Bron: bibliotheek Cultuurnetwerk Nederland
The arts and academic achievement: What the evidence shows
E. Winner (redacteur) ... [et al.], 2000. - Met lit.opg. – Themanummer.
(The journal of aesthetic education; Vol. 34, nr. 3/4, Fall/Winter 1-307 p.)
'The Arts and Academic Achievement: What the Evidence Shows', is the title of a special issue of 'The Journal of Aesthetic education' with guest editors E. Winner and L. Hetland. Findings are presented of the Project Zero's project REAP - Reviewing Education and the Arts Project - where the effects of arts study on academic achievement was researched. The researched studies were in English and were published or unpublished between 1950 and 1999. The following articles are included: Instruction in visual art: Can it help children learn to read? by K. Burger and E. Winner; Can music be used to teach reading? by R. Butzlaff; Learning to make music enhances spatial reasoning by L. Hetland; Listening to music enhances spatial-temporal reasoning: Evidence for the 'Mozart Effect' by L. Hetland; Teaching cognitive skill through dance: Evidence for near but not far transfer by M. Keinanen, L. Hetland, and E. Winner; Does studying the arts engender creative thinking? Evidence for near but not far transfer by E. Moga, K. Burger, L. Hetland, and E. Winner; Strengthening verbal skills through the use of classroom drama: A clear link by A. Podlozny; Music and mathematics: modest support for the oft-claimed relationship by K. Vaughn; SAT scores of students who study the arts: What we can and cannot conclude about the association by K. Vaughn and E. Winner; Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement by E. Winner and M. Cooper; and The arts in education: evaluating the evidence for a causal link by E. Winner and L. Hetland.
Arts for academic achievement : summative evaluation report
D. Ingram, K. Seashore. - Minneapolis : University of Minnesota, 2003. - 12 p.
Arts for Academic Achievement (AAA) is a program whereby the underlying theory is that when teachers and artists collaboratively develop instruction that integrates arts and non-arts disciplines, instruction in non-arts disciplines becomes more effective and student achievement increases. This report is a summary of findings from a longitudinal evaluation of this program. This program was aimed at Public schools in Minneapolis.
Beyond the evidence given: a critical commentary on Critical Links
E. Winner, L. Hetland, 2003
(Arts education policy review; Vol. 104, nr. 3, Jan/Feb. 13-15 p.)
A critical commentary on the compendium 'Critical Links' edited by Richard J. Deasy (Washington : Arts Education Partnership, 2002). This compendium consists of 62 research studies that examine the effects of arts learning on students' social and academic skills. Lois Hetland and Ellen Winner were participants in the 'Critical Links' study. Nonetheless, they question in this article the defensibility and tenability of some of the claims set forth in the summaries and essays in 'Critical Links' and recommend a more profitable direction for research in arts education.
http://pzweb.harvard.edu/research/Reap/REAPCritLinkResp.htm
Beyond the soundbite : arts education and academic outcomes
E. Winner (redacteur), L. Hetland (redacteur). - Los Angeles : The Getty Center, 2000. - X, 148 p.
Proceedings from the conference 'Beyond the Soundbite: what the research actually shows about arts education and academic education' held between 24-26 August, 2000 in Los Angeles. The focus of the conference was a three-year study, 'Reviewing Education and the Arts Project (REAP)'. The REAP study set out to evaluate hundreds of studies examining the relationship between some form of arts study and some form of academic outcome. The goal of the conference was to examine the answers that have been given by researchers. These proceedings include the talks, commentaries, and suggestions for further research. Titles of the talks are: Meta-analysis: Its use and value in arts education research by R. Rosenthal and L. Hetland; The relationship between arts and academic achievement: No evidence (yet) for a causal relationship. A summary of a meta-analytic study by E. Winner; The relationship between music and spatial reasoning: A summary of two meta-analytic studies by L. Hetland; Strengthening verbal skills through the use of classroom drama: A clear link. A summary of a meta-analytic study by A. Podlozny; Embracing Babel: The prospects of instrumental uses of the arts for education by D. Perkins; Research in arts education: Directions for the future by E. Winner and L. Hetland; and five talks about future research directions by J. Catterall, E. Eisner, C. Bumgarner Gee, P. Sims and S. Hope.
