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Posted in response to the comments left to the “Student Recording Studio” video:
A study of 237 second grade children used piano keyboard training and newly designed math software to demonstrate improvement in math skills. The group scored 27% higher on proportional math and fractions tests than children that used only the math software.
-"Enhanced learning of proportional math through music training and spatial-temporal training." Amy Graziano, Matthew Peterson, and Gordon Shaw, Neurological Research 21 (March 1999).
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time.
-"Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts.” Catterall, James S., Richard Chapleau, and John Iwanaga. Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
-College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non-participants receiving those grades.
-NELS:8 First Follow-up, 1990, National Center for Education Statistics, Washington DC
Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted.
-As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994
A study of 811 high school students indicated that the proportion of minority students with a music teacher role model was significantly larger than for any other discipline. 36% of these students identified music teachers as their role models, as opposed to 28% English teachers, 11% elementary teachers, 7% physical education/sports teachers, 1% principals.
-“Music teachers as role models for African-American students," D.L. Hamann and L.M. Walker, " Journal of Research in Music Education, 41, 1993
Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills.
-National Arts Education Research Center, New York University, 1990
Posted by
Matthew Byrd
-"Enhanced learning of proportional math through music training and spatial-temporal training." Amy Graziano, Matthew Peterson, and Gordon Shaw, Neurological Research 21 (March 1999).
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time.
-"Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts.” Catterall, James S., Richard Chapleau, and John Iwanaga. Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
-College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non-participants receiving those grades.
-NELS:8 First Follow-up, 1990, National Center for Education Statistics, Washington DC
Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted.
-As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994
A study of 811 high school students indicated that the proportion of minority students with a music teacher role model was significantly larger than for any other discipline. 36% of these students identified music teachers as their role models, as opposed to 28% English teachers, 11% elementary teachers, 7% physical education/sports teachers, 1% principals.
-“Music teachers as role models for African-American students," D.L. Hamann and L.M. Walker, " Journal of Research in Music Education, 41, 1993
Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills.
-National Arts Education Research Center, New York University, 1990
Posted by
Matthew Byrd
posted by The Phoenix Files at
1:13 PM
2 Comments:
What's your point?
Why do you need to spend tens of thousands of taxpayer dollars on a recording studio to play music?
What's wrong with the music room, private lessons, or just strumming a guitar under a tree?
If those studies are true, it's learning to play an instrument that increases math scores, not recording it.
The point is that, music skills improve math ability. Recording the music is just an extension of this skill.
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