MUSIC AND ITS IMPACTS ON

WRITING PRODUCTIVITY

Onekqua N. HenryEducation 702.22

Fall 2009

TABLE OF CONTENTSIntroduction Statement of the Problem Review of Related Literature Statement of the Hypothesis

Method Participants Instruments Experimental design Procedure

TABLE OF CONTENTS (CONT)Results Discussion Implications References

Appendices Appendix A Appendix B

STATEMENT OF THE PROBLEM According to the National Assessment of Educational

Progress writing is considered the most neglected of the 3 R’s.

Student in 8th grade are writing at a proficient level of 31% and 23% in grade 12.

Students leave elementary school and progress through the grades not prepared for college writing.

Teachers are faced with the task of engaging students to write in a world filled with other stimuli such as video games, television, and the internet (Walsh,2008)

REVIEW OF THE RELATED LITERATURE

Theorists Piaget

Cognitive Development Theory (Columbia Electronic Encyclopedia 2009)

Howard Gardner Multiple Intelligence Theory

(Gardner, 1998)

REVIEW OF THE RELATED LITERATURE WELL KNOWN PRACTIONERS

Lucy Calkins Units of Study for

Teaching Writing, Grades 3-5

Donald Graves Writing: Teachers &

Children at Work

Nancy Atwell Lessons That Change

Writers

Handbooks of the New Pedagogy

Students are expected to write often and to take responsibility for their own writing.

Process oriented writing

Conferencing

Selecting a topic and sharing.(Sudol & Sudol,1991)

REVIEW OF THE LITERATURE CURRENT INSTRUCTIONAL METHODS

Interactive writing In this process, students and teachers collaborate

in the construction of text while building on prior knowledge.(Patterson, Schaller ,&Clemens(2008)

Guided writing According to Box,(2002) The primary components

of guided reading include modeling the thinking process that occurs in writing.

REVIEW OF THE RELATED LITERATURE

Prior ResearchMusic has beneficial effects on students

writing such as, increased writing productivity, increased motivation for writing, as well as helping to increase students writing skills. (Donohue & McNeely, 1999; Kariuki,& Honeycutt, 1999;Black,1993;)

Music is beneficial in other areas of literacy such as reading and students music participation increases achievement levels. (Southgate & Roscigno, 2009;)

REVIEW OF THE RELATED LITERATURE

Why Music? According to Howard Gardner musical intelligence

runs in an almost structural parallel to linguistic intelligence(Gardner, 19988).

Parallels They both require auditory and visual discrimination. Both require phonological awareness, phonemic

awareness, and fluency.

(Wiggins,2007)

REVIEW OF THE RELATED LITERATURE

Ties into Howard Gardner’s multiple intelligence theory.

Helps to meet the different learning styles of students (Eady & Wilson, 2004; Pearman,2003; Prescott, 2005;)

Pairing linguistic and music intelligence triggers the brains cognitive functions demanded for reading and writing (DiEdwardo,2005).

REVIEW OF THE RELATED LITERATURE

Pro’s Music makes a subject come

alive and children do not know they are learning (Prescott 1999).

Music can be used as an entrée for talking about written works and provide a route into writing (Rubin & Melinick, 1998).

REVIEW OF THE RELATED LITERATURE

Music can help to re-engage students and compete with their environment which is filled with IPods, video, games, and computers (Walsh, 2008).

Music helps to improve students’ self efficacy (Patterson & Clemens, 2008; Kim & Lorsbach, 2005; Hudson, 2001;)

REVIEW OF THE RELATED LITERATURE

Music teachers claim the

combination works in reverse.

Writing can provide rich opportunities for children to deepen their understanding of many aspects in music (Hansen, 2009)

Educators should illicit written responses to music. Students can write notes, enter new vocabulary, and say how the music makes them feel(Pearman & Friedman, 2009)

REVIEW OF THE RELATED LITERATURE

Can be used to teach students different modes of writing such as poetry (Perry, 2007;)

Lyrics promote discussion, encourage, a written responses, and are culturally relevant.