Can music be used to teach reading?
R. Butzlaff, 2000. - Met lit.opg.
(The journal of aesthetic education; Vol. 34, nr. 3/4, Fall/Winter 149-166 p.)
Presents two meta-analyses of empirical literature focusing on the relationship between music instruction and reading performance, using reading test scores or general tests of verbal aptitude. States that the meta-analysis of correlational studies reflected music students have higher scores on standardized reading tests; while experimental studies did not show any reliable effect.
Champions of change : the impact of the arts on learning
E.B. Fiske (redacteur). - Washington : Arts Education Partnership : President's Committee on the Arts and the Humanities, [1999]. - XII, 98 : fig., tab. - Met lit.opg. en samenv.
This report compiles seven major studies that provide new evidence of enhanced learning and achievement when students are involved in a variety of arts experiences. Studies: Involvement in the arts and human development: general involvement and intensive involvement in music and theatre arts by J.S. Catterall, R. Chapleau and J. Iwanaga; Imaginative actuality: learning in the arts in nonschool hours by S.Brice Heath and A. Roach; Learning in and through the arts by J. Burton, R. Horowits and Hal Abeles; Chicago arts partnerships in education: summary evaluation by J.S. Catterall and L. Waldorf; Artistic talent development for urban youth by B. Oreck, S. Baum and H. McCartney; 'Stand and unfold yourself': a monograph on the Shakespeare & Company research study by S. Seidel; Why arts matter in education: or just what do children learn when they create an opera by D. Palmer Wolf.
The contribution of arts education to children's lives
K. Iwai; UNESCO. Division of Arts and Cultural Enterprise. - [Paris] : [UNESCO], [2002?]. - 15 p. : tab. - Ook gepubliceerd in het tijdschrift: Prospects 32(2002)4(dec.407-420 p.). - Met lit.opg.
A paper introducing research results related to how the arts contribute to education from five viewpoints: aesthetic development; socio-emotional development; socio-cultural development; cognitive development; and academic achievement.
Critical Links : learning in the arts and student academic and social development
R.J. Deasy (redacteur), J.S. Catterall, L. Hetland, E. Winner; AEP, Arts Education Partnership. - Washington : AEP, 2002. - VII, 159 p. : fig. - Met lit.opg. - ISBN 1-884037-78-X
This compendium consists of 62 summaries of recent research studies in five areas of the arts: dance, drama, music, visual arts and multi-arts. The studies focus on the academic and social effects of art learning experiences. This was chosen in order to contribute to the national debate over issues as how to enable all students to reach high levels of academic achievement, how to improve overall school performance, and how to create the contexts and climates in schools that are most conducive to learning. Each summary has been commented by two reviewers. Furthermore, the summaries of each art form is collectively examined by essayists to give their view on the implications of those works for future research and/ or practice.
Effecten van kunsteducatie in internationaal perspectief
M. van Hoorn (hoofdredacteur), R. Dickinson ... [et al.]. - Utrecht : Cultuurnetwerk Nederland, 2007. - 118 p. : ill., tab., graf., fig. - Met lit.opg. - ISBN 978-90-6997-118-6
(Cultuur + Educatie; 18)
In januari 2007 werd in Parijs het internationale symposium 'Evaluating the impact of arts and cultural education' gehouden. Centraal op dit symposium stonden programma-evaluaties en transfer van leereffecten van kunsteducatie. Deze publicatie bevat een algemeen overzicht van evaluatieonderzoek in de beeldende vorming en drie verslagen van evaluatieonderzoeken die op het symposium zijn gepresenteerd. In het overzicht worden verschillende vormen van evaluatie van curricula en programma's besproken en wordt transfer, het gebruik van door kunsteducatie verworven kennis en vaardigheden in andere leergebieden en situaties, geëvalueerd.
