The extramusical effects of music lessons on preschoolers The objective of this study was whether preschool can develop extramusical skills through six weeks that the project was due. Preschool teachers do not usually commence a music teaching class due to lack of musical abilities or inadequate equipment to start a music class. Furthermore, most teachers do not have the confidence to interact with children via music. However, this study showed that music is a crucial way to improve and develop a child’s personality and enhance their physical and mental state [ (DeVries, 2002) ].
Dr. Peter DeVries conducted this study in preschool teaching every Thursday and Friday. His ambition of this study was that the outcome would be positive for the young children as he wanted to show that music plays an important role in their way of thinking and acting. Sally, who was the teacher of the children, helped him as much as she could. Although she was unconfident of her musical skills, she interacted with the children and embraced the whole project to help them.
After six weeks, the study showed that, the preschoolers, who before they did not came in any contact with music in their classes, showed a distinctive improvement in their behavior and their interaction with other children, as well as, they were more energetic and playful than before, as their physical teacher noticed. Music helped them to unleash the energy that was hiding inside them and made them more comfortable. The basic concept of the study was to introduce the children to music. Specifically, they had the chance to sing along with specific songs, that Dr.
DeVries chose, and they interacted physically to some other songs by dancing and acting and as Morin (2000) described as “cooperative music play” as the children interacted with each other based on what they had learned that day, sing a song they learned by themselves or even try to enhance the song with some sort of instruments. This kind of expression helped the children to be more confident and even find themselves attracted to music. In depth, this study showed that their brain was functioning better in the matter of recognizing a tune or even comparing high with low sounds such as, bird singing, which a child recognized its singing as a high sound as they were taught the day before. As a result, the whole study achieved, in some extent, its goals. The preschoolers showed a significant improvement, and that extramusical effects emerged as a result of preschoolers’ exposure to musical lessons. As this experiment showed, music has an important impact on preschoolers and that everybody, especially teachers, should be motivated in providing music lessons to preschools. Sally, although she was unqualified to teach music, she had the help of Dr.
DeVries therefore she could pick up some information and the basic structure of a music lesson through the six weeks. So, she had a sufficient experience on how to interact with the children through music and furthermore to teach them. On the other hand, most preschooler teachers do not have the appropriate musical background so that they can pass on their knowledge upon the children. This means that in every preschool, a music professor should be employed so that the children can have a professional who is adequate to teach them whatever it is required.
If this case cannot be done, the least that it can be done is to start a basic training for the teachers in order to learn in firsthand the purpose of music introduction in their classes and be able to pass on to the preschoolers what they need. Then again, a teacher who has certain qualification in understanding music and is able to interact with the children through it, does not mean that he can see the impact that music has on their children because a psychologist is needed, because children do not show their emotions as the adults.
If a happy song is played and the child is overwhelmed with joy, usually he starts to run and be quite energetic. But, if this same song makes another kid upset, he most probably run as the other child and be as energetic as the other in order to empty this emotion from inside of him. Not all children act the same; they have different personalities and different home background. Surely, Dr. DeVries was more than satisfied with the results as they showed that the children had a “sudden” change over the six weeks as accredited by several teaches of the schools and by Sally herself.
This can mean that music has a deeper meaning and purpose in one’s mind, especially a child’s. A child’s brain is like a sponge it absorbs information and it grows bigger and stronger as it gets older. Music, through this study, can be a very important tonic to the children mind. Also, it can be proved that the preschoolers’ brain after the experiment was functioning rather highly than before as a remark was made, by one of the teachers, that a child heard a car outside the window and by the speed of it, the preschooler was able to identify whether it was going fast or slow. Generally, this study achieved a new meaning to music listening.
It can change you, your personality, the way you think, you act and you interact, but only if music is introduced to you in a fairly young age and with the guidance of a professional. In conclusion, parents and teachers should embrace the concept of music introduction to preschool and try to make as much effort as they can so that they can help their children become better individuals. Because, although, you cannot really explain how music sometimes works, you can see the results which are far more convincing. Works Cited DeVries, P. (2002). The extramusical effects of music lessons on preschoolers, 29:2, 1- 6.