Article Review
Running head: THE RELATIONSHIP BETWEEN INSTRUMENTAL MUSIC
The relationship between instrumental music participation and standardized assessment achievement of middle school students: Article review assignment
Md Emtiaz Rony
Kent State University
Previous researches on understanding higher order brain functioning based on music as a main effect, have been explored a possible relationship between the area of a brain that stimulated by music and the same area that controls spatial reasoning, and this spatial reasoning also has been found to be connected directly to both science and mathematics ability (Graziano, Peterson & Shaw, 1999; Leng & Shaw, 1991; Rauscher & Zupan, 2000 cited in Babo, 2004). Consequently, assuming that, the relationship between music and academic achievement has been speculated by Phillips (1976), and Grandin & Peterson (1998 cited in Babo, 2004). While the policy makers of the United States were concerned about the survival of music as an educational program in school curriculum due to limited resources, this trend of studies has better proved the worth of music program, and was warranted.
Theoretical Context Some studies suggest both significant (Berlin, 1995; Cheek & Smith, 1998; Dreyden, 1992; Hill, 1987; Robitaille & O’Neal, 1981; Trent, 1996 cited in Bab0, 2004) and non-significant (Anello, 1972; Costa-Giomi, 1999 cited in Babo, 2004) positive correlation between instrumental music instruction and academic achievement. Anello (1974 cited in Babo, 2004) found a significant difference in Math, English, and Social Studies Grade Point Averages (GPAs) between instrumental and non-instrumental music students using analysis of variance (ANOVA), and when another variable ‘Intelligence’ was controlled through analysis of covariance (ANCOVA), no significant difference was found between them. Also, Daryl Trent (1996 cited in Babo, 2004) included two instruments to collect students’ academic achievement data
The relationship between instrumental music participation and standardized assessment achievement of middle school students: Article review assignment
Md Emtiaz Rony
Kent State University
Previous researches on understanding higher order brain functioning based on music as a main effect, have been explored a possible relationship between the area of a brain that stimulated by music and the same area that controls spatial reasoning, and this spatial reasoning also has been found to be connected directly to both science and mathematics ability (Graziano, Peterson & Shaw, 1999; Leng & Shaw, 1991; Rauscher & Zupan, 2000 cited in Babo, 2004). Consequently, assuming that, the relationship between music and academic achievement has been speculated by Phillips (1976), and Grandin & Peterson (1998 cited in Babo, 2004). While the policy makers of the United States were concerned about the survival of music as an educational program in school curriculum due to limited resources, this trend of studies has better proved the worth of music program, and was warranted.
Theoretical Context Some studies suggest both significant (Berlin, 1995; Cheek & Smith, 1998; Dreyden, 1992; Hill, 1987; Robitaille & O’Neal, 1981; Trent, 1996 cited in Bab0, 2004) and non-significant (Anello, 1972; Costa-Giomi, 1999 cited in Babo, 2004) positive correlation between instrumental music instruction and academic achievement. Anello (1974 cited in Babo, 2004) found a significant difference in Math, English, and Social Studies Grade Point Averages (GPAs) between instrumental and non-instrumental music students using analysis of variance (ANOVA), and when another variable ‘Intelligence’ was controlled through analysis of covariance (ANCOVA), no significant difference was found between them. Also, Daryl Trent (1996 cited in Babo, 2004) included two instruments to collect students’ academic achievement data
References: Babo, G. D. (2004). The relationship between instrumental music participation and standardized assessment achievement of middle school students. Research Studies in Music Education, 14-27.