Ontario Institute for Studies in Education of the University of Toronto Mini-Grant Report

Report on Phase 1, Academic Year 2002-2003

Impact of instrumental music instruction on achievement and attitudes in the students, teachers, and community of Joyce Public School

Lee Willingham Pre-service Instructor, OISE/UT Cheryl Paige, Principal, Joyce Public School June, 2003

Ontario Institute for Studies in Education of the University of Toronto Mini-Grant Report Impact of instrumental music instruction on achievement and attitudes in the students, teachers, and community of Joyce Public School
Report on Phase 1, Academic Year 2002-2003 This project was designed to get at the heart of what happens when students are systematically taught instrumental music in a creative, technological environment, and the impact of this instruction on the teaching staff and parents. Three principle questions framed the inquiry: 1. What effect does music instruction have on overall student achievement and attitudes in their learning? 2. What effect does music instruction have on teacher attitudes in the work place? 3. What effect does music instruction have on community/parental involvement, both in their childrens learning, and in their own? Sometimes if I am tired from doing homework, I play some songs on my keyboard. When I finish playing the song, I dont feel tired. Sharon Joyce Public School Located in Torontos northwest quadrant, Joyce Public School has 370 students attending Kindergarten through Grade 5. Students are received from the community and from two childcare centres. Over 66% of the school population comes from a home where English is not the first language. A unique feature of Joyce P.S. is its technology emphasis and rich information and communications technology (ICT) endowment. This endowment was first conferred in 2001 and is now used in up to half of the schools teaching and learning hours. Joyce P.S. one of seven original Pathfinder Schools. The Ontario Knowledge Network for Learning is a provincial initiative to improve the use of information and communication technologies in the Ontario education system, and OKNL is enthusiastic about the ground-breaking work that teachers, students, administrators and parents of JPS are doing. At Joyce, reading and language are top priorities, as are information technology literacy and the arts. It is the unique music program and its use of technology as the principle mode of delivery that interests this inquiry.

Learning music helps me in other subjects like math, poems (patterning) and it helps me focus. Because when I play I have to focus. Mary

Literature and Current Research on Arts and Academic Achievement Royal Conservatory of Music, Learning Through the Arts In 1999, The RCM commissioned a three-year study on the effects of Learning Through the Arts for participants in schools at six Canadian sites. Among the findings were these: - On most measures of mathematics and language, there were no significant differences between the Grade 6 students in the LTTA schools and students not in the program. Thus, it can be concluded that involvement in the arts did not come at the expense of achievement in math and language. - After three years in LTTA programs students in grade 6 scored significantly higher on tests of computation and estimation (math) than the control schools, equivalent to a difference of 11 percentile points. - However, the main conclusions reveal that students in the arts benefited from the program in many ways, including test scores, and other more ephemeral results, but perhaps even more important in the long term as students and teachers lives are transformed through experiences in learning in the arts. Champions of Change Study Many other studies are published and in process with a variety of results and predicated outcomes. However, the Champions of Change, The impact of the arts on learning study released recently in the United States sheds some particular light on our work at Joyce P.S. James Catteralls analysis of 25,000 students demonstrates that students with high levels of arts participation outperform arts-poor students by virtually every measure. Why the Arts Change the Learning Experience: - The arts reach students who are not otherwise being reached - The arts reach students in ways that they are not otherwise being reached - The arts connect students to themselves and each other - The arts transform the environment for learning - The arts provide learning opportunities for the adults in the lives of young people

The arts provide new challenges for those students already considered successful The arts connect learning experiences to the world of real work

How the Arts Change the Learning Experience: - Enable young people to have direct involvement with the arts and artists - Require significant staff development - Support extended engagement in the artistic process - Encourage self-directed learning - Promote complexity in the learning experience - Allow management of risk by the learners - Engage community leaders and resources Informed by these studies and results, our task was not to quantify data into a causal relationship between music instruction and academic grades or test scores, but rather, to probe into the overall effect of such instruction in the school community of students, teachers, and parents. Learning music at school has been awesome. Music not only helps with math but you learn how to focus. When I play music I feel proud of myself because I know that Im, doing something hard. After awhile, I can play the song perfectly. It also makes learning fun. Jenny