Effects of a music programme on kindergartners' phonological awareness skills
J. Bolduc, 2009. - Met lit.opg. en samenv. in het Frans. - This article is a part of the researcher's doctoral dissertation, in which he examines the effects of a music programme on the development of word recognition and invented spelling skills.
(International journal of music education; Vol. 27, nr. 1, Feb. 37-47 p.)
This research examines the effect of a music training programme on the development of phonological awareness among 104 Franco-Canadian kindergarten children. The experimental group (N=51) participated in an adapted version of the Standley and Hughes music training programme, while the control group (N=53) took part in the Ministère de l'Éducation du Quebec music programme. The analysis of the data shows that both music programmes contributed similarly to the development of tonal and rhytmic perceptive skills. However, the experimental music training programme proved to be more effective when it came to developing phonological awareness skills. In conclusion, this article argues that auditory perception, phonological memory and metacognitive abilities play an essential role in the development of musical and linguistic skills.
Exposure to music and cognitive performance: tests of children and adults
E.G. Schellenberg ... [et al.], 2007
(Psychology of music; Vol. 35, nr. 1, Jan. 5-19 p.)
This article reports on two experiments of exposure to music and cognitive performance. In Experiment 1, Canadian undergraduates performed better on an IQ subtest (Symbol Search) after listening to an up-tempo piece of music composed by Mozart in comparison to a slow piece by Albinoni. The effect was evident, however, only when the two pieces also induced reliable differences in arousal and mood. In Experiment 2, Japanese 5-year-olds drew for longer periods of time after singing or hearing familiar children's songs than after hearing Mozart or Albinoni, and their drawings were judged by adults to be more creative, energetic, and technically proficient. These results indicate that (1) exposure to different types of music can enhance performance on a variety of cognitive tests, (2) these effects are mediated by changes in emotional state, and (3) the effects generalize across cultures and age groups.
Harmonie in gedrag : de maatschappelijke en pedagogische betekenis van muziek
R. Diekstra (redacteur), M. Hogenes (redacteur), A. Clement ... [et al.]. - Uithoorn : Karakter, 2008. - 324 p. + cd : fig., graf., ill., tab. - Met lit.opg. en reg. - ISBN 978-90-6112-996-7
Bundel met essays van deelnemers aan de conferentie 'Harmonie in gedrag', georganiseerd door de Haagse Hogeschool op 6 oktober 2006 [in het boek staat foutief vermeld '2007']. Centraal staat het fenomeen muziek en de invloed daarvan op het gedrag van mensen, vanuit diverse invalshoeken belicht. Vragen die hierbij aan de orde komen: Op welke manier beïnvloedt muziek het gedrag van mensen? Hoe kunnen ouders en professionele opvoeders (leraren/therapeuten/kunstenaars) muziek inzetten in de opvoeding van kinderen? Wat is de betekenis van muziek voor de cognitieve en sociale ontwikkeling van kinderen en jongeren? Wat is de relatie tussen muziek en geluksbeleving? Op de bijbehorende cd staan muziekvoorbeelden van Bach, Verdi, Wagner en Mozart.
The impact of a funded research program on music education policy
D.A. Hodges, M. Luehrsen, 2010
(Arts education policy review; Vol. 111, nr. 2, Jan. 71-78 p.)
Sounds of Learning: The Impact of Music Education is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research on the impact of music education on student achievement and success in school; all aspects of a child's growth and development; the uses and functions of music in daily life; and home, school, and community environments. Quality research about the role and impact of music education conducted by experienced researchers who publish in rigorous, peer-reviewed, scientific research journals plays a vital role in moving a public policy agenda forward to achieve expanded access to music education for all children. The goal is that this research will inform policy debates and development to achieve policies that support opportunities for every child to experience the power and benefits of learning music.
