新西兰作业代写 音乐的作用

2020-10-07 00:43

新西兰作业代写 音乐的作用
Weinberger’s study came to the conclusion that music is like calisthenics for the brain.  It not only strengthens a student’s musical skills, but it also fortifies the synapses between the actual brain cells. As these connections between the neurons increase in strength, so does the capacity of the brain itself.  (1998)  This shows that music is critical to brain development and growth.   Many brain systems depend on synaptic strength, such as, the sensory and perceptual systems, the cognitive system, fine and gross motor, the motivational system, and learning memory.  Sousa says that during the years when the brain is growing and developing, neural connections are being made at a rapid rate.  Much of what young children do as they play—signing, drawing, dancing—are natural forms of art.  These activities involve all the senses and wire the brain in a way that makes it more effective when retaining and understanding information.  (2011)  According to Gardner (1993) the musical intelligence is the most primitive intelligence to surface. By incorporating music into daily instruction, teachers are able to meet the needs of students with diverse backgrounds.  Many of the articles spoke of music being “universal” and that all children, from all walks of life could easily and affectively participate.  Humpal & Wolf state that music is joyful and predictable, as well as nonjudgmental and noncompetitive (2003).  Therefore, music is one of the very few classroom aspects that puts all students on an equal playing field.According to Jones, who studied the effects of music on students, moods and performance improved, on-task performance increased, anxiety levels were lowered, and behavioral incidents decreased (2010).    Weinberger tells about a specific research project in which Hurwitz and colleagues (1975) studied whether music and training enriched reading performance in 1st graders.  For 40 minutes a daily for seven months, the experimental group learned how to listen to folk songs and to distinguish melodic and rhythmic elements.  The control group, similar in age, IQ, and socioeconomic status, received no special treatment.  After receiving instruction in music listening, the experimental group displayed considerably higher reading scores than did the control group, the former scoring in the 88th percentile and the latter scoring in the 72nd percentile.  The differences in scores did not result from enhanced reading instruction because the same teacher taught both groups.   
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