Music Program at Joyce P.S. Students in grades 1-5 receive music instruction twice weekly in a state-of-the-art music computer lab. IMAC computers are linked to Roland synthesizer keyboards, and a variety of software instructional materials are systematically used. The teacher can monitor students from a central console, or can visit each terminal and audit the work in progress. Students sit in pairs at each computer station. Anthony Micallef, the music teacher, has built his curriculum around the learning expectations in the Ontario Curriculum, The Arts, Grades 1-8. His program includes: - exploration of the elements of music - connections to other areas of the curriculum, such as what is sound (physics), melody, language, aural skills, math in patterns and fractions. - active listening skills with pitch recognition, contour mapping, visual melodic graphing, melody and text realized through syllabic patterns - fine motor skills development - rhythm/beat/even and irregular patterns, metre, fractions, division of beat/units of measurement - form, structures, architecture found in buildings and in music - harmony combining and building from scales

timbre identification and recognition of various traditional and non traditional musical instruments. appreciation of music history and different periods of music procedures global music different cultures and musical practices

Micallef stresses that students can learn a great deal in the music classroom. While the focus is on developing personal musical skills, much of what is learned is considered general development and life skills. A partial list follows: eye/ear/hand coordination focusing skills on specific tasks within a specific time frame manipulation of various musical elements learning the math of music using a synthesizer to duplicate an original music sound familiarity with a number of technological applications, such as computer programs, importing midi files, saving files, hookups and connections following instructions and staying on task completing tasks working with others creating new musical works (compositions) developing appreciation and enjoyment of a variety of types of music, both cultural and historical making instruments, using recycled materials developing musical literacy notating and reading making musical choices about orchestration and colours editing and revising performing critiquing through writing decoding simultaneous use of two hands.

Learning music at Joyce has been a great opportunity. I had a few problems in math but music helps me understand. I can see the patterns. I now use both hands. Eye and hand coordination helps me type better and write. I want to be a professional poet when I grow up and music has been a big help. If I, am in a bad mood playing a piece always cheers me up. Christine

Background and Methodology of Study The initial research, conducted by Dr. Willingham and Campus Option (OISE/UT) preservice candidates ,used observational, interview, and narrative journal inquiry 5

methods. Approval for doing research with human subjects in a school setting has been granted by the University of Toronto Ethical Review Committee and the TDSB Research Department. The two preservice candidates were placed at Joyce P.S. in practicum settings during the academic year. In addition to their roles as preservice teacher candidates, they conducted some interviews with staff and parents, assisted in the music school and after school program and prepared reports and feedback as research data. Dr. Willingham was a regular visitor at Joyce P.S., and his visits included staff meetings, class observations, conducting teacher, parent, student, and support staff interviews, and numerous consultations with the Principal and her team, as well as consultation with the preservice candidates and Campus Option coordinators. He was also interviewed by the School Net researchers and the Ontario Knowledge Network for Learning, both of whom keenly interested in the data results and report. In music I learned to play with my left hand. I almost never use my left hand. It also helped me play with both hands. Alana

Data Collection Using the three guiding questions, focus interviews were conducted with each staff member and teaching assistant, both one on one, and in pairs. Focus interviews were conducted with three large groups of parents who were participants in the after school music programs. Exploratory meetings and discussions were held with selected staff members and administrators who were involved in technology and music instruction. Questionnaires were completed by teachers and parents. Student narrative comments were collected.

