Music and Literacy: Music education should be a priority at the middle school level

Authors

  • Melissa Dawn Brown

Abstract

This paper explores the relationship between instrumental music training and literacy. Studies referenced in this paper support the positive impact that instrumental music training (such as band) has on literacy rates and learning in general. This relationship was not seen for choral studies but specifically for instrumental music education. When done correctly, music training supports the learning of students and boosts their reading levels. The quality of the music instruction also affects the outcomes. By exploring these studies, this paper argues that quality instrumental music training (i.e., quality band programs) leads to higher literacy rates, as measured by state test scores.

Author Biography

Melissa Dawn Brown

Melissa Brown currently teaches middle school English Language Arts and Drama in the Toledo area. She graduated from the University of Michigan-Dearborn with a Bachelor of Science in political science then went on to complete her teaching licensure through the LAMP (Licensure and Master’s Program) program at the University of Toledo.

References

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Johnson, C. M., & Memmott, J. E. (2006). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), 293–307.

Kinney, D. W. (2008). Selected demographic variables, school music participation, and achievement test scores of urban middle school students. Journal of Research in Music Education, 56(2), 145–161

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Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. Annals of the New York Academy of Sciences, 1060(1), 219-230.

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Published

2019-08-27

How to Cite

Brown, M. D. (2019). Music and Literacy: Music education should be a priority at the middle school level. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 8(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/294