The effects of music listening and learning: cognitive transfer, well being and education Instructor: Dr. Beatriz Ilari, University of Southern California, USA Contact e-mail: beatrizilari@yahoo.ca Description This seminar will examine studies concerning the so-called "effects of music" on other domains, namely mathematics, phonological awareness and pre-reading skills, cognitive development (intelligence), social and prosocial behaviors, to name a few. Students will have the opportunity to read recent works in diverse areas such as music psychology, music education, neurosciences, social psychology, and music therapy, and discuss critically how these findings relate to music teaching and learning in the 21 st century. Aims The aims of this seminar are a threefold: - To discuss recent research concerning the non-musical outcomes of musical engagement; - To familiarize students with research methods from an experimental paradigm and their analytical tools; - To think critically about the implication of these studies for the field of music education Course requirements and evaluation This course will be based primarily on discussions concerning the specific topics outlined below. For this reason, it is vital that students keep up with the heavy reading load. All articles will be sent prior to the beginning of the course, to allow more time for students to read and grasp its contents. Based on the literature discussed in class, students will be asked to choose a topic of their choice and develop it into a full manuscript. They will develop an argument that will be backed up or contested by empirical studies. Their manuscript should be between 15-20 pages in length, following the APA guidelines (http://owl.english.purdue.edu/owl/resource/560/01/) At least 10 empirical articles need to be cited in the paper, and up to 6 articles may be the same from the class readings. Along with the paper, students should enclose 10 forms for empirical research (see attached document). Course calendar Each class will have required and supplemental readings. Students are asked to complete all required readings (*) and to choose one or two supplemental readings each week, as marked below. Class 1 Introduction to the course, tools of quantitative research; introductory theories on cognitive transfer; musical development and enculturation, critical periods * Winner, E. (2006). Development in the arts: Music and drawing. In W. Damon (Ed.), Handbook of Child Psychology, vol. 2 (Cognitive Language and Perceptual Development, R. Siegler & D. Kuhn, volume editors) (pp. 859-904). NY: Wiley. Plus choose one from: Atherton, M. (2007, April). A proposed theory of the neurological limitations of cognitive transfer. Paper presented at the Meeting of the American Psychological Association, Chicago, IL. Trainor, L.J. (2005). Are there critical periods of musical development? Developmental Psychobiology, 46, 262-278. Trainor, L.J. & Corrigall, K.A. (2010). Music acquisition and effects of musical experience. In M.Riess Jones & R.R. Fay (Eds). Springer Handbook of Auditory Research: Music Perception [pp. 89-128]. Heidelberg: Springer.
Class 2 Some findings concerning music and the brain * Zatorre, R. (2003). Music and the brain. Annals of the New York Academy of Sciences, 999, 4-14. Plus choose two from the list below: Brain Forum: http://www.dana.org/news/publications/publication.aspx?id=23964 Hyde, K., Lerch, J., Norton, A.C., Forgeard, M., Winner, E., Evans, A., & Schlaug (2009). Music training shapes structural brain development. Journal of Neuroscience, 29(10):3019-3025. Norton, A., Winner, E., Cronin, K., Overy, K., Lee, D.J., & Schlaug, G. (2005). Are there pre-existing neural, cognitive, or motoric markers for musical ability? Brain and Cognition, 59, 124-134. In class, view and discuss excerpts from: This is your brain on music (PBS, 2009); The musical mind (NOVA-PBS, 2010) Class 3 Music listening and measures of intelligence (I): The Mozart effect, IQ, *Rauscher, F. & Shaw, G. (1998). Key components of the Mozart effect. Perceptual & Motor Skills, 86, 834-841. *Rauscher, F., Shaw, G., Ky, K. (1993). Music and spatial task performance. Nature, 365, 611. Plus choose at least one from the list below: 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. Schellenberg, E.G., Nakata, T., Hunter, P.G., & Tamoto, S. (2007). Exposure to music and cognitive performance: Tests of children and adults. Psychology of Music, 35, 5-19. Talero-Gutiérrez, C., Zarruk-Serrano, J.G. & Espinosa-Bode, A (2004). Percepción musical y funciones cognitivas. Existe el efecto Mozart? Revista de Neurologia, 39(12), 1167-1173. Schellenberg, E.G., & Hallam, S. (2005). Music listening and cognitive abilities in 10 and 11 year olds: The Blur effect. Annals of the New York Academy of Sciences, 1060, 202-209. Class 4 Music learning and intelligence (II): longitudinal studies, academic achievement *Costa-Giomi, E. (2006). Beneficios cognitivos y academicos del aprendizaje musical. In B. Ilari (Ed). Em busca da mente musical [pp. 401-427]. Curitiba, Brasil: Editora da UFPR. Costa-Giomi, E. (1999). The effects of three years of piano instruction on children s cognitive abilities. Journal of Research in Music Education, 47(3), 198-212. Forgeard, M., Winner, E., Norton, A. & Schlaug, G. (2008). Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning. PLOS one, 3(10). Available at www.plosone.org Johnson, C. & Memott, J. (2006). Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results. Journal of Research in Music Education, 54(4), 293-307. Schellenberg, E.G., & Moreno, S. (2010). Music lessons, pitch processing, and g. Psychology of Music, 38, 209-221.