I like coming to school on Tuesday and Thursday because I feel happy because I go to music. Samantha I feel happy after I learn to play a piece of music because I challenged myself and I do it. Eric

Preliminary Results 1. What effect does music instruction have on overall student achievement and attitudes in their learning? Music instruction for all students has resulted in higher academic achievement overall in Joyce Public School results. A direct causal relationship has not been established and that was not the intention of this investigation. However, circumstantial relationships have been noted, and teachers and parents attribute this academic improvement to the followinga partial list: music provides a great sense of accomplishment and self-motivation which transfers to other educational pursuits music requires self-discipline, also required in learning and life in general direct links between music and math were cited by virtually all students, teachers, and parents with respect to fractions and patterning music is a discipline that requires focus, triggers the brain, has a motivating character that requires growth/instills a goal towards excellence music links all disciplines, for example, the Primary Divisions spring concert was based upon How does our Garden Grow, and addresses science, math, language, social science, art, music, and drama/dance themes the energy required to do music well contributes to a readiness for work in other disciplines music requires an open-mindedness and generates a respect for others preferences and tastes some students successfully read music notation before language (e.g., ESL)preparing the mind for symbol decoding and interpretation music performing/presenting builds confidence. Shy students, who have been encouraged to develop their music potential, can now give a public speech in front of 400 parents and students.

Music helps me understand fractions. It is very interesting not just learning to play but learning the history and theory. Music helps me get rid of my anger and the songs I play flow like water. Jenny Music helps me with fractions because music is like math the notes are whole, half, quarter, etc. Alina

2. What effect does music instruction have on teacher attitudes in the work place? Teachers reveal their own perspectives on the results of instrumental music instruction. Teachers responded to this question in a variety of ways: Music instruction has resulted in more parental involvement Music has encouraged positive relationships that lead to other forms of involvement in school life, such as school council Music and technology as part of the regular curriculum has increased the engagement level of students in the school. Perhaps technology enables more independent learning, and student centered problem solving activities supported by skilled teachers produces a better learning environment and results. Classroom management is less of an issue in a student centred music class Emotional and intellectual levels combined with motor skills such as piano keyboarding is like learning another language Music provides an emotionally pleasurable outlet, a relaxing experience in a sometimes hectic and frantically paced day. Music sharpens motor skills and coordination, and along with the physical, reinforces the cognitive skills of reading, and is tied into math, whether made evident or not. However, the students feel that there is a direct link to math, and they make it evident. Music is a whole worthwhile endeavour on its own one worth developing personal skills and knowledge as its own discipline Note how much emphasis private schools put on the arts.kids in a public school such as Joyce deserve a quality arts program just as much as independent wealthy schools

Music is an important childhood learning experience, and is essential in the fully realized development of other learning styles and intelligences, such as the Multiple Intelligence Theory. The new curriculum is quite technical and prescribed. Music is an alternative learning process for those who may not be able to succeed in the other prescriptive forms of learning. Music means more engagement in school, and provides an interesting texture in the school day. Music learning experiences become signposts that you hold to, thus more connected to overall learning, ultimately bearing positive academic results. More motivated/connected experiences translate into better academic results. I support music... my own kids study violin, so music on its own is valuable to me. There is intrinsic value in systematic music instruction. Music is a discipline that requires focus, triggers the brain, and has a motivating character that requires growthinstills a goal towards excellence. Music has given Grade ones a sense of accomplishment... selfmotivation/discipline Music provides opportunities for students to help each other... especially the evening program kids help out the others. 6 years old students are learning music theory and math fractions.they must use all five fingers... learn through approximation... figure it out. Music stimulates them... they enjoy the music lab and that carries over into other learning...... Since the Curriculum is very crowded there is no time for regular classroom music and lab music alsoso, we have lost some of our traditional music teaching and learning Very few Joyce students can afford private lessons, many of our families have no car Some of our students can read music notation before language. This advances reading for ESL students.

The energy of music classes creates enthusiasm that contributes to a readiness for work in other studies. Music helps students to be open minded, and they can also be open minded in other areas, such as accepting those who are different or have different tastes Overly energized students in music excel in general schoolwork. Effect of music on their brain makes them a little more alert Whenever there is music to words.... counting, spelling, reading they learn much faster.....in their play, they learn the songs faster than the dialogue.... mimetic tool speeds up the learning. One student is not able to complete her work normally, but after listening 2 times, she was able to sing it. Wonder if the keyboard is boring without the flash of the computer. Is music considered a video game? Keyboard has no lights or visual stimulation. Ways to teach fractions . directly connect to music Even in grade 1 prior knowledge on whole notes (half/whole) is a bridge to build math fractions on Students may excel in music but pen/paper work are poor and below grade level... very bright, articulate but not possible to get b's or a's, yet he does so well in music program. Student A matured so much in attitude and his quality of work is more than meeting grade level expectations. Stops and asks about punctuation.... thought about punctuation (do I put the comma before or after "but"). His goal is to win the principal's award. Most (even boys!) who are writing or reading below grade level are succeeding in music. I wish I were a student here now.... before it was focussed on equity and literacy. Interestingly, the music program as an equity initiative has increased and supported the early.... Possible that technology and music can hook the boys into reading who currently score lower on standardized test. Boys are reluctant to

