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Music
Neuroscientific research shows that "the brain has a stronger
activation when music is played" (Tracy, 2000, pg4). Music helps
create a comfortable, relaxing and non-threatening environment, thereby
helping in the social development of children (particular in early years)
(James, 2000). It can greatly improve the teaching and learning of
curriculum related subjects (James, 2000) and improve behaviour (Hallam
and Price, 1998), while simultaneously adding novelty and interest.
Alternatively, the use of appropriate background music for
the particular year level, when played at the right time, can make children
less stressed, relaxed and happy (Hallam and Price, 1998; James, 2000).
Consequently, music may be effective in motivating and actively engaging
children in learning.
However, it is important to match the music with the atmosphere
you are trying to promote (Jedynak, 2000). Use a range of music (instrumental,
nature sounds, classical, jazz, sound effects, rhymes, children's songs
and popular songs) that may appeal to students and some which students
may find more unusual (the effects of "Mozart music" are particularly interesting
(Allegrezza, 1999)).
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