Improvements in Cognition and Educational Attainment as a Result of Integrating Music into Science Teaching in Elementary School

Abstract

BACKGROUND AND OBJECTIVE: This study examines the effect on third-grade students’ academic achievement and their pleasure and interest in lessons as a result of the incorporation of music into science classes. MATERIAL AND METHODS: Sixty third grade Arab school children were studied before and after listing a Mozart Concerto. Their pleasure and interest in the lesson was evaluated using the 20-statement Barak questionnaire. Comparison was made between an initial 6 lessons without music and subsequent 6 lessons with music. In another study at the Institute of Neurology and Neurosurgery in Havana, Cuba, continuous electroencephalographic monitoring (CEEG) was performed in 15 third-grade school children during 10 minutes at basal condition and for 10 minutes while listening to the same piece of music. RESULTS: Assessment scores in the science examination were significantly higher overall after listening to music. A clear increment of alpha and gamma absolute powers was found when listening to music, although for the alpha band this augmentation was significantly greater. An increment of the alpha band power was related to significantly better performance of spatial–temporal tasks when listening to music. Changes in the gamma frequency band represent cognitive processes. Hence, CEEG analysis adds to evidence that listening to music can increase enjoyment and improve academic achievement among elementary school students. CONCLUSION: We propose that music stimulates the formation of neural networks that prime the brain for learning. We recommend that teachers of core subjects, especially mathematics, science and languages, begin their lessons with 5 minutes of calm music.