Multidisciplinary Subjects and Music in the Class Research Paper by scribbler

Argues the importance of teaching a combined curriculum including literacy, core subjects and the arts especially music.
# 152278 | 7,310 words | 72 sources | APA | 2013 | US
Published on Jan 21, 2013 in Education (Curriculum) , Psychology (Physiological) , Music Studies (General)

$19.95 Buy and instantly download this paper now


This paper proposes a systematic inclusion of both music into the core curriculum and core curriculum topics and subjects into the music curriculum. Through the research of neuroscientists, cognitive psychologists and musicologists, the author relates that educators are beginning to understand the importance of music in creating neural pathways throughout the brain, strengthening the potential for learning, increasing memory retention and recall and providing greater synergisms with learning multiple subject matters. The paper concludes that neglecting music in the classroom hinders brain development in children and reduces the development of the individual's aesthetic, critical thinking and problem-solving faculties. A table and extensive footnotes are included.

Table of Contents:
Theoretical Framework
Human Perceptions of Music
Musical Components That React Neurologically
Quality Blended Music Education Programs
Innovative Integrations

From the Paper:

"Synapses are formed when the brain communicates information. The synaptic connections are strengthened with use and weakened when idle. The stronger the synapses, the faster the brain can process information. Within the brain, several systems may be affected when an individual is engaged in some type of musical activity: auditory, visual, kinesthetic sensory and perceptual systems; the symbolic, linguistic, and reading-cognitive systems; fine and gross muscle coordination, the motivational and pleasure systems; and memory/recall of information. "Almost every system of the brain is at work simultaneously during a music performance, and brain cells are rapidly sending messages (Weinberger, 1998, 147). Musicians in an orchestra or ensemble use even more systems because they must interpret and respond to more stimuli: the conductor's movements, sounds from the other musicians, tone, timbre, their own reading of the score full of symbols, and the continual necessity of making split-second decisions and evaluations. These interactions are repeated thousands of times during every performance, thus strengthening the brain/body connection through musical training.
"Two processes describe synaptic growth - experience-expectant and experience-dependent. In EE, the overproduction of synapses prepares the brain to learn quickly from environmental experiences, a lack of experience causes an elimination of these brain synapses - thus proving a lack of stimulation actually decreases brain function and synapse growth."

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:
  • 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:
  • Bigund, E. "Contributions of Music to Research on Human Auditory Cognition," In S.McAdams and E. Bigund, eds., The Cognitive Psychology of Human AuditionOxford University Press, 1993.

Cite this Research Paper:

APA Format

Multidisciplinary Subjects and Music in the Class (2013, January 21) Retrieved December 09, 2023, from

MLA Format

"Multidisciplinary Subjects and Music in the Class" 21 January 2013. Web. 09 December. 2023. <>