Music has been in culture since the beginning of time. To most it gives them pleasure or comfort to listen to a soft beat and a soothing voice. To other it could be instrumental or a heavier music that lets them think. Music has been found important enough to be brought into some schools so that they may flourish and grow with their instrument, voice, and creationism. But some schools have cut funding for music programs seeing them as useless and unneeded. While the budget may not support it, music's needed for young children to learn and grow. Music is beneficial to a child’s learning and should be implemented into the school's curriculum because it helps those who listen to it develop better than those who do not listen to music, it affects
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The PACER test was a test that measured the child’s fitness and cardiovascular capacity (Barney 238). When most children listen to music, there is always a different reaction between each child. Most music children listen to is based on their frame of reference, as some will listen to music from Disney all the way to rap. But, in this test only three types of test was conducted; one with fast tempo music, a mild tempo music, and one with no music at all (Barney 238). In the article, Barney sadly does not distinguish what exactly is a fast or mild tempo music is. He did not give a beats per measure for each tempo which leaves the mind to wander.
The results from the test show that the females in the test performed better with faster paced music and the males with the mild tempo music, and it was stated later on that the students enjoyed the tests much more with music accompaniment (Barney 238). Even though males performed better with mild and females with the faster pace tempo, playing both will help effect both groups …show more content…
There is a theory that “music instruction is related to gains in the development of young children’s phonemic awareness” (Eastlund Gromoko 199). In this experiment kindergarten children that are enrolled at two different elementary schools are tested by a school mandate to test their phonemic awareness, one elementary will be given musical instruction and the other would not (Eastlund Gromoko 201). In this experiment the elementary school that will not be receiving musical instruction will be the control group and the school that has musical instruction will be the treatment group. The results from this test show that in the control group were not too different from when they started showing that not much has changed, but the treatment group had a huge gain in “phoneme-segmentation fluency”(Eastlund Gromoko 202). This shows that music helps children with their phonetic awareness to speak better and how to better
The PACER test was a test that measured the child’s fitness and cardiovascular capacity (Barney 238). When most children listen to music, there is always a different reaction between each child. Most music children listen to is based on their frame of reference, as some will listen to music from Disney all the way to rap. But, in this test only three types of test was conducted; one with fast tempo music, a mild tempo music, and one with no music at all (Barney 238). In the article, Barney sadly does not distinguish what exactly is a fast or mild tempo music is. He did not give a beats per measure for each tempo which leaves the mind to wander.
The results from the test show that the females in the test performed better with faster paced music and the males with the mild tempo music, and it was stated later on that the students enjoyed the tests much more with music accompaniment (Barney 238). Even though males performed better with mild and females with the faster pace tempo, playing both will help effect both groups …show more content…
There is a theory that “music instruction is related to gains in the development of young children’s phonemic awareness” (Eastlund Gromoko 199). In this experiment kindergarten children that are enrolled at two different elementary schools are tested by a school mandate to test their phonemic awareness, one elementary will be given musical instruction and the other would not (Eastlund Gromoko 201). In this experiment the elementary school that will not be receiving musical instruction will be the control group and the school that has musical instruction will be the treatment group. The results from this test show that in the control group were not too different from when they started showing that not much has changed, but the treatment group had a huge gain in “phoneme-segmentation fluency”(Eastlund Gromoko 202). This shows that music helps children with their phonetic awareness to speak better and how to better