Does Music Have an Effect on the Motivation of Students to Learn? Essay Example

Introduction

Debate and argumentation over the proper utilization of music in the field of education as a form of motivation to students have been given attention to for many years already. The reason for this fact is that ever since human civilization began, music was noted to be among the most effective ways that individuals use to express their thoughts and their feelings in a language which has been recognized by everyone else (Colles, 1999, 34). Through the years though, it could be realized that music has been used more than just as a source of human expression. Educational experts and psychologists agree to the fact that music does provide a great source of stimulation for the brain as it is put into motion and work (Wallace, 1994, 1485); however whether this is a general truth or not is a cause of major debate among concerned professionals.

This particular assumption on whether or not music does provide a reliable motivation for students has been tested several times (Wallace, 1994, 1471). This then gave a strong imposition on how the possible utilization of music in motivating modern students to be more persistent, patient and focused in learning could be a reliable source of learning development for students at present. One of the authors who support his idea is Harwood (1976) as he presents his argumentation in his study entitled the Universals in Music: A Perspective from Cognitive Psychology. On the other end, Disagreement on the matter is dependent on the notion that people learn differently (Wallace, 1994, 1480) thus imposing the need to have a more concrete proof that music does impose learning motivation among students in general which is supported by Wallace in his written work entitled Memory for music: Effect of melody on recall of text. Herein, he discusses both the pros and cons of utilizing music especially when it comes to the involvement of educational motivation issues among students in general.

Pros of Music as a Brain Stimulant

Harwood (1976) argues in the study that he has written that ancient or modern in form, music is defined as a collection of notes and tones that are put together to create a hymn that is pleasing to the ears of one who hears (530). The elements of music which includes pitch, melody, rhythm, tempo, timbre and texture are all relatively used to represent particular meanings that make a particular musical creation more appealing to the hearing ear (Harwood, 1976, 521). According to Crawford and Talwar (2006) the manner by which the listeners interpret one single song in different levels of understanding have specifically intrigued experts (409). The same way happens when individuals tend to decide how to respond to the kind of music they are hearing in the background. There are instances when even if a person is doing something else and a musical creation or arrangement is playing in the background, it is evident how that music still tends to record on the mind of the listener especially if the listener finds the said piece of musical creation appealing (Harwood, 1976, 521). Notably, the analytical definition of this fact creates a notion that the human brain responds to music directly even at some point within the focused concentration of the listener. The human brain is capable of decoding and defining a particular music even when it is specifically multitasking to give attention to other matters that the human individual must complete (Harwood, 1976, 523). At present, this could be strongly proven by the fact that there are instances when workers in a particular establishment prefer having background music as they work in their own stations [for example, in malls and other shops that are supposed to serve clients every now and again]. Most workers who serve in musically defined work areas are noted for alertness, focus and better performance. Some claim that this because of the fact that music does provide a good source of stimulation for one to stay awake. Do the workers have to stop what they are doing just so to listen to the music? No, basically, the music remains in the background while the workers remain stapled in their work functions (Cox, et al, 2006, 763).

Music serves a brain exercise. The more music the ear hears, the more chances there are that the mind itself will interpret the musical definitions considered by the listener. This is how the brain waves respond to the music that the ears send it for interpretation. In reliance to researches undergone in the field of studying human physiology and the elements that affect its function, instead of being pressured, the human brain is set to a status of calmness [then again, this state is dependent on the music that is being played in the background for listening pleasure] (Harnsberger, 2011, 45). This then indicates that if the motivation of a child or a student is founded upon proper grounds of function, then it could be possible that music would have a great impact on how that student would progress in class and at some point be more focused in listening and responding to lessons presented in the classroom. However, there are instances when such a statement is not generally applicable to all.

The Cons of the Argument

Wallace (1994) on the other hand argues that even though music does have an impact on brain practice, not all individuals respond to music in the same manner (p 1475).True, there are those individuals who are inertly interested in music ever since and satisfying such deep desire for learning music motivates them to push through with their dreams (Stansell, 2005, 23). The same attitude is adapted by these individuals when they deal with scholastic tasks. However, for those who have less interest in actually creating music have lesser interest in even getting involved into learning how to play a particular instrument to create music (Harnsberger, 2011, 89). Hence, when subjected to such program, the result becomes rather peculiar as it does manifest a course of pressure that further drives away the interest of the student both in learning music and learning their lessons in school (Rauscher, et al, 2000, 215).

In a way, this particular proof pushes towards the fact that even though music does stimulate the brain to function, not all types of learners respond to such source of motivation. As every person is unique, it is also realized that every different person respond to different motivational tools in specifically separate manners. The relative focus of educators on musical stimulation for learning may be helpful to some but should not be considered to be a general condition that every student would respond to. Cognitive learning process in a way does require a holistic approach to learning, a matter that identifies the stimulant for brain processing depending on the uniqueness of the learner (Cox, et al, 2006, 763). In this case, it could be realized that learning and its pattern would never be the same in general as it is with one student. While music does help in developing learning patterns, educators should also explore other means of motivation that would surely involve the diversity of the students in educational intuitions that they are working in. Notably, through this, the uniqueness of each learner would be well served hence allowing each student to progress further in learning and in understanding their lessons based on their own source of interest and the stimulant that works best for their case.