Kinder optimal fördern - mit Musik : Intelligenz, Sozialverhalten, und gute Schulleistungen durch Musikerziehung
H.G. Bastian. - Mainz : Schott [etc.], 2001. - 108 p. - ISBN 3-254-08381-4
Eine sechsjährige Langzeitstudie mit Kindern zwischen sechs und zwölf Jahren hat wissenschaftlich eindeutig belegt: Musizierende Kinder und Jugendliche verbessern ihr Sozialverhalten, erhöhen ihren IQ-Wert, erbringen gute schulische Leistungen, kompensieren Konzentrationsschwächen u.a.m. Hans Günther Bastian, Leiter des Forschungsprojektes, fasst wichtige Ergebnisse seiner Studie 'Musik(erziehung) und ihre Wirkung: eine Langzeitstudie an Berliner Grundschulen (2000)' zusammen und bietet überzeugende Argumente für die Forderung nach einem zentralen Platz von Musikerziehung in der allgemein bildenden Schule.
Konzentriert, intelligent, sozial : Fördern mit Musik
H.G. Bastian. - Seelze : Friedrich, 2006. - 120-123 p. : ill. - Met lit.opg. - In: Schüler. - Artikel is onderdeel van 'Lernen : wie sich Kinder und Jugendliche Wissen und Fähigkeiten aneignen'.
Über die nachweisbare Wirksamkeit des Musiklernens. Hans Günther Bastian führte zwischen 1992 und 1998 an Berliner Grundschulen eine Langzeitstudie 'Zum Einfluss von erweiterter Musikerziehung auf die allgemeine und individuelle Entwicklung von Kindern' durch. Die Ergebnisse: erweiterte Musikerziehung beeinflusst die Persönlichkeitsentwicklung von Grundschulkindern äußerst positiv. Im Einzelnen bewirkt sie eine Verbesserung der sozialen Kompetenz, eine Steigerung der Lern- und Leistungsmotivation, einen IQ-Zugewinn, eine Kompensation von Konzentrationsschwächen, eine Förderung musikalischer Leistung und Kreativität, gute schulische Leistungen u.a.m.
Learning, arts and the brain : the Dana Consortium report on arts and cognition
C. Asbury (redacteur), B. Rich (redacteur), M. Gazzaniga (samensteller). - New York [etc.] : Dana Press, 2008. - VIII, 133 p. : fig., ill. - Met lit.opg. en reg. - ISBN 978-1-932594-36-2
This publication is the result of research by cognitive neuroscientists from seven leading universities across the United States. In this study, researchers grappled with a fundamental question: Are smart people drawn to the arts or does arts training make people smarter?
Learning to make music enhances spatial reasoning
L. Hetland, 2000. - Met lit.opg.
(The journal of aesthetic education; Vol. 34, nr. 3/4, Fall/Winter 179-238 p.)
Examines whether active instruction in music enhances preschool and elementary school student performance on spatial tasks. Reports that music enhances the spatial-temporal performance of children during and up to two years following the instruction and that the effect is moderate and consistent.
A limiting feature of the Mozart effect: listening enhances mental rotation abilities in non-musicians but not musicians
A. Aheadi, P. Dixon, S. Glover, 2010 : fig. - Met lit.opg. en bijl.
(Psychology of music; Vol. 38, nr. 1, Jan. 107-117 p.)
The 'Mozart effect' occurs when performance on spatial cognitive tasks improves following exposure to Mozart. It is hypothesized that the Mozart effect arises because listening to complex music activates similar regions of the right cerebral hemisphere as are involved in spatial cognition. A counter-intuitive prediction of this hypothesis (and one that may explain at least some of the null results reported previously) is that Mozart should only improve spatial cognition in non-musicians, who process melodic information exclusively in the right hemisphere, but not in musicians, who process melodic information in both hemispheres. This hypothesis was tested by comparing performance of musicians and non-musicians on a mental rotation task before and after exposure to either Mozart or silence. It was found that performance on the mental rotation task improved only in non-musicians after listening to Mozart. Performance did not improve for non-musicians after exposure to silence, or for musicians after exposure to either Mozart or silence. These results support the hypothesis that the benefits of listening to Mozart arise because of activation of right hemispheric structures involved in spatial cognition.