Class 5 Music and math Select one: Vaughn, K. (2000). Music and mathematics: modest support for the oft-claimed relationship. Journal of Aesthetic Education, 34, 149-166. Szirony, G., Burgin, S.S., Carolyn Pearson, L. (2008). Hemispheric laterality in music and math. Learning Inquiry, 2, 169-180. Plus experiment with one of the following games and think about the relationship between music and math: http://musiced.about.com/gi/o.htm?zi=1/xj&zti=1&sdn=musiced&cdn=education&tm=28&gps=263_265_ 1362_552&f=00&tt=14&bt=0&bts=0&zu=http%3A//www.classicsforkids.com/games/ Class 6 Music, phonological awareness and pre-reading skills *Herrera, L., Delfior, S. & Lorenzo, O. (2007). Intervención educativa en conciencia fonológica en niños prelectores de lengua materna española y tamazight.comparación de dos programas de entrenamiento. Infancia y aprendizage, 30(1), 39-54. Plus choose one from list below: Cardoso-Martins, C., Michalik, M.F. & Pollo, T.C. (2002). Is sensitivity to rhyme a developmental precursor to sensitivity to phoneme?: Evidence from individuals with Down syndrome. Reading & Writing, 15, 439-454. Forgeard, M., Schlaug, G., Norton, A., & Winner, E. (2008). The relationship between music and phonological processing in normal-reading and dyslexic children. Music Perception, 25(4): 383-390. Gromko. J.E. (2005). The Effect of Music Instruction on Phonemic Awareness in Beginning Readers. Journal of Research in Music Education,53(3), 199-209. Class 7 Music, social and prosocial behaviors *Kirschner, S & Tomasello, M (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), Pages 354-364 Boer, D., Fischer, R., Strack, M., Bond, M.H., Lo, E. & Lam, J. (2011, in press). How Shared Preferences in Music Create Bonds Between People: Values as the Missing Link. Personality & Social Psychology Bulletin. Greitemeyer, T. (2009). Effects of Songs With Prosocial Lyrics on Prosocial Behavior: Further Evidence and a Mediating Mechanism. Personality & Social Psychology Bulletin, 35(11), 1500-1511. Kokotsaki, D. & Hallam, S. (2007). Higher Education Music Students' Perceptions of the Benefits of Participative Music Making. Music Education Research 9(1): 93-109. In class, view and discuss excerpts from Nenhum motivo explica a Guerra: Afroreggae nas favelas do Rio de Janeiro (2002) & El Sistema (2007)
Class 10 The other arts and cognitive transfer * Hetland, L., and Winner, E. (2004). Cognitive transfer from arts education to non-arts outcomes: Research evidence and policy implications. In E. Eisner and M. Day (Eds.), Handbook of Research and Policy in Art Education (pp.135-161). Mahwah, NJ: Lawrence Erlbaum Associates. Goldstein, T.R. & Winner, E. (in press). A new lens on the development of social cognition: The study of acting. In C. Milbrath & C. Lightfoot (Eds.), The arts and human development, Taylor and Francis. Winner, E. and Hetland, L. (2001). Beyond the Soundbite: Arts Education and Academic Outcomes. Conference Proceedings from "Beyond the Soundbite: What the Research Actually Shows About Arts Education and Academic Outcomes." Los Angeles: J. Paul Getty Trust. http://www.getty.edu/foundation/pdfs/soundbite.pdf Class 9 Music and well being; music therapy Choose one from the list below: Gold, C., Voracek, M. & Wigram, T. (2004). Effects of music therapy for children and adolescents with psychopathology: a meta-analysis. Journal of Child Psychology and Psychiatry 45 (6), 1054 1063. Laukka, P. (2007). Uses of music and psychological well being among the elderly. Journal of Happiness Studies, 8, 215-241. Packer, J. & Ballantyne, J. (2010). The impact of musical festival attendance on young people s psychological and social well being. Psychology of Music, 39(2), 164-181 In class, discuss and view excerpts from Awakenings (1989) & The music never stopped (2011) Class 10 Epilogue: implications for music education in current times *Hallam, S. (2010) 'The power of music: its impact of the intellectual, personal and social development of children and young people', International Journal of Music Education 38(3), 269-289. Final discussion / excerpts from the film Ecoute (IRCAM, 2003) Additional readings and sources Levitin, D. (2007). This is your brain on music: the science of a human obsession. New York: Plume/Penguin. McPherson, G. (2005). (Ed.).The child as musician. Oxford: OUP. Peretz, I. & Zatorre, R. (2003). (Eds). The cognitive neuroscience of music. Oxford: OUP. Sacks, O. (2008). Musicophilia: tales of music and the brain, revised and expanded edition. New York: Vintage.
EMPIRICAL RESEARCH FORM FULL REFERENCE VERY SHORT SUMMARY (200 words maximum) AIMS METHOD - SUBJECTS - DATA COLLECTION PROCEDURE - MUSICAL STIMULI (WHEN APPLICABLE) RESULTS DISCUSSION IMPLICATIONS CRITIQUE