Using Music To Increase Memory And Learning Capabilities Of A Person
Learning is a natural need for every human in the society. During the current developments in learning issues developments, it could be noted that experts began to see the importance of music in the system of mind-development of the students today. New research reveals that “children with music training develop a far better memory and vocabulary than children without such training,” reports the Globe and Mail newspaper of Canada. According to Dr.
Agnes Chan of the Chinese University of Hong Kong, studying music stimulates the left side of the brain, improving overall brain function and permitting the brain to do better at other tasks—such as verbal learning. Verbal and visual memory tests were conducted on 90 students between the ages of 6 and 15. Those who had musical training could recall significantly more words than untrained students. The longer they continued musical training, the better their verbal learning performance was. “It’s like cross-training for the brain,” said Chan.
She believes that those who study music “will probably find it easier to learn in school. ” Apparently, learning music lessons before learning school curriculum requirements helps enhance the memory discipline of the students thus giving them the chance to become better equipped with the rightful idealisms towards the importance of benefiting from the lessons offered to them in their schools. This is especially true with the cases of mentally ill students or those who are under a situation that makes it harder for them to deal with the developments of the brain that they are expected to undergo.
In this research, the focus of the study shall be on the major implications of musical learning with the learning discipline of several students, both the normal ones and the mentally ill individuals in school. Through understanding the said issue raised herein, the impact of music shall be identified clearly as to how beneficial it actually is within the process of educational learning of the said students. Literature Review To be able to gather the notes and other informations needed for the study’s completion, the researcher of this study shall utilize the different resources possible for the development of the discussion.
To make the discussion much easier to complete, the division of the discussion shall be noted as A to C whereas the three divisions shall include: (A) the Process of Learning Enhancement through Music; (B) The Beneficiaries of the program application and (C) the effects of the said process. To find the necessary sources, the researcher aims to gather informations from different resources. There are numerous types of learning difficulties among young students. Most of the time, the said difficulties occur among the children at the very moment they were born.
Realizing the difficulties on the part of the parents though usually occur quite a longer time from being born. At most, when the children reach the age of three, the symptoms of such difficulties already show and thus the parents realize the need to treat their children differently especially with regards to learning. However, not all difficulties mean that the children lack the interest in learning or the possibilities of being able to learn at that. Some difficulties are simply related to the attention span of some students.
As for example, children with ADHD are exceptionally bright and creative, however, their lack of interest in giving much interest to learning processes makes it hard for educators to catch their attention during classes. The following paragraphs shall discuss the different difficulties that occur among children that concerns special educational arrangements for them. AUTISM: Autism is a disorder of the brain in which social behavior, communication skills, and thinking ability fail to develop normally.
It affects the way sensory input is processed, causing people with autism to overreact to some sensations (sights, sounds, smells, and so forth) and under react to others. The impairments of autism produce an assortment of unusual behavioral traits. Symptoms, which usually appear before the age of three, can vary greatly from child to child. Consider the following examples. Imagine reaching out with love to your own beautiful child and getting no response. This often happens when a child has autism.
Instead of interacting with people, most children with autism prefer to be alone. They may dislike being cuddled, avoid eye contact, and use people as they would tools—showing little awareness of others’ feelings. In severe cases some do not seem to make any distinction between family members and strangers. They appear to live in a world of their own, oblivious to the people and events around them. The term “autism,” from the Greek word au•tos? meaning “self,” refers to this self-absorbing quality. (Doman, 74)
In contrast with their indifference to people, children with autism may become preoccupied with a particular object or activity, pursuing it for several hours at a time in a bizarre, repetitive manner. For example, instead of pretending that toy cars are real ones, they may line the cars up in neat, straight rows or may endlessly spin their wheels. They display repetitiveness in other ways also. Many are intolerant of change in their daily routines, insisting on doing things exactly the same way every time.
Children with autism may also respond in strange ways to the events and situations that they encounter. Their responses can be baffling, since most of them are unable to describe what they are experiencing. Nearly half are mute; often those who can speak use words in unusual ways. Rather than answer a question by saying yes, they may simply repeat the question (a phenomenon called echolalia). Some use expressions that seem strangely out of place and that can only be understood by those familiar with their “code.
” For instance, one child used the phrase “it’s all dark outside” as his term for “window” (Cooper, 45). Many also have difficulty using gestures and may scream or throw a tantrum to signal a need. Unlike most youngsters, children with autism do not readily absorb information from their surroundings. Teaching them the basic skills needed at home or in the community is a challenging and slow step-by-step process. The day’s routine can keep a parent rushing from task to task; assisting with dressing, feeding, and toileting; redirecting disruptive or inappropriate behaviors; and cleaning up after accidents.
“Until [my son] was ten years old,” one parent recalls, “I was just trying to make it through each day. ” (as quoted by Klein, 47) Adding to the strain is the child’s need for constant supervision. “Tommy has to be watched constantly,” says his mother, Rita, “because he has little sense of danger. ” Since many autistic children also have irregular sleep patterns, the vigil often extends into the night. Florence, whose son Christopher was described at the outset of this article, comments, “I slept with one eye open. ” (as quoted by Wagman, 47)
As the children grow older, some of these demands diminish while others may intensify. Even when progress is made, almost all those with autism continue to require some level of supervision throughout their lives. Since residence facilities suitable for adults with autism are scarce, parents of autistic children face the prospect of either providing lifelong care at home or, if this becomes impossible, placing their grown children in institutions. ADHD/ADD: Over the years, attention problems have been blamed on everything from bad parenting to fluorescent lighting.
