If engaging in one activity causes behavioral changes in another area,the first activity is said to transfer to the second area.Does music instruction transfer to other areas of school curriculum?If so ,to which areas,and to what extent?One can read varied opinions about the transfer effects of music instruction.However,because research findings represent the best means available for securing solid information,this brief review is based on research results.
Several major attempts have been made to assess the results of arts instruction on general learning ability.In some cases,notably the Interdis-ciplinary Model Program in the Arst for Children and Terchers(IMPACT) and the Dallas”Learning to Learn through Music” program, positive results were achieved,but other data indicate that the enriched programs made little difference.Similarly mixed conclusions can be drawn about the claims for the transfer to general learning of the Kod`aly-Hungarian Singing School programs.
The arer most likely to benefit from transfer of music instruction appears to be laguage arts.Tow studies conclude that certain aspects of music instruction transfer to some aspects of reading achievement.
It has been known for some time that many stutterers sing without their usual hesitations.The likelihood that singing can improve some speech disorders suggests a positive transfer effect,but more research is needed in this area.
In the few studies that have been conducted to assess the connection between music study and skills in mathematics or social studies,little relationship has been found.
The limited amount of research on the effects of music instruction on self-concept and personality change has yielded inconclusive results.Generally,little difference is observed as the result of music instruction.
There is evidence of expanded chest and lung capacity when regular music instruction includes singing.Information is not available regarding other physical changes that may occur as a result of music instruction.In any case,the physical benefits of music study are small when compared to those of physical education and health instruction.
This discussion of the transfer effects of music instruction can best be summarized by citing the conclusions reached by Karen I.Wolff after her review of research on the topic.
The weight of evidence gleaned from the research leads one to believe that there may be measueable effects of music education on the develoment of cognitive skills and understanding.This seems to be true for both general thansfer,i.e.,”learning how to learn,”and specific transfer.Specilfic transfer is particularly apparent in its effect on performance in the language arts….
While it is ture that most of the research related to the nonmusical outcomes of music education has produced positive results,the conclusions drawn generally remain unconvincing.This is due largely to obvious inadequacies in the experimental designs and also to the incomplete and equivocal descriptions of the experiments themselves.
- 2 decades agoFavorite Answer
幾個主修的企圖使被製造了評價結果的文科教授上普通的學習才幹.在某些實例,顯著地Interdis-ciplinary模型節目在Arst為了孩子和Terchers (碰撞) 和這個達拉斯”學習學習穿過音樂” 節目,正性結果被達到,而是其他的資料指出富裕程式製造很少的差異.同樣混合的總結能從事於要求轉移給一般學習的Kod拉`aly-匈牙利語唱學校程式.
這有分量的證據點滴收集從這研究領導一到相信那個在那裡可能是measueable動產的音樂教育準時地develoment的認識技能和了解.這似乎是真實的為了雙方的普通的thansfer, 也就是,”學習如何學習, ”和明確的遷移.Specilfic遷移獨特地是顯然的在它的對有影響履行在語言文科….
- ?Lv 72 decades ago