Date

4-26-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Nathan L. Street

Keywords

Higher-order thinking, Music cognition, Language acquisition and music, multiple intelligences

Disciplines

Educational Psychology | Music

Abstract

This predictive correlational study examined the relationship between participation in chorus and the acquisition of higher-order reasoning skills among middle school students. Although the education profession focuses on ways to engender higher-order reasoning skills in their students, today’s high-stakes climate so rigorously addresses STEM subjects that it tends to ostracize music from the discussion. Thus, the significance of this study lies partly in its endeavor to better understand the connection between linguistic development and reasoning, the positive influence that participation in choral music can potentially wield in the acquisition and improvement of linguistic skill, and, correspondingly, the attainment of higher-order reasoning skills. Fifty-sixth-, seventh-, and eighth-grade students participated in an eighteen-week study that included choral music instruction in vocal pedagogy, music theory, sight-singing and ear training, and performance. Four instruments composed the assessment of participants: Profile of Music Perception Skills (PROMS), Georgia Music Education Association All-State Vocal Solo Rubrics, Assessment of Multiple Intelligences (AMI-R), and Georgia Milestones English/Language Arts Test Scores. The results of this study indicated a positive correlation between participation in chorus and the acquisition of higher-order thinking skills among middle school students. Further studies applying an experimental or longitudinal design that accounts for subjects’ musical experience may better ascertain a potential causative relationship.

Download

Share

COinS