Music and movement

In education, music and movement is the use of rhythmic song and dance, thought of as beneficial for childhood development. Research has shown that even infants can appreciate music and dance, illustrating a connection between body movement, rhythm and awareness.^[1]

Between 1934 and 1973 the BBC School Radio department broadcast a programme entitled Music and Movement (Movement and Music from 1971) once or twice weekly in school term times: it was much used in the British primary education system. It was for many years presented by Ann Driver (1934–48) and Marjorie Eele (1948-61), and consisted of various interpretive and dramatic movement exercises performed to music. The programme is remembered by pupils of the era with sentiments ranging from affection to horror.^[2]

See also

• Music education for young children
• Music education

References

• Phill-Silver, J., & Trainor, L.J. (2005). Feeling the beat: Movement influences infant rhythm perception. Science, 308, 1430.
• http://www.whirligig-tv.co.uk/tv/memories/snippets/snippets7.htm : http://histclo.com/Act/dance/les/cou/eng/sdle-mam.html
• Jakobson, L., Lewycky, S., Kilgour, A., & Stoesz, B. (2008). Memory for verbal and visual material in highly trained musicians. Music Perception, 26, 41-55 doi:10.1525/mp.2008.26.1.41
• DANA Foundation (2008). Are smart people drawn to the arts or does arts training make people smarter?. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2008/03/080304150459.htm
• Peter Miksza (2007). Music participation and socioeconomic status as correlates of change: A longitudinal analysis of academic achievement. Bulletin of the Council for Research in Music Education (172), 41-57.
• Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15, 511-514. Retrieved from http://www.psychologicalscience.org/pdf/ps/musiciq.pdf
• Bilhartz, T., Bruhn, R., & Olson, J. (1999). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20, 615-636. doi:10.1016/S0193-3973(99)00033-7
• Schon, D., Peretz, I., Besson, M., Boyer, M., Kolinsky, R., & Moreno, S. (2008). Songs as an aid
• Thompson, W.F., Schellenberg, E.G., & Husain, G. (2004). Decoding speech prosody: Do music lessons help?. Emotion, 4, 46-64.
• Schneider, I. (2001, Spring). Balance, posture, and movement: Optimizing children's learning capacities through integration of the sensory motor system. Renewal, 10. Retrieved from http://www.awsna.org/renbalance.html
• Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15, 511-514. Retrieved from http://www.psychologicalscience.org/pdf/ps/musiciq.pdf
• Cook, S., Mitchell, Z., & Goldinmeadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047-1058. doi:10.1016/j.cognition.2007.04.010
• Carlson, R.A., Avraamides, M.N., Cary, M., Strasberg, S. (2007). What do the hands externalize in simple arithmetic?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 747-756. doi:10.1037/0278-7393.33.4.747
• Dijkstra, K., Kaschak, M.P., & Zwaan, R.A. (2007). Body posture facilitates retrieval of autobiographical memories. Cognition, 102, 139-149.

Notes

1. Phill-Silver, J., & Trainor, L.J. (2005). Feeling the beat: Movement influences infant rhythm perception. Science, 308, 1430.
2. http://www.whirligig-tv.co.uk/tv/memories/snippets/snippets7.htm : http://histclo.com/Act/dance/les/cou/eng/sdle-mam.html