Composition Instruction and Cognitive Performance: Results of a Pilot Study

Autor/inn/en	Bugos, Jennifer; Jacobs, Edward
Titel	Composition Instruction and Cognitive Performance: Results of a Pilot Study
Quelle	In: Research and Issues in Music Education, 10 (2012) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8090
Schlagwörter	Program Effectiveness; Arithmetic; Music; Creative Activities; Skill Development; Music Reading; Music Education; Musical Composition; Academic Achievement; Grade 6; Elementary School Students; Standardized Tests; Pretests Posttests; Statistical Analysis; Control Groups; Experimental Groups; Vocabulary Development; Cognitive Ability; Cognitive Processes + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Musik; Kompetenzentwicklung; Qualifikationsentwicklung; Musizieren; Musikerziehung; Komponieren; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Standadised tests; Standardisierter Test; Statistische Analyse; Wortschatzarbeit; Denkfähigkeit; Cognitive process; Kognitiver Prozess
Abstract	The purpose of this study was to evaluate the effects of a composition program, Composers in Public Schools (CiPS), on cognitive skills essential for academic success. The underlying hypothesis is that composition instruction will promote creative expression and increase performance on music-specific skills such as music reading, as well as foster general analytical/aural skill development associated with vocabulary, arithmetic, and processing speed abilities. Two sixth-grade classes assigned to the experimental (n = 15) and control (n = 13) groups completed a series of standardized neuropsychological and cognitive assessments pre and post-instruction. Results of a Repeated Measures ANOVA (Group X Time) indicate significant (p less than 0.05) enhancements in arithmetic performance by the CiPS group compared to controls. These results suggest that creative experiences with musical notational symbols, sequence creation, and analytical compositional concepts may broadly impact student performance in subject areas depending upon analysis and symbolic manipulation such as arithmetic. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10