Listening to music enhances spatial-temporal reasoning: Evidence for the 'Mozart effect'
L. Hetland, 2000. - Met lit.opg.
(The journal of aesthetic education; Vol. 34, nr. 3/4, Fall/Winter 105-148 p.)
Presents the results from two meta-analyses of the Mozart Effect studies. Explains that in Christopher Chabris' meta-analyses, 16 studies with subjects (n=714) and 12 studies with subjects (n=522) were analyzed; while in the author's meta-analysis 36 studies with subjects (n=2,465) and 31 studies with subjects (n=2,089) were analyzed.
Macht Mozart schlau? : Die Förderung kognitiver Kompetenzen durch Musik (Kurzfassung)
R. Schumacher ... [et al.]. - Bonn : Bundesministerium für Bildung und Forschung, 2007. - 18 p. - Met lit.opg.
Eine weit verbreitete Erwartung besteht darin, dass durch Musikunterricht nicht nur musikalische, sondern auch aussermusikalische kognitive Kompetenzen wie sprachliche Fähigkeiten, abstraktes Denken sowie mathematische Leistungen gefördert werden. Von solchen kognitive Effekten des Musikunterrichts wird in den Medien gerade auch unter Bezugnahme auf den so genannten 'Mozart-Effekt' immer wieder berichtet. Welche Wirkungen hat Musik auf aussermusikalische kognitive Fähigkeiten tatsächlich? Um zu einer realistischen Einschätzung der kognitiven Wirkungen von Musik zu gelangen, präsentieren die Autoren dieser Expertise eine differenzierte Übersicht über den gegenwärtigen psychologischen und neurowissenschaftlichen Forsschungsstand. Auf dieser Grundlage werden ebenfalls Perspektiven und Fragestellungen für weiterführende Forschungen entwickelt. Diese Publikation ist eine Kurzfassung des ausführlichen Forschungsbericht 'Macht Mozart schlau? Die Förderung kognitiver Kompetenzen durch Musik' (Band 18 der Reihe 'Bildungsforschung' des Bundesministeriums für Bildung und Forschung).
http://www.bmbf.de/pub/macht_mozart_schlau.pdf
Macht Musik schlau? : Neue Erkenntnisse aus den Neurowissenschaften und der kognitiven Psychologie
L. Jäncke, E. Altenmüller (auteur van voorwoord). - Bern : Huber, 2008. - 453 p. : fig. - Met lit.opg. en reg. - ISBN 978-3-456-84575-3
Erstmals werden im Rahmen dieses Buches die in den letzten 20 Jahren erzielten Befunde bezüglich der neurowissenschaftlichen und kognitiven Grundlagen des Musizierens und des Musikhörens dargestellt und bewertet. So werden neben dem berühmten 'Mozart-Effekt' auch die aktuellen Längsschnitt- und Querschnittstudien besprochen, die sich mit den Zusammenhängen zwischen Musiktraining und schulischen Leistungen oder allgemeinen kognitiven Leistungen auseinandersetzen. Besondere Beachtung findet die Besprechung des Themas Musik und Gehirn, denn nur durch das Verständnis der hirnphysiologischen Grundlagen wird es möglich, auch die Wirkung von Musik auf andere Funktionen besser zu verstehen. Zunächst wird der neu entwickelte Zusammenhang zwischen Musik und sprache mit sienen möglichen Auswirkungen auf klinisch-therapeutische Anwendungen besprochen. Abschließend werden mögliche Einsatzmöglichkeiten der Musik und des Musizierens im Zusammenhang mit em Alter thematisiert.
