Perceived and Physiological Indicators of Relaxation: As Different as Mozart and Alice in Chains

The effects of listening to different types of music on perceived and physiological indicators of relaxation were evaluated. Fifty-six undergraduate students, 24 males and 32 females, mean age of 21, were randomly assigned to listen to classical, hard rock, self-selected relaxing music, or no music. Participants' relaxation level, skin temperature, muscle tension and heart rate were evaluated before and after exposure to a music condition. Analyses of variance using baseline measures as covariates indicated that skin temperature decreased for all conditions (p = 0.001) and the classical, self-selected relaxing music and no music groups reported significant increases in feelings of relaxation (p = 0.004). These results partially support the hypothesis that classical and self-selected relaxing music can increase perceptions of relaxation to a greater degree than listening to hard rock music. However, no differences were found between different types of music on physiological indicators of arousal. Implications for using music to reduce stress were discussed.     

It's Déjà Vu All Over Again: The Intelligent Design Movement's Recycling of Creationist Strategies

The intelligent design (ID) creationist movement is now a quarter of a century old. ID proponents at the Discovery Institute, headquartered in Seattle, WA, USA, insist that ID is not creationism. However, it is the direct descendant of the creation science movement that began in the 1960s and continued until the definitive ruling against creationism by the US Supreme Court in Edwards v. Aguillard 1987, which struck down laws that required balancing the teaching of evolution with creationism in public schools. Already anticipating in the early 1980s that Arkansas and Louisiana “balanced treatment” laws would be declared unconstitutional, a group of creationists led by Charles Thaxton began laying the groundwork for what is now the ID movement. After Edwards, Thaxton and his associates promoted ID aggressively until it, too, was declared unconstitutional by a federal judge in Kitzmiller et al. v. Dover Area School District 2005. Subsequently, in 2008, the Discovery Institute began its multistate promotion of model “academic freedom” legislation that bears striking parallels to the 1980s balanced treatment laws. Because of Kitzmiller, ID proponents have written their model legislation in code language in an effort to avoid another court challenge. Yet despite attempting to evade the legal constraints imposed by Edwards, they are merely recycling earlier creationist tactics that date back to the late 1970s and early 1980s. The tactics that ID creationists now use—promoting legislation, publishing “educational” materials, establishing a “research” institute, and sanitizing their terminology—are the recycled tactics of their creation science predecessors.     

Ideas on Loan for Printmaking

The purpose of this article is to examine the fundamentals of the Individuals with Disabilities Education Act and its impact on music educators. Topics include: (a) zero reject, (b) non-discriminatory evaluations, (c) free appropriate public education, (d) least restrictive environment, (e) procedural due process, (f) parental involvement, and (g) response to intervention (RTI). Detailed explanations of policy are provided along with strategies for implication in the music classroom.     

Behavioural responses of piglets to different types of music

Music or other background sounds are often played in barns as environmental enrichment for animals on farms or to mask sudden disruptive noises. Previous studies looking at the effects of this practice on non-human animal well-being and productivity have found contradictory results. However, there is still a lack of discussion on whether piglets have the ability to distinguish different types of music. In this study, we exposed piglets to different music conditions to investigate whether the piglets preferred certain music types, in which case those types would have the potential to be used as environmental enrichment. In total, 30 piglets were tested for music type preference to determine whether growing pigs respond differently to different types of music. We used music from two families of instruments (S: string, W: wind) and with two tempos (S: slow, 65 beats/min (bpm); F: fast, 200 bpm), providing four music-type combinations (SS: string-slow; SF: string-fast; WS: wind-slow; WF: wind-fast). The piglets were given a choice between two chambers, one with no music and the other with one of the four types of music, and their behaviour was observed. The results showed that SS and WF music significantly increased residence time (P<0.01) compared with the other music conditions. Compared with the control group (with no music), the different music conditions led to different behavioural responses, where SS music significantly increased lying (P<0.01) and exploration behaviour (P<0.01); SF music significantly increased tail-wagging behaviour (P<0.01); WS music significantly increased exploration (P<0.01); and WF music significantly increased walking, lying, standing and exploration (all P<0.01). The results also showed that musical instruments and tempo had little effect on most of the behaviours. Fast-tempo music significantly increased walking (P=0.02), standing (P<0.01) and tail wagging (P=0.04) compared with slow-tempo music. In conclusion, the results of this experiment show that piglets are more sensitive to tempo than to musical instruments in their response to musical stimulation and seem to prefer SS and WF music to the other two types. The results also suggest a need for further research on the effect of music types on animals.     

Why music matters in urban school districts: The perspectives of students and parents of the Celia Cruz High School of Music,Bronx, New York

Despite their long history and importance in the American curriculum, music programs must constantly justify their place in the twenty-first century. Urban areas that are economically depressed sometimes may not be able to offer music instruction due to the emphasis on raising test scores as well as unfavorable economic conditions that may limit their options. Despite these challenges, community leaders and educators successfully established a school of music in the Bronx, New York. Celia Cruz High School, the focus of this case study, was created to offer a musically centered curriculum in the borough of the Bronx as well as address the epidemic of large failing schools. Celia Cruz in its design and current state serves the population of the Bronx and reflects that demographic. Interviews with parents and students were carried out as a means of establishing the perspective of a musically focused education within this context. Based on interviews, parents and students of Celia Cruz value music as its own form of knowledge and view it as a vital part of the academic lives of the students of Celia Cruz High School. The purpose of this study was to share the stories, perspectives, and experiences of the Celia Cruz community and the impact that a musically focused education could have on the lives of students in the Bronx, New York.     