Popular music, rap, & Hip-hop

REVIEW OF THE RELATED LITERATURE

Con’s It is a hazy claim that listening to music

makes you smarter(Piro,2009). Study found the Mozart effect only works on

college students and wears of in 15 minutes.(Zehr, 2000)

In order for music to have an impact on writing educators must create well designed lessons (Piro, 2009).

REVIEW OF THE RELATED LITERATURE

Con’s Using music to motivate and teach writing is a

non-traditional way of teaching, lyrics can be provocative, and have controversial perspectives (Earnest & Duncan,2009; Perry, 2007).

At times the gains are not distributed equally because of factors such as music selection, culture, race/ethnicity, and at times gender. (Southgate, & Roscigno, 2009).

STATEMENT OF THE HYPOTHESIS

HR1- Over the course of a five week period five 5th grade students at P.S. ABC in Brooklyn, N.Y. will demonstrate an increase in motivation for writing when music is integrated into their writing assignments.

HR2-Over a five week period five 5th grade students in P.S. ABC in Brooklyn, N.Y will demonstrate an increase in writing productivity and enhance their writing skills when music is integrated into their writing assignments

METHODS Participants

Five 5th grade Students9-10 yrs old3 females2 males

All demonstrating poor

writing content, low

writing productivity,

and lack of motivation

for writing

METHODS(CONT) Instruments

Parental consent form

Two student surveys Assess students’ perception of how well they

write. Assess students attitude and motivation for

writing and music.

REFERENCESReferences

Applebee, A., & Langer, J. (2009). What Is happening in the teaching of writing? English Journal, 98(5), 18-28.  Retrieved November 15,

2009, from Teacher Journals. (Document ID: 1742972881). Black, J. (1993). The effects of auditory and visual stimuli on tenth graders'

descriptive writing. (ERIC Document Reproduction Service No. ED364887) Retrieved September 29, 2009,from ERIC database

Box, J. (2002). Guided writing in the early childhood classroom. Reading Improvement, 39(3), 11-13. Retrieved October 14, 2009, from

Education Full Text database. Cooks, J. (2004). Writing for something: essays, raps, and writing

preferences. English Journal, 94(1), 72-6. Retrieved December 1, 2009, from Education Full Text database.

DiEdwardo, M. (2005). Pairing linguistic and music intelligences. Kappa Delta Pi Record, 41(3), 128-30. Retrieved November 17, 2009, from Education Full T ext database.

Donohoe, R., & McNeely, T. (1999, May 1). The effect of student music choice on writing productivity. (ERIC Document Reproduction Service No. ED448472) Retrieved September 17, 2009, from ERIC database.

REFERENCES CONTINUED Eady, I., & Wilson, J. (2004). The influence of music on core learning.

Education, 125(2), 243-248. Retrieved October 8,2009 Academic Search Complete database.

Gardner, H. (1998). A multiplicity of intelligences. Scientific American Presents,18-23. Retrieved from Academic Search Complete database.

Hansen, D. (2009). Writing in the music classroom. Teaching Music, 16(4), 28-30. Retrieved November 12, 2009, from Education Full Text database.

Kariuki, P., & Honeycutt, C. (1998, November 1). An investigation of the effects of music on two emotionally disturbed students' writing

motivations and writing skills. (ERIC Document Reproduction Service No. ED427491) Retrieved September 29, 2009, from ERIC database

Kim, J., & Lorsbach, A.W.(2005). Writing self-efficacy in young children: issues for the early grades environment. Journal of Learning Environments Research, 8(2), 157-175. Retrieved October 29, 2009, from Springer link database.

Kissel, B. (2008). Promoting writing and preventing writing failure in young children. Preventing School Failure, 52(4), 53-56. Retrieved from ERIC database.

Knudson, R. (1995). Writing experiences, attitudes, and achievement of first

to sixth graders. Journal of Educational Research, 8990-97. Retrieved from ERIC database.

REFERENCES CONTINUED Morrell, E., & Duncan-Andrade, J. (2002). Promoting academic literacy with

urban youth through engaging hip-hop culture. English Journal, 91(6), 88-92. Retrieved December 16, 2009, from Education Full Text database.

