Proposal

2.     The Question Genesis

I eagerly began piano lessons at age 8, and began a more formal musical journey where I learned to read, write, and play sheet music.   My piano teachers informed me I have a good ear and sense of rhythm for music. I participated in both group and private lessons to enhance my knowledge of music-related vocabulary and techniques. I practiced the piano for approximately 8 years, performed in individual and duet competitions, and was tested annually by the Royal Conservatory of Music. I learned the Italian terminology used in music through theory lessons, and applied it to my practice.

As a music enthusiast, I tend to believe that most students would enjoy some form of music as well. I certainly have my preferences regarding which types of music I enjoy (independent, modern rock, and 1970s music). I also have a deep appreciation for the complexity of other musical genres, such as classical music and jazz. In terms of bias, I believe music appreciation and related musical skills can have many positive impacts on students with respect to: improving listening skills, math skills, motivation, language arts, mindfulness (thereby reducing anxiety levels), enjoyment, and overall relaxation.   However, I will approach this inquiry with an open mind, and appreciate that music may have a greater impact in some subjects compared to others.

(Image retrieved from: http://www.escolapsicologia.com/categoria/motivacao-2/page/4/)

Based on recent research from McGill University, certain types of music can stimulate the dopamine chemical in the brain, creating favourable feelings. This leads to people having positive feelings, learnings, or memories associated with certain types of music (BBC News, Jan. 9, 2011). If science is confirming a connection between music and a positive mood, it may be beneficial to incorporate more music into the classroom.   Student anxiety is one of the most prevalent mental health issues in our schools today, and music may help to alleviate stress levels. Can certain types of music provide a way of helping students to practice mindfulness, while reducing feelings of anxiety and stress? (For instance, it may be helpful to play some relaxing, positive music prior to taking an examination).     I believe teachers, parents and guardians would be very interested to see whether music can help to alleviate anxiety and stress levels, thereby enhancing overall learning.

In addition, it can be challenging to consistently engage some students with math-related content. Does music and music education help to motivate students, and teach some mathematical concepts using another effective method?

Proposal includes citations for three to five academic resources you might use to explore your inquiry questions more deeply, listed in APA style.

Cooper, J. (2016). Integrating Music, Drama, and Dance helps Children Explore and Learn. Teaching Young Children, 9(4), 16-19.

First Voices. (2013). A Repository of Canadian Aboriginal Languages, Songs, and Games. Retrieved on Dec 3, 2016 from: http://www.firstvoices.ca/

Huffington Post. “Not Enough Music Teachers in Ontario Elementary Schools: Report.” Retrieved Dec 9, 2016 from: http://www.huffingtonpost.ca/2014/06/23/music-teachers-ontario-elementary-schools_n_5520534.html

Ko, C., & Chou, M. (2013).   Aesthetics in Young Children’s Lives: from Music Technology Curriculum Perspective. International Journal of Management, Economics and Social Sciences (IJMESS), 2(4), 265-273.

Miller, B.A. (2013). Joining Forces: A Collaborative Study of Curricular Integration. International Journal of Education and the Arts, 14.

Munroe, A. (2015). Curriculum Integration in the General Music Classroom. General Music Today, 29(1), 12-18.

Public Broadcast System (PBS).   Retrieved from: http://www.pbs.org/parents/education/music-arts/the-benefits-of-music-education/

Stephens, A. (2013). Creative Drama in the General Music Classroom: An Integrated Approach for Intermediate Students. General Music Today, 27(1), 12-17.

Proposal lists three to five people you might speak with at school or UBC for insights. It includes their name, position and the institution they work with.

May include non-academic resources like picture books, songs, art, blogs.

UBC Resource Contacts:

1.      Danny Bakan, Faculty Advisor, UBC. (Music and drama enthusiast)

2.      Leslie Roman, UBC (previous work on punk-rock movement, art enthusiast, social justice activist).

3.      Ms. Shelley Koke, Music Teacher, Van Horne Elementary

4.      Ms. Koh, Music Teacher, Van Horne Elementary

5.      Mr. G, Guitar player at Queen Mary Elementary

Song Ideas:

During this inquiry process, I hope to find out whether music can help students focus, be mindful, enhance their memory, and reduce anxiety/stress levels, in different contexts. I expect music be motivating and energizing in certain subjects, such as in an aerobics PHE class. I also expect learning the basics of music theory may help students learn and retain math concepts more efficiently (i.e., fractions). Lastly, I believe music in general brings enjoyment to students and affects their mood in a positive way, so that they are more open to learning new ideas, from new perspectives.

Music is a creative art form, in and of itself, and several research articles above examine music in relation to the overall school curriculum, drama, fine arts, and even technology.   Therefore, music could be easily combined with another art form, such as drawing or a drama-related activity.   Some ideas I have for presenting this inquiry are:

Option 1: Develop and implement a lesson combining Drama and Music. The students would be asked to act out a specific scene from different plays (or a movie), to music. This is a cross-curricular activity, as students would not only be working on drama and music appreciation, but they would also refine oral presentation skills within Language Arts. Students would be encouraged to pick different genres, such as action, comedy, drama, or science fiction. Students would be expected to use music to create a certain mood, feeling, suspense, and/or a range of emotions (i.e., the music could be played by the students, or recorded music played in the background).

Option 2: Teach students a traditional Aboriginal song. First Voices also includes a repository of songs in various Indigenous languages. For example, there is a “Welcome Song” under the Secwepemc Language tab that the students can learn. Teachers can invite local Aboriginal traditional dancers to teach the students a dance to go along with the Welcome Song. This would be beneficial for all students because it incorporates movements and rhythm, along with Indigenous language literacy. This amalgamates the First Voices resource with music and the local Aboriginal community to enhance students’ overall learning experience.