It is now thought that ADHD is associated with disturbances in certain brain functions. In 1990 the National Institute of Mental Health tested 25 adults with ADHD symptoms and found that they metabolized glucose more slowly in the very areas of the brain that control movement and attention. In about 40 percent of ADHD cases, the individual’s genetic makeup seems to play a role. According to The Hyperactive Child Book, other factors that may be associated with ADHD are the use of alcohol or drugs by the mother during pregnancy, lead poisoning, and, in isolated cases, diet.
(Doman, 47) In recent years doctors have found that ADHD is not just a childhood condition. “Typically,” says Dr. Larry Silver, “parents will bring in a child for treatment and say, ‘I was the same when I was a kid. ’ Then they’ll admit they still have problems waiting in line, sitting through meetings, getting things done” It is now believed that about half of all children with ADHD carry at least some of their symptoms into adolescence and adulthood. During adolescence, those with ADHD may shift from risky behavior to delinquency.
“I used to worry that he wouldn’t get into college,” says the mother of an ADHD adolescent. “Now I just pray that he stays out of jail. ” (Cooper, 41) That such fears may be valid is shown by a study comparing 103 hyperactive youths with a control group of 100 children who did not have the disorder. “By their early 20s,” reports Newsweek, “the kids from the hyperactive group were twice as likely to have arrest records, five times as likely to have felony convictions and nine times as likely to have served time in prison. ” (Cooper, 45)
Cerebral Palsy: According to a medical book, cerebral palsy is the general term for a group of abnormal conditions commonly associated with a brain disorder that causes the loss or impairment of muscle control. It has been known through a chain of surveys worldwide that “7,000 suffer from some degree of the said disability” (Wagman, 126). This damage in the nervous system often occurs from birth, during delivery or in rare cases, because of an accident, injury or severe illness during infancy or childhood. The symptoms of this illness vary so much from every case.
Usually pediatricians, along with several others assist in providing therapies to children affected by this illness. Yet, one of the most important factors of the therapy is parental understanding and care. It involves helping the child help himself. Guiding him to understanding his own limits as a child and thus accepting it without bitterness is indeed an essential part of better understanding among young learners. This naturally requires patience, persistence, and resourcefulness of the entire family, and may require a number of group therapies and counseling.
There are numerous approaches to the issue that could be used by the major experts in the means of dealing with the system of education that the said individuals are supposed to take into consideration. One successful approach to the mentally retarded, either due to mongolism or to some type of brain damage, has been by means of music. The originator of this method, Richard Weber of Peoria, Illinois, has used a musical system by means of which many retarded children are learning to play an instrument. One child, whom it was impossible to live with and who seemed unable to learn anything, soon became quite normal by the aid of this system.
By means of Weber’s “Musicall” method, as he calls it, hundreds of children, some of whom were severely retarded and had never spoken a word, have been brought to the point where they “learn to learn. ” Concerning this method, a director of a retarded-children’s center stated: “Weber’s innovations are destroying a number of stereotyped notions. Since we began using his methods, we see children changing from vegetables into persons. ” From this report, music is indeed noted as a major source of comprehensive learning for young learners who are having a hard time receiving instruction in a normal pace and normal process as well.
With the continuation of the major researches needed to complete the paper, it is expected that the discussion would be more implicative with the development of the application of the program of assistance for the hard to deal with students. Methodology To be able to manage the process of completion that needs to be fulfilled in this study, the utilization of the literatures reviewed herein shall be clearly attended to in consideration as to how they primarily relate to the study being dealt with herein.
Along with the said literary basis of the study, the different issues on the study shall also be handled through the implication of the results of a proposed survey and observation procedure that is to be featured within the processes that are to be applied within the research. The said survey and observational activities that shall be performed by the researcher of this study will be based upon a single institution of learning that shall be chosen by the poll of researchers as per scaled from different choices of institutions.
The choice would be based upon the number of emotionally handicapped students present in their student’s population. The classes to be observed in the said institution to support the idealisms of the research shall be chosen through measuring the rate of the normal students with that of the special ones. The educators shall be interviewed as to how they think the use of music in instructing students would apply to their situation.
The survey procedure shall then be passed to the parents of the special students who are proposed to be treated with the program of music integration in the lessons. The process shall then be applied then the re-evaluation of the program shall be performed. Whatever the results from the re-evaluation as per tallied with the results of the survey, interview and observational procedures done prior to the results and evaluation presentation shall be the basis of the averaging results compared to the earlier expectations of the individuals involved within the issue.
Through this process, the researcher shall expect that the meeting point of the result of the probationary period of the program with that of the other results of the other procedures performed within the research shall be the scaling measure as to how effective peer tutoring could be in handling the issue of increasing the reading competencies and educational progression of the young individuals involved in the emotional illnesses mentioned herein. Conclusion
To be able to finalize the contents of the paper, the entire research shall be summarized into three major points that would attest to the implied claims of the study within the systems of education given to mentally retarded students as a means of assistance to their learning development. Other necessary recommendations for the matter shall also be featured within this section of the study so as to clarify the matter as to how it should actually be applied in actual manner of understanding the situation.
Niolon, Richard Ph. D. (2001). Child Temperament from Psychpage. Partners & Couples. Cooper, E. (2004).Teaching all the children: strategy for developing literacy in an urban setting. New York. Clifford Press. 203. Doman, G. (2005). What to do about your brain-injured child. The Gentle Revolution Press. Wyndmoor. 221. Klein, D. (2001). Strategies for including children with special needs in early childhood settings. Columbia. Delmar Thompson Learning. 102. Wagman, R. J. (2001). The new complete medical and health encyclopedia. United States of America. Ferguson Publishing Company. 126. THE INTERNATIONAL MONTESSORI INDEX. (2006). TEACHING MONTESSORI Montessori Organizations, Teacher-Training Courses, & Details of Montessori Teaching Methods.Sample Essay of EduBirdie.com