Using Music to Enhance Literacy

Door Wendyguidry gepubliceerd op Monday 02 March 11:51

Teaching literacy to young learners can be rather an exciting and beneficial task if to incorporate the elements of creativity and additional materials. The article under analysis “Musical Thought: Using Music to Enhance Literacy Instruction” written by Jennifer Dyer explains the ways of using music in the lessons. The main aim of the article is to motivate the teachers to utilize music in class as it helps to develop students’ skills and makes the process of studying more engaging and entertaining. Nowadays, music lessons are being excluded from some school programs regardless the advantages they provide in literacy lessons. The leading idea of the article is that music enhances students’ abilities, which justifies the necessity to apply this method in education in definition paper topics.

The article demonstrates the importance and value of music and its incredible potential to develop the skills of young learners during the process of their study. Moreover, the article discusses the potential effect of music on students from various aspects. In the beginning, the author gives a perfect example showing the complex of actions and student activities that are united by listening to a musical piece and singing a song together. Modern studies have shown that music has a positive effect on intelligence, mind, the spiritual realm, and physical condition of a person and young learners in particular. Music improves memory, intellect, increases the sensitivity of auditory and visual analyzers, and assures mental efficiency. Using the expressive possibilities of music is beneficial to the mental and physical condition of the students, who have dominated spatial visualization ability, the emotional and sensual perception of reality. By listening to musical works, students not only partake in the world of spirituality but also develop their creative potential to see the world with images, develop empathy and reflection. The article pays special attention to the brain abilities and peculiarities of its activity depending on the presence of music.

In addition, the author mentions the relation between music and literacy that is characterized by the close connection and interdependence – music, literacy, and learning are intertwined in a multitude of ways. The article also discusses engagement, memory and recall, and phonemic awareness, emphasizing the tendency of every aspect to change positively and dynamically under the influence of music and its usage during the lessons. A music-integrated literacy environment nurtures auditory and visual discrimination, eye-motor coordination, visual sequential memory, language reception, vocabulary development, phonological and phonemic awareness, and fluency. The process of listening to music during the lesson can incorporate various kinds of activities. All children become interested and involved in the process of studying. They sing and develop their musical ear, some use their excessive energy to create the rhythm, and others move pictures, which enables to train the lexical component. The whole process showcases the symbiosis of various elements of learning activities.

The article offers some information about the brain abilities and their dependence on the usage of music in the lesson. However, the investigation is not thorough enough, and the reader receives general knowledge on the topic. Dyer provides detailed explanations of various techniques, which makes the article easy to read, and suggests the teachers use her pieces of advice right after the reading. The article is well-structured, and the language of writing helps the reader recognize the relevance of the information and draw decisive conclusions.

The author issues an elaborate description of the positive and productive effects of using music in the classroom. She motivates teachers to use music in their lessons of literacy and ascertains it will be a valuable asset to the sustainable development of younger students. After reading this article, teachers should realize that music, action, song-based books, and other musical activities will enable them to use a wider set of techniques, grow professionally, and gain respect and honor in the world of teaching. Teachers that use music in their lessons will succeed in teaching literacy to their students and will help them treat the studying process from a different perspective as they will be able to realize how entertaining and stimulating learning various subjects can be. The motivational level of this article should not be underestimated as it offers a practical and useful idea, describes it in detail providing valid arguments, and offers strategies to be used in class. The article is inspiring teachers to refer to musical, rhythmical, and rhyme activities in their lessons regardless having any musical education or talent. Dyer emphasizes that creativity and music are essential for young learners as they make the process of study beneficial and successful.

To conclude, the article reveals a significant and functional aspect of teaching, offering a list of techniques and samples of using music in literacy classes. The article highlights the most interesting moments and emphasizes the benefits awaiting the teachers that follow the author’s advice. Teachers can use techniques directly from the article and apply the methodology to their literacy classes. The information in the article is presented clearly and conveys the principle idea in an intelligible manner. The author motivates teachers to help younger learners study better, develop their brainpower and try using music in their lessons regularly leading students to the guaranteed success.

 

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