Het Mozart effect : over de helende en stimulerende eigenschappen van muziek en de invloed ervan op de creativiteit en het leervermogen
D. Campbell. - Katwijk : Panta Rhei, 2007. - 288 p. - Met lit.opg. en bijl. - Oorspr. titel: The Mozart effect. - ISBN 978-90-8840-0032
Campbell, musicus, pedagoog en muziektherapeut, beschrijft in 'Het Mozart effect' waarom juist Mozarts muziek een heilzame werking heeft op lichaam en geest, en effectief is bij pijnbestrijding en het verlagen van stress. Daarnaast wijst Campbell ook op de positieve effecten van speciale muziek op de leerprestaties van kinderen.
Music and mathematics: Modest support for the Oft-claimed relationship
K. Vaughn, 2000. - Met lit.opg.
(The journal of aesthetic education; Vol. 34, nr. 3/4, Fall/Winter 149-166 p.)
Explores three meta-analyses investigating the relationship between music and mathematics on: (1) correlational studies (n=20); (2) experimental training studies (n=6) instructing students in music performance, then testing them on mathematics skills; and (3) experimental studies (n=15) investigating whether listening to background music during a mathematics test elevated test scores.
Music education in the 21st century in the United Kingdom : achievements, analysis and aspirations
S. Hallam (redacteur), A. Creech (redacteur), P. Adams ... [et al.]. - London : IOE, 2010. - 354 p. : fig., graf., tab. - Met lit.opg. en reg. - ISBN 978-0-85473-899-1
(Bedford Way Papers; 34)
The aim of this book is to provide an overview of music education in the UK in the twenty-first century across all phases of education, identifying where there is room for improvement and setting out aspirations for the future. The first section provides an up-to-date review of the benefits of music education to provide evidence for music educators to justify the place of music in the school curriculum and more widely in extra-curricular and community activities throughout the life course at a time of financial constrains. This is followed by a brief overview of the historical and current context of music education, providing a framework for accessing the remainder of the book. The second section addresses issues which continue to be of interest to music educators, including the provision of music for all, the roles of listening, singing, playing an instrument, creativity, technology, performance and assessment, learning through life and the initial and ongoing training of music teachers. The final section examines music education in different contexts of learning from early years, through primary, secondary, further and higher education, in Music Services, the music studio, and in informal contexts. The final chapter sets out and agenda for consideration by music educators and policymakers.
Music lessons enhance IQ
E.G. Schellenberg, 2004 - In: tijdschrift Psychological science; Vol. 15, nr. 8, 511-515 p. – Met lit.opg.
The idea that music makes you smarter has received considerable attention from scholars and the media. The present report is the first to test this hypothesis directly with random assignment of a large sample of children (N5144) to two different types of music lessons (keyboard or voice) or to control groups that received drama lessons or no lessons. IQ was measured before and after the lessons. Compared with children in the control groups, children in the music groups exhibited greater increases in full-scale IQ. The effect was relatively small, but it generalized across IQ subtests, index scores, and a standardized measure of academic achievement. Unexpectedly, children in the drama group exhibited substantial pre- to posttest improvements in adaptive social behavior that were not evident in the music groups.
http://www.psychologicalscience.org/pdf/ps/musiciq.pdf
Music participation and socioeconomic status as correlates of change : a longitudinal analysis of academic achievement
P. Miksza, 2007
(Bulletin of the Council for Research in Music Education; Nr. 172, Spring 41-58 p.)
This study is a longitudinal investigation of the relationships among music participation (i.e., band, chorus, orchestra), socioeconomic status (SES) and standardized measures of academic achievement (i.e., math, reading, social studies, science) in a national sample of American high school students (N=5335). The data used for this study were drawn from the first three waves (i.e., 8th, 10th and 12th grade) of the National Educational Longitudinal Study of 1988 (U.S. Department of Education). Results indicated that music participants began the study with significantly higher academic achievement scores in all subjects and maintained higher scores over time. Although SES was found to be significant predictor, the variance explained by the interaction of SES and music participation was found to be negligible. The results confirmed those of previous studies linking music participation and academic achievement.