Patterson, E., Schaller, M., & Clemens, J. (2008). A closer look at interactive writing. The Reading Teacher, 61(6), 496-7. Retrieved December 16,

2009, from Education Full Text database. Pearman, C., & Friedman, T. (2009). Reading and rhythm: binding language

arts and music in an academic notebook. General Music Today, 23(1), 12-16. Retrieved from ERIC database.

Perry, T. (2007). Adolescent voice in the middle school classroom: can you dig it?. English Journal, 97(1), 109-12. Retrieved December 1, 2009, from Education Full Text database.

Piro, J. (2009, June). Music training and literacy development. Literacy Today, Retrieved September 17, 2009, from Academic Search Complete database.

Prescott, J. (2005). Music in the classroom. Instructor, 114(5), 29-76. Retrieved October 8,2009 from Academic Search Complete database.

Rodesiler, L. (2009). Turn it on and turn it up: incorporating music videos in the ELA classroom. English Journal, 98(6), 45-48.  Retrieved November 15, 2009, from Teacher Journals. (Document ID: 1777697411).

REFERENCES CONTINUED Rubin, R., & Melnick, J. (1998). Twisters and shouters: teaching

music and literature together. Radical Teacher, 31-6. Retrieved November 17, 2009, from Education Full Text database.

Scott, L. (1996). Writing to music. The Reading Teacher, 50, 173-4. Retrieved December 16, 2009, from Education Full Text

database Southgate, D., & Roscigno, V. (2009). The impact of music on

childhood and adolescent achievement. Social Science Quarterly Retrieved November 17, 2009, from Academic

Search Complete database. Sudol, David, & Sudol, Peg. (1991). Another story: putting Graves,

Calkins, and Atwell into practice and perspective. Language Arts, 68(4), 292.  Retrieved October 15, 2009, from Platinum Periodicals. (Document ID: 1867394).

  Walsh, M. (2008). Worlds Have collided and modes have merged:

classroom evidence of changed literacy practices. Literacy, 42(2), 101-108. Retrieved from ERIC database.

APPENDICESAppendix A

Parent Consent Form   Dear parents/guardians,

I am a graduate student at Brooklyn College. As part of my coursework this semester I am required to complete an action research project. Your child has been asked to in this project which examines the impacts of music on student writing. As improving students writing is the goal of this research project I am asking that you give your child permission to participate in this project. The students selected for this project will participate in a group two times a week over the course of five weeks. I will be using popular music as way to open up discussions and then giving the students a writing prompt based on the songs listened to. Each student participating in the action research project will remain confidential no names or other identifying characteristics will be used.

    Thanks in advance,   Onekqua N. Henry     ____ Yes, I give permission for my child to be part of the action research project. ____ No, I do not give permission for my child to be part of the data collection procedure. ____ I would like more information before giving my permission.   Print Child’s Name: _______________________ Parent Signature: _________________________

APPENDICES(CONT)x B

Appendix BStudent Music& Writing Attitude Survey

Directions: For each statement place the number on the corresponding line that you mostly agree with.=1= =2= =3= =4=

Strongly Disagree Agree Strongly Disagree

1. Writing is boring. ___________

2. I like listening to music. ___________3. I like to write in my spare time. ___________ 4. I enjoy writing notes and letters to people. ___________5. I like writing at school. ___________ 6. I have trouble thinking about what to write. ___________7. It is fun to write things at home. ___________ 8. I can study write to music. ___________ 9. I like to share my writing with others.  ___________10. Writing is fun. ___________  11. I wish I had more time to write at school. __________ 12. can pay attention while music playing. __________ 13. I think I’m a good writer. ___________ 14. I like to write. ___________ 15. I write often write at home. ___________ 16. I like to write about things that have happened to me. ___________ 17. It is difficult to study to music  

APPENDICES(CONT)Student writing skill survey

 Directions: For each statement place the number on the corresponding line that you

mostly agree with.

  

=1= =2= =3= =4= Strongly Disagree Agree Strongly Disagree Disagree  I write well. ___________I get good grades on my writing assignments. ___________My writing always contains a beginning, middle, and end. ___________Writing is difficult for me. ___________My writing has a logical sequence. ___________I write better when I free write than when given a topic. ___________I get mostly 4’s on my report card for writing workshop. ___________My teacher thinks I write well. ___________I am good at spelling. ___________I use many details when I write. ___________