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share opinions and express feelings. Hoping to get an online book club to maintain anonymity that would not happen face to face. The arts must be strong in schools like this.... whole person, selfesteem.... kids have no other opportunity so the power is evident in a school like this that creates the confidence they need. Grade 4.... fractions....last year not as good and had not had music. Without hesitation, all kids mentioned music Music is a pillar of the school.... "computers and music" and the kids know that it is different. Kids spontaneously sing what they learn on the keyboard. The Music Environment....helps student learn in three ways: Visual/auditory/kinesthetic at a younger age. Normally this taught at a higher level... More kinesthetic at the primary level. Different from traditional singing game environment in that each individual student can be monitored. Students work at own pace.... Traditional group learning also takes place here... yet one step further... one on one through technology. Musical concepts: elements without technology can be covered, however the transition for the learning process is quicker. I can show it visually, hear it, and kinesthetically work on it. Three levels simultaneously. Kids are on task because of the immediacy of the computer. The computer is the assistant. We are in tech/digital world... phones, TV., etc. and these kids are in the same environment. Using the digital information at a quicker pace.... learning process is accelerated. Special education students learn in different modalities. (MI) The language in music is universal... a 7 letter alphabet. A musical phrase is a sentence, subdivided and analyzable. We can add words.... real language to music, although music can stand on its own. Music has syllables/rhythms/patterns. Use word names for rhythms, such as bear for quarter and pen-guin for eighths. At risk kids have more confidence on the keyboard through the visual/auditory/mechanical process. This gives them confidence in their work in other areas. Behavioural and LD students can succeed here in music lab. The whole child is learning.

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I learned a larger vocabulary like Allegro, treble clef, bass clef and more. It helps me with eye and hand co- ordination. It is like a new language. I always feel excited to go to music it is always fun and I have a blast. Leighton Music is a subject kids learn at school and it is also a hobby for some people too but music for me is both, I learn about it at school and I play it at home for fun and enjoyment. Dong 3. What effect does music instruction have on community/parental involvement, both in their childrens learning, and in their own? Parents take pride in the music program for their children and in their own accomplishments in the after school program. The music program keeps my children occupied. It structures their spare time and benefits their overall sense of self-accomplishment. We can give them what we did not have. Music helps my son in studying everything else he does. He calculates better and it improves his language and overall quality of work. Instead of TV. or playstation, we compete with each other to see who can play the keyboard materials better. Music is a form of know-how that takes you to a higher level of human experience. Music is life. Our children are entitled to partake of that form of living. Music provides our family with sheer joy, happiness, and relaxation. Music sharpens and disciplines the mind. It makes routines more pleasant and can relax the spirit. My child is happy playing the piano, and has more interest to learn about math. Music has increased my childs dexterity, and has helped her to type faster. Music gives us a routine at home. 15 minutes at the keyboard precedes our homework time. Music helps in decoding symbols a direct connection to math and language.

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The high enjoyment of music has promoted higher learning in math, especially in patterns and fractions. We all have a lot of fun doing music with our children. Music has helped us in memorizationhelps the new become habitual. I send an older sibling to my book club so I can do music in the after school program with my daughter.