Estimating the effect of music and arts coursework on college admissions outcomes

The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music students were more likely to apply to college and to attend college than their non-arts peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests taking arts coursework in high school does not hinder successful college admissions outcomes as may be feared by well-intentioned guidance counselors or parents. Implications for college admission and local policies are considered.     

Five Minute Dog Feeder

In this article, the author explores music education counterforces, examining whether and how (a) federal and state education policies can better address the in-service needs of special area teachers, particularly music teachers, in the school setting; and (b) policy organizations in the music education profession (i.e., The National Association for Music Education, the National Association of Schools of Music, the College Music Society, the Society for Music Teacher Education, and the Music Education Research Council) might also address the inherent tensions between music education and schooling.     

Designed to Sell

The purpose of this study was to construct a profile of K–12 music teachers in the United States and develop a model to predict their retention, turnover, and attrition. Responses to the Schools and Staffing Survey from 47,857 K–12 public and private school teachers, including 1,903 music teachers, were analyzed using comparative statistics, factor analysis, logistic regression, and structural equation modeling. Results indicated that music teachers were far more likely than other types of teachers to hold itinerant or part-time positions, and were less likely to receive support for working with special needs students. Music teachers changed teaching positions because of dissatisfaction with workplace conditions and for better teaching assignments. Music teachers left the teaching profession for better salary or benefits, and were generally more satisfied in their new field. Music teachers’ perceived level of administrative support had the most prominent influence on both music teacher satisfaction and retention.     

Still creationism after all these years: understanding and counteracting intelligent design

Despite denials by proponents of intelligent design (ID) thatID is creationism, critical analysis by scientists and scholars,as well as statements by the proponents of ID themselves, hasestablished beyond any doubt ID's true identity as neo-creationism.Despite de-emphasizing elements of earlier creationism suchas belief in a young earth and "flood geology," ID bears marksof its descent from "creation science" and is defined by itsleading proponents in overtly religious, and specifically Christian,terms. These facts enabled the plaintiffs in the first ID legalcase, Kitzmiller et al. v. Dover Area School District (2005),to win a decisive victory over the Dover, PA, school board,which had required that a pro-ID statement be read to biologystudents at Dover High School. Kitzmiller was also a defeatfor ID proponents at the Discovery Institute's Center for Scienceand Culture (CSC). Yet, although the CSC continues efforts toundermine the teaching of evolution even in the wake of thisdefeat, their tactics are increasingly stale and transparent.Their current strategy, disguising pro-ID policy proposals withcode language to avoid using the term "intelligent design,"is yet another tactic used by earlier creationists after consistentlegal defeats. Moreover, the ID movement's continued executionof their agenda has enabled ID critics to compile an ever-lengtheninglist of further congruencies between ID and creation science.Such powerful evidence of ID's identity as neo-creationism,combined with modest but promising demographic changes in theUnited States, suggest that increased public support for teachingevolution is possible through effective outreach to the relevantdemographic groups. Scientists must take advantage of this opportunityto cultivate such support and to counteract ID by engaging inpro-science activism, making use of the many resources availableto support their efforts.     

Comparing the effects of art education and science education on creative thinking in high school students

What is the link between art and creativity? The purpose of this study was to determine the role of art education in creative thinking. A causal-comparative research design was used. Arts and science high school students (N = 162) participated. Results showed that creative thinking in visual arts students in Grade 10 with high scores differed significantly from that in music and science students; however, this difference was not found among students in Grade 11. A main reason for this result in Grade 10 students might be the non-routine problem-solving process in visual arts education, in which artwork production is an important component in creative thinking development. Considering this result, it was concluded that the effect of different education disciplines—called education department effect—on creative thinking can be significant.     

A Practical Plan for Public Works of Art Heckman Summer School at Woodstock

The 1957 launch of Sputnik and the 1983 publication of A Nation at Risk shifted national education policy. Music educators promoted an “intrinsic value” of music philosophy following Sputnik and music advocacy through politics and public performances following A Nation at Risk. Examining the history of both the intrinsic value philosophy and advocacy reveals that music educators responded to Sputnik and A Nation at Risk by continuing to work within their existing language and practices rather than reacting to and transforming after either event. The political, social, and cultural contexts of these events may explain music educators’ responses.     