Music training improves verbal but not visual memory : cross-sectional and longitudinal explorations in children
Yim-Chi Ho, A.S. Chan, Mei-Chun Cheung, 2003. - In: Neuropsychology; Vol. 17, nr. 3, 439-450 p.
An article on a research undertaken to investigate if music training can improve verbal memory. The study was carried out on 90 boys between the age of 6 and 15. The results showed that children with music training demonstrate a better verbal memory but not a better visual memory.
tijdschriftartikelen
Musik(erziehung) und ihre Wirkung : eine Langzeitstudie an Berliner Grundschulen
H.G. Bastian. - Mainz [etc.] : Schott, 2002. - 3. Auflage. - 686 p. + cd-rom : ill., fig., tab. - 1e dr.: 2000. - Met bijl. en lit.opg. - ISBN 3-7957-0426-X
Unter der Leitung des Frankfurter Musikpädagogen Hans Günther Bastian wurde zwischen 1992 und 1998 an Berliner Grundschulen eine Langzeitstudie 'Zum Einfluss von erweiterter Musikerziehung auf die allgemeine und individuelle Entwicklung von Kindern' durchgeführt. Die Ergebnisse: erweiterte Musikerziehung beeinflusst die Persönlichkeitsentwicklung von Grundschulkindern äußerst positiv. Im Einzelnen bewirkt sie eine Verbesserung der sozialen Kompetenz, eine Steigerung der Lern- und Leistungsmotivation, einen IQ-Zugewinn, eine Kompensation von Konzentrationsschwächen, eine Förderung musikalischer Leistung und Kreativität, gute schulische leistungen u.a.m. Die Studie bietet wichtige Argumente für die Forderung nach einem zentralen Platz von Musikerziehung in der allgemein bildenden Schule. Die beiliegende CD-ROM bietet Datenmaterial, Statistiken, Grafiken, Testverfahren, Korrespondenzen etc.
Muziek maakt slim : muziekonderwijs stimuleert de intelligentie en sociaal-emotionele ontwikkeling van kinderen
H.G. Bastian. - Katwijk : Panta Rhei, 2003. - 103 p. - Met bijl. - ISBN 90-76771-32-4
Samenvatting van een omvangrijk rapport van een jarenlang wetenschappelijk onderzoek op Berlijnse basisscholen naar het effect van muziekles op de algemene schoolprestaties van kinderen van 6 tot 12 jaar. Het onderzoek toont aan dat muziekles onder meer het sociaal gedrag verbetert, de schoolprestaties bevordert, de intelligentie stimuleert en concentratieproblemen vermindert.
One year of musical training affects development of auditory cortical-evoked fields in young children
T. Fujioka ... [et al.] : Oxford University Press, 2006 : tab., fig., graf. - In: tijdschrift Brain (2006)(Sept.1-16). - Met lit.opg.
Psychologists have discovered that musical training not only changes the way young children's brains respond to sounds - it also boosts their memory performance. Takako Fujioka and colleagues looked at how the brains of 12 children aged between 4 and 6 years responded to two sounds - a violin tone and a burst of white noise. The children were tested on four occasions over the course of a year, during which time half of them received Suzuki music tuition. Our brains show a characteristic wave of activity in the auditory cortex when we hear a sound. Using magnetoencephalography, the researchers found that in the children's brains, this pattern of activity changed over the course of a year, probably reflecting the maturation of their brains. But crucially, there was an aspect of this changing brain response - between 100 and 400ms after hearing a sound - that distinguished between the groups. In the untrained children the altered response was observed in both cerebral hemispheres and after hearing either the white noise or violin. But in the musically trained children, the change was localised to the left hemisphere and was specific to the violin.
