated in a music program, supplementing their
whole language curriculum. One class-had song rehearsal of their textbook set to music.
The 2~ had spoken and song rehearsal. The 3`~ had only spc+ken text rehearsal. Subjects'
:subsequent text readings v~re analyzed For word substitutions and omissions. The t" two
classes had greater reading accuracy titan the 3r°, suggestiazg that song rehearsal
facilitated reading accuracy by serving as a structure! prompt, suppurting previous
findings that music cant facilitate recall and retention.
background classical Music enhances secondary and middle-school
cagisitive achievement and reading corupreheosion
'.V[ullikin e.nd ~denk, Journal oflleadtrag, January 1985.
Students in 4~` through 8'" grade were tested for reading retention white reading with
oackground mttsic. Classical music9 no music, and rock music groups were tested. Those
students listening w classical music scored significantly higher in reading retention!
Smith and Davidson, Juaarnat vfSvcrul Studies Research, v l5, no 1, pages 1-7. Winter
issue, 1991.
Improvement in cognitive achievement of middle school social studies students was
investigated when background classical music was used during independent reading and
studying. The researrh revealed positive results for reading comprehension, noted
through testing achievements,
`The use of contentport~ry tttutsic in'prvves adolescezots' reading
conf~ience .anti fintency.
Rivard and Bieske, Journal of Reading 3t5.•6, 1993, pages 492-493.
Contemporary instrumental and vocal music was used as a tool to teach reading strategies
to adolescent-aged students. Results showed that students responded with higher
motivation and interest to instructional reading strategies. Reading confidence levels and
fluency increased.
'I°he tase of music avith Speciatl Education prog~tets demonstrates
irnprvved behavior and listening skills.
Bygrave, International Journc~! of Disabilty, drveloprrtent and Bduculion, Vv141, ~o. 1,
pages 51-6t7, 1994,
Special education students participated in a program using music and store-telling for
academic curriculum. Students showed a developmental improvement in listening skills.
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