I feel happy after I learn to play a piece of music because I challenged myself and I do it. Eric

Conclusions and Applications to Teaching and Teacher Education The narratives in the reported data strongly suggest a number of key results. 1. Music instruction at Joyce Public School has had a profound effect on students and student learning in the following ways: a. music concepts link to other discipline concepts (math, reading, science, art, drama, dance, etc.) b. there is intrinsic value in building skills in creating, listening and performing music c. music brings structure and order to the thinking process d. work in music enlivens the imagination and spirit, and this spills over into the students work in other disciplines and domains e. music is a form of confidence building and self expression f. music energizes the mind and establishes a readiness for learning Teachers report that music instruction has had a positive effect on: a. developing relationships within the school and between parents and school b. classroom management c. more rapid conceptualization in reading and math (specifically fractions) d. developing self-esteem, especially in ESL students e. a variety of learning styles and modes that reach more students in more ways f. providing the school a unique identity Parents report that music instruction has resulted in: a. direct involvement in their childrens learning b. a better understanding of school life and how school functions c. a focus for family learning d. music as a discipline is a worthy endeavour for student growth

2.

3.

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e. an appreciation for the creative process and the use of technology as an educative tool f. personal pride in their own accomplishments in music and technology as they learn with their children in the after school program.

The Champions of Change research report found that the arts reached students in ways that otherwise were not being reached in the school system. Learning processes in the arts are transformative and unique, and provide challenges and connections to students in a real world, authentic context. We found that systematic, sequential music instruction at Joyce P.S. produced similar results. Other studies demonstrate that music instruction is a neurologically rich human endeavour (Eric Jenson), that it improves spatial/temporal reasoning (Frances Rauscher), that it increases computational skills in math (Smithrim and Upitis), and builds selfesteem. The evidence is overwhelming. Music education, when taught well, is a form of learning that amplifies and enriches the traditional linguistic/logic modes of curricular delivery. Who will teach such music programs? Teacher education programs are woefully derelict in preparing candidates to be qualified, competent and confident music teachers. Many preservice teacher candidates have never had music instruction in their own education experience; nor have they had defining personal music moments other than as spectator-consumers. Yet, from the teacher responses at Joyce, and in the program for preservice students at OISE/UT, it is apparent that music education is valued highly, and that there is a willingness on the part of teachers and teacher candidates to undertake to become more competent, should the means be presented to them. Charles Fowler writes that the strong schools have strong arts programs. (Fowler, Charles, 1996. Strong Arts, Strong Schools, New York, Norton Press.) This inquiry finds abundant support for that statement. We conclude that a well-rounded education for all students includes music, and that a comprehensive teacher training program must include sufficient music instruction to enable quality teaching of a rich curriculum in music for all classrooms. Historically, music specialists (those with degrees or certification in music) have taught much of the music programs in Ontario schools. In many jurisdictions however, these music specialists have been re-assigned to other teaching roles to the detriment of music education. Without qualified music teachers who have confidence and courage to teach the curriculum, schools like Joyce P.S. will be more and more the exception. Next Steps Those involved in this study agree that more time is required to fully understand the impact that music instruction has had on student learning, the teaching environment, and

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the community at large. An extension of this investigation has been proposed and conditionally accepted. A partial list of Phase 2 initiatives is provided: Math and Language achievement will be tracked over a 2 year period of: a) all students who take instrumental music b) students who participate with parents in after school music Learning Skills teacher comments will be tracked for all students over a 2 year period Campus Option (and other interested OISE/UT) preservice candidates will teach and learn in Joyce P.S., and through observations, reflections, and interviews, will contribute to the ongoing research EQAO test scores will be examined, using scores from 2001, and including 02,03,04. (We are careful not to place too much emphasis on these scores, primarily because Joyce has a high ESL population, and it is felt that EQAO tests, even in Math, require high level English language for comprehension of questions and task. However, scores will be noted.) Teachers will continue collaboration on linking music to their own teaching disciplines through researcher facilitation. The Joyce community, parents, students, teachers, support staff, will continue to gain insight into the value of music instruction, both for its peripheral contributions to learning, and also for its own intrinsic value through researcher facilitation. The qualitative action research process provides diagnostic data for pedagogical and administrative decision making, funding, and future needs assessment. It also supplies evidence of the effects of music and technology instruction upon young children for funding purposes. grant and sponsor securements.

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