Although some learning theories may seem to be some outdated thing of the past, we must remember that there is a reason why they are a part of our journeys as educators and we must learn from them and build upon them. We must remember what is fundamental to childhood development and understand. These tools must drive instruction. “Learning theories can be an excellent resource for developing ideas, resources, and strategies that can improve the outcomes of our students and make our own experiences as a teacher more interesting and rewarding,” (S. 2012).
The author of How We Learn, Benedict Carey, gives us a new fresh approach to learning with insight into the anatomy of the brain and it’s working. This type of in-depth understanding is an absolute plus for educators at every level. Once we understand how the brain works we will be better equipped to embrace the future of Education and expand the abilities of the mind. We will begin to ignite thinkers not just doers. In understanding the new discoveries of the brain and education we cannot afford to omit one of the most fundamental elements of life and that is sound. The sound of our own voice, the sound of expression, the sound of music. We will explore how the study of music is fundamental to childhood development. We will also explore the benefits of early childhood music education and what effects it has on the brain. We will look at developments in skill and knowledge retention and test-taking practices in response to music exposure.
What are learning theories? ” In psychology and education, learning theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories (philosophical frameworks) under which learning theories fall: behaviorism, cognitivism, and constructivism,” (n.d.-a). In music education, many learning and educational theories of learning have contributed to the comprehension of how the early learners are able to handle material. These studies have also lead to advances in the pedagogy of music for early learner even igniting computer-based programs for music education as well. “Learning theories specifically derived from behavioral and cognitive psychology have appeared as roots of music education research since the 1960s,” (n.d.-c).
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There are some methodologies that are common among musicians and music educators. Either you’ve experienced them as a student or as an educator. “The culturally diverse and international nature of music has ensured the development of a wide range of curriculum implementation methods. Some of these approaches include Kodaly, Dalcroze, and Orff-Schulwerk,” (n.d.-b). “Kodaly [ko-die] is a vocally based approach with an emphasis on singing while Dalcroze uses more creative movement and Orff focuses on tuned percussion and folk dances. These approaches work well in early childhood contexts and link successfully to parent and child programs. Other approaches include musical play and experimental music which learn by exploration and discovery and a whole language approach linking directly to songs, stories and words,” (n.d.-b).
There has always been some skepticism about the influence of music on the brain. It was not until recently, with developments in technology, that some of the skepticism can be put to rest. There is a direct connection between music and how the brain reacts to it and develops and changes. Studies have begun to show that the whole brain is involved in the music experience and journey. “Researchers found that listening to music activates not only the auditory areas of the brain but also employs large-scale neural networks,” (n.d.-c). It has been shown and proven that early exposure to music, is a benefit great benefit to children as young as the womb. “Making music involves more than the voice or fingers playing an instrument; a child learning about music has to tap into multiple skill sets, often simultaneously,” (Brown, 2012) This is “whole brain” teaching at its finest. Being able to wake up all parts of the brain facilitates healthy learning and growing. Music activates, “brain regions that are involved in movement, planning, attention, and memory — which means that when we listen to music, we aren’t just simply processing sound, like background noise or the sound of a car engine.
Music is more meaningful to our brains than just any sound: It’s repetitive, melodious, organized,” (Bushak, 2014). “Music has been found to stimulate parts of the brain, and studies have demonstrated that music enhances the memory of Alzheimer’s and dementia patients,” (Brown, 2012). So, it is safe to say that music can also be very beneficial to help early learner grown and develop and retain information.
How early should children be exposed to learning a musical instrument? Learning a musical instrument should be introduced to early learners as soon as they are able to grip. There are countless stories and videos of children as young as 24 months beating on pots and pans with wooden spoons or bare hands. “The goal is not to learn to play an instrument but to further develop skills like identifying a beat in music, identifying melody, or identifying instruments,” (Brown, 2012). “There is a growing (and convincing) body of research that indicates a “window of opportunity” from birth to age nine for developing a musical sensibility within children. During this time, the mental structures and mechanisms associated with processing and understanding music are in the prime stages of development, making it of utmost importance to expose children in this age range to music,” (Cutietta, 2012). So, the best practice for benefiting from music and music education is early exposure to music of all forms and types.
From my experience, it is beneficial for children to be exposed to all types and forms of music. It’s more than just beneficial from a learning standpoint but it can just be plain fun. At the age of six I was introduced to my first musical instrument which was the piano but for me, the piano was a struggle but because I was in the unique environment of a Music Academy that I was zoned to I had the opportunity to try other instruments until one stuck. After the piano, I moved on to the violin from the violin I tried my hand at trumpet and clarinet. But one day I found my voice and the opportunity to experience music through the mechanism of singing. This journey has afforded me the opportunity to truly experience life and learning.
Music participation also fosters very fundamental skills need for live, growth and development. Learning an instrument helps children to learn the idea and structure of teamwork simply by participating in Band, Orchestra, or Choir. Through this act, children can see how their small part connects them to a bigger picture. Participation in these groups also builds team spirit and confidence. Children began to feel like they are connected to the school in a very special way and are somewhat ambassadors for their schools. This builds confidence, self-awareness and supports a desire to go to school.
One of our first experiences with music and learning is the ABC song. This song is song virtually from birth and children usually end up being able to recite their ABCs by routine not even fully understanding that they are being taught a skill. Even when called upon to recall the next letter in the sequence, you can often hear children humming the ABC song until they get to their desired letter.
All my children were introduced to music at an early age. Almost all of them received commended scores on the language and reading portion of their standardized test. Now since I have been exposed to the research, I wonder if they could listen to music during the test, would
References
- Scholastic – Promote Learning with Learning Theories
- Learning-Theories.com
- Frontiers in Psychology – Music, Mind, and Developmental Disabilities: Navigating the Crossroads
- National Center for Biotechnology Information – Music training, cognition, and personality
- National Center for Biotechnology Information – Effects of Music Learning and Performance on Cognitive Functions and Brain Plasticity across the Life Span: A Neuroscientific Perspective