Personal Position

Improving learning habits among students is an important part of teaching. At some point, there were instances when the conventional way of teaching and the structural form of learning becomes a boon to some students. Wanting to create a more responsive group of students, some educational experts tried to research on how differential elements and sources of brain stimulation could actually affect the learning pattern of a particular student. For this particular discussion, it is clear that music is one of the most effective stimulants for the human mind to function in balance and not in response to constant pressure as school has become a constant source of stress for many.

Notably, from the argument presented herein, although music is indeed considered an effective tool for motivation and raising the interest as well as the focus of students in learning, it has also been recognized that focusing on such a source of stimulation may not be viable for all students the like. While it might work for some individuals, there are simply some elements of hindrance that pushes music to become a source of pressure than of a calming sense that should put the brain into better rest (Wallace, 1994, 1471). Relatively, these hindrances are important and should be considered as issues that must be essentially dealt with when the campaign towards extensive use of music for learning motivation among students is being talked about.

Hence, in relation to the opinionated definition of music hosted through this writing, it is regarded that music is indeed a good stimulant for learning, nevertheless, in the aspect of considering it as a general source of confidence for educators to use as learning motivator, some odds may be needed to be considered. First and foremost, it is imposed the while music does stimulate some learner’s way of thinking and brain function, the uniqueness of the learning pattern of each student should always be given particular attention to by educators. Relatively concerning the course of progress that a student makes in his or her lessons, it is better that teachers take the holistic approach in motivating each individual. While it is accepted that music is essential, it should not be considered solely effective as there are students who may not respond accordingly to musical stimulants.

As it is usually said, there is always an exemption to the rule. Human individuals may indeed love music in general, but it should be realized that not each individual does. Identifying what takes the interest of one and sets him to focus on a matter would help in deciphering what would actually motivate one student to learn and apply more from the lessons presented to him in school (Rauscher, et al, 2000, 228). There are some individuals who are motivated to exercise relative brain function through musical connections, but there are also who are pressured by it. In this case, separately seeing the cases of these types of learners should come into account. This way the capacity of the educators to affect their learner’s attitudes towards learning would become more empowered and specifically defined in the course of establishing a learner-centred approach (Harwood, 1976, 525).

Conclusion

Music will always be a part of human living. Although there are those who cannot play musical instruments nor sing good notes, simply listening to music itself already creates a form of exercise for the human brain hence making it easier to function in balance. Although the development of interest in learning among those individuals who actually have the chance to play their own instruments is higher, it does not mean that those who cannot play them should set aside music as a source of brain stimulation already. Notably, the human capacity to think is a vast process that could be influenced by different elements. While playing music is more effective, simply listening to it was not deemed less effective. Depending on the choice of music that an individual responds to, the brain is stimulated to work whenever there is a musical arrangement to be interpreted by it. Knowing that music does affect the function of the brain waves should impose on the idea that music in itself should be utilized by educators as a regular source of motivation for the students to learn more from class. Inculcating it within the curriculum is an even more directive response to this particular matter. This would allow the elimination of hindrances and make musical subjects a general requirement that would hope to create a sense of alertness among students learning in public schools having all the different hindrances that they may be involved with which keeps them away from being actually involved in music even that of the basic type of learning that the community schools and the public schools could offer (Chandrasekaran, et al, internet, 299).

Considerably though, even though musical subjects would be given as a regular lesson to the students, it is essential that the educators keep up with the need to observe each student closely specifically taking notes on how each one responds to the new approach. Considerably, this shall allow educators understand who among the students they handle actually respond positively to musical stimulation and who among these learners do not. In case there are specific individuals who might not have positive reactions to the matter, it is essential that the educators try to find other ways to make sure that these learners’ motivational needs be well attended to through creating other measures of motivation that would cater to their learning pattern which would best work for their progress in school and in the practice of learning that they are to adapt to.

References

Chandrasekaran, B. And Kraus, N. Music, Noise-Exclusion and Learning. http://www.soc.northwestern.edu/brainvolts/documents/Music2704_07.pdf. (Retrieved on April 13, 2012).

Colles, H.C. (1999). The Growth of Music : A Study in Musical History, 4th ed., London ; New York : Oxford University Press.

Cox, H. A., and Stephens, L. J.. (2006). “The effect of music participation on mathematical achievement and overall academic achievement of high school students.” International Journal of Mathematical Education in Science & Technology 37.7 757-763.

Crawford, M. J.; Talwar, N., et al. (November 2006). “Music therapy for in-patients with schizophrenia: Exploratory randomised controlled trial“. The British Journal of Psychiatry (2006) 189 (5): 405–409.

Harnsberger, L. “Articulation.” Essential Dictionary of Music. Alfred Publishing Co., Inc. Los Angeles, CA.

Harwood, D. (1976). “Universals in Music: A Perspective from Cognitive Psychology”. Ethnomusicology 20 (3): 521–33.

Majoribanks, K. and Mboya, M. (2004) ‘Learning Environments, Goal Orientations, and interest in Music’. MENC, 52(2) pp.155-166.

Rauscher, F. & Zupan, M.A. (2000). Classroom Keyboard Instruction Improves Kindergarten Children’s Spatial-Temporal Performance: A Field Experiment. Early Childhood Research Quarterly, 15 (2), 215-228.

Stansell, J.W. (2005). The Use of Music for Learning Languages: A Review of the Literature. http://mste.illinois.edu/courses/ci407su02/students/stansell/Jon_Stansell_The_Use_of_Music_in_Learning_Languages.pdf. (Retrieved on April 13, 2012).

Wallace, W. (1994). Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20 (6), 1471-1485.