A Multidisciplinary Approach to Education: The Benefits of Music
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This paper outlines the benefits of the multidisciplinary approach to education and reviews the latest research and historical background concerning the way that brain cognition, memory, and retention are all aided by music. This author proposes that a systematic inclusion of music in the core curriculum makes for a more well-rounded member of the global society, as well as enhancing the core No Child Left Behind (NCLB) values of math and reading. In addition, the author argues that music education combines many disciplines within a classroom and increases critical thinking and problem solving skills for all individuals.
From the Paper:"Like many countries, education faces stringent budget cuts, lack of aggressive support, and declining teachers (largely due to economics). Instead, from a constructivist point of view, cultural change is necessary in order for the UK to remain competitie in the EU and globally in maths and science (Fawns, 1998). Constructivism, of course, is a theory of knowledge arguing that humans generate knowledge and meaning by way of experience. In science, for instance, this implies epistemology and experimentation, not simply lecture and instructor-generated knowledge (Kim, 2005).
"In general, social constructivism views each student as having unique needs and backgrounds - and is quite complex and multidimensional. Social constructivism not only allows for this uniqueness, but actual encourages, utilizes, and even wards it as part of the learning process (Dougiamas, 1998). It encourages the student to arrive at their own version of the truth, of course influenced by their own worldview as well as the nature of instruction. The responsibility of the actual learning, then, resides with the student, and emphasizes the importance of the student remaining actively involved in the process. The motivation for learning is based, in many ways, on Vygotsky's "Zone of proximal development" - a theory that posits that learners are challenged in proximity to their current level of development, yet slightly above. By experiencing a successful completion of challenging activities, learners gain self-confidence and motivation, guiding them to even more complex challenges (Matthews, 1998)."
Sample of Sources Used:
- Allington, R. &. (2002). Reading to Learn. New York: Guilford Press.An Overview of the Montessori Reading Program. (2008). Retrieved from MontessoriWorld.Com: http://montessoriworld.org/
- Barnett, M. E. (2002). Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice. School Science and Mathematics, 102(6), 229+.
- Barry, N.H. "Project ARISE: Meeting the Needs of Disadvantaged Students Through The Arts," Cited in: http://vistaband.org/Parents_files/Value%20of%20Arts.pdf
- Bigund, E. "Contributions of Music to Research on Human Auditory Cognition," InS.McAdams and E. Bigund, eds., The Cognitive Psychology of Human Audition Oxford University Press, 1993.
- Bishop, M. The Middle Ages. Mariner Books, 2001.
Cite this Research Paper:
A Multidisciplinary Approach to Education: The Benefits of Music (2013, February 10) Retrieved February 21, 2020, from https://www.academon.com/research-paper/a-multidisciplinary-approach-to-education-the-benefits-of-music-152425/
"A Multidisciplinary Approach to Education: The Benefits of Music" 10 February 2013. Web. 21 February. 2020. <https://www.academon.com/research-paper/a-multidisciplinary-approach-to-education-the-benefits-of-music-152425/>