The realities of music education in Korea and a case study on the influence of musical abilities upon math achievement and behavioral traits of elementary students in Korea
K.-B. Jang. - Seoul, Korea : National University of Education , [2004]. - Ongepag. : tab. - Met lit.opg.
As an introduction the author explains the place and structure of music in education in Korea. This is followed by a case study which measured the influence of musical abilities on the development of elementary school children in Seoul.
The relationship between music and spatial processes: a meta-analysis
L. Hetland. - [S.l.] : [s.n.], 2000. - VII, 237 p. : tab. - Met lit.opg. en bijl. - Proefschrift Harvard University, Faculty of the Graduate School of Education.
This dissertation reports the first comprehensive and systematic review of findings that assesses both the temporary effects on spatial task performance of adults of brief exposure to music and the effects on children's spatial task performance from programs of music instruction. A relationship between musical and spatial domains has been suggested both theoretically and empirically. Such a relationship is of scientific interest to scholars of modularity and transfer of learning, because music and spatial reasoning might be related psychologically and perhaps neurologically as well. A relationship between the two abilities could also have practical implications for education, perhaps leading to instruction that better develops spatial ability, which is important to many disciplines and professions (e.g., physic, archaeology, medicine, engineering).
Symposium : Critical Links: what's missing?
R.A. Smith ... [et al.], 2003. – Themanummer.
(Arts education policy review; Vol. 104, nr. 3, Jan/Feb. 9-31 p.)
A symposium was held in 2002 over the compendium Critical links. This compendium consists of 62 research studies that examine the effects of arts learning on students' social and academic skills. The studies suggest that for certain populations - students from economically disadvantaged circumstances, students needing remedial instruction, and young children - learning in the arts may be helpful in boosting learning and achievement. One of the problems addressed at the symposium was whether or not the summaries accurately represent the studies. This issue include the following articles: Variety of links: academic, aesthetic and political by R.A. Smith; Beyond the evidence given: a critical commentary on Critical Links by E. Winner and L. Hetland; Uncritical pronouncements build critical links for federal arts bureaucracy by C. Bumgarner Gee; Missing links: on studying the connection of arts education to the public good by A. Silvers; Looking for the keys: unlocking Critical Links (a view from the inside looking out) by K. Kohn Bradley and Cognitive transfer and art education: a critique by L.F. Mirón.
Warum und wozu ästhetische Bildung? : Über Transferwirkungen künstlerischer Tätigkeiten : ein Forschungsüberblick
C. Rittelmeyer. - Oberhausen : Athena, 2010. - 122 p. : fig., graf., ill., tab. - Met lit.opg. - ISBN 978-3-89896-403-6
(Pädagogik: Perspektiven und Theorien; 15)
In der didaktischen Fachliteratur wie in Rahmenrichtlinien oder Kerncurricula werden für künstlerische Schulfächer Lernziele genannt, die über ästhetische Erfahrungen weit hinausgehen: Musik, bildende Kunst, Theater und Tanz sollen die Erlebnisfähigkeit Schulen und Wertvorstellungen sowie das Einfühlungsvermögen in andere Menschen fördern, sie sollen die Wahrnehmungs- und Ausdrucksfähigkeiten entwickeln sowie Kreativität und Gemeinschaftsgeist anregen. Zu fragen ist jedoch, ob derartige Ziele tatsächlich erreicht werden. Zu dieser Frage gibt es inzwischen eine umfangreiche internationale Forschung, über die hier erstmals zusammenfassend berichtet wird. In einer Zeit, in der künstlerische Schulfächer zunehmend zugunsten mathematisch-naturwissenschaftlicher und sprachbezogener Kompetenzen an den Rand gedrängt werden, ist diese Forschung von erheblicher Bedeutung für eine Rehabilitierung ästhetischer Bildung. Dass allerdings die bildende Wirkung ästhetischer Tätigkeiten nicht auf solche Transferwirkungen beschränkt ist, wird an Beispielen ebenfalls verdeutlicht.