Effect of music stimulus on gilthead seabream Sparus aurata physiology under different light intensity in a re‐circulating water system

The aim of the present study was to evaluate music effects (Mozart, K525) on gilthead seabream Sparus aurata and investigate whether its response to music was differentiated when combined with different lighting conditions. Therefore, S. aurata (mean ±s .e . 1·51 ± 0·01 g) were reared in re‐circulating water system under 80 and 200 lx and subjected to 2 and 4 h of music transmissions or to no music at all (control, ambient noise only). Underwater ambient noise of the equipment (e.g. pumps and aerators) in all experimental tanks was 121 dB re 1 μPa and music transmitted was set at 140 dB re 1 μPa. During the first 89 days of rearing, music resulted in enhanced growth. Nevertheless, at the end of the experiment (on day 117) no significant differences were found for body mass but music treatment resulted in more homogeneous fish populations than controls. Brain neurotransmitter levels were reduced especially when music transmission was combined with 200 lx. Feed utilization was significantly improved when fish were subjected to 4 h of music and 200 lx, while stomach proteolytic enzymes and intestine total carbohydrases were lower and higher, respectively, compared to controls. Some differences were also observed in liver and plasma fatty acids composition. The present results provide the initial evidence that music transmission under specific rearing conditions could have enhancing effects on S. aurata growth performance, at least at specific fish sizes. Moreover, the observed music effects on several aspects of fish physiology (e.g. digestive enzymes, fatty acid composition and brain neurotransmitters) imply that music could possibly provide even further enhancement in growth, quality, welfare and production.     

Effects of auditory stimuli on the lifespan of Drosophila melanogaster

It is well known that music can have calming effects on humans, other mammals and birds. Reducing environmental stress or enhancing the resistance to certain stressors has been shown to extend lifespan in several organisms. Evidence also suggests that mild temporary stress may also enhance stress resistance and ultimately slow the aging process. This study explored the possibility that music may influence the lifespan of the fruit fly Drosophila melanogaster, possibly by affecting responses to stress. Flies received either background sounds (control), or background sounds supplemented with music (experimental). The experimental group had classical music playing constantly at an average of 20 dB above background sound. The median lifespan of females receiving music was 42 days compared to the median of 45 days without music, but the difference was not significant. For males median lifespans were 42 days with music exposure, and 47 days without music and the difference was significant. These results suggest that exposure to classical music decreased the lifespan of male Drosophila. Both experimental and control populations showed age-dependent increases in mortality, indicating that music affects the normal aging process rather than showing overt toxicity. These results suggest that certain auditory stimuli may be stressful and can be used as insect management.     

A View of Current Evaluative Practices in Instrumental Music Teacher Education

The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators’ expectations for program graduates’ music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed.     

The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school curriculum, it is imperative that music educators be able to associate themselves with a complementary initiative that allows them to demonstrate how students are meeting benchmarks required at the state and national levels without sacrificing the integrity of music instruction itself. Of the existing models available, the Framework for 21st Century Learning provides the most appropriate structure for determining music teacher effectiveness and for organizing learning objectives that can be assessed to show student growth in music education classrooms.     

Hope and Sorrow: Uncivil Religion,Tibetan Music Videos,and YouTube

Tibetan activists and their supporters are interpreting the lyrical and visual symbolism of contemporary Tibetan music videos from China as a call for Tibetans to return to a shared Tibetan identity, centered around religious piety and implied civil disobedience, in order to counter fears of cultural assimilation. As the popularity of some videos on social-networking sites dovetailed with the 2008 protests in Tibet, viewers employed a progressive hermeneutical strategy which demanded a sectarian political interpretation of the lyrics and imagery of the most popular videos out of Tibet. Within China, Tibetans have begun to add these videos to the growing canon of an emerging uncivil religion, which emphasizes Tibetan cultural, linguistic, and religious autonomy within China. Through comparing online and offline ethnography, this article explores the relationship between offline and online worlds and the connections between Tibetans in China and their supporters.     

The Impact of a Funded Research Program on Music Education Policy

Sounds of Learning: The Impact of Music Education is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research on the impact of music education on student achievement and success in school; all aspects of a child's growth and development; the uses and functions of music in daily life; and home, school, and community environments. Quality research about the role and impact of music education conducted by experienced researchers who publish in rigorous, peer-reviewed, scientific research journals plays a vital role in moving a public policy agenda forward to achieve expanded access to music education for all children. The goal is that this research will inform policy debates and development to achieve policies that support opportunities for every child to experience the power and benefits of learning music.     

Serve and return: Communication foundations for early childhood music policy stakeholders

ABSTRACT

Serve-and-return interactions between a young child and caregiver are cited as integral to healthy child development and language development. In this article, the authors assert that serve-and-return interactions offer a relevant model for policy development in early childhood music education. They share contemporary evidence that music learning and development begins in the womb, continues during infancy, and needs to be prioritized in preschool and early elementary years. Next, they trace the policy landscape for early childhood education and music education in the United States since 2008. Although the landscape has remained stark, the authors offer recent glimmers of possibilities and conclude with actionable steps for improving early childhood music education policies.     

Intersections between music education and music therapy: Education reform,arts education,exceptionality, and policy at the local level

In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with regard to self-contained classes of students with moderate to severe disabilities. Our discussion focuses on provision of services and opportunity to learn, and results in specific policy suggestions, including: (a) increasing administrators' understanding of music therapy, adaptive music education, and music education, so that decisions regarding arts instruction can be better-informed and more child-centered, (b) treating music therapists as allied health professionals who do not need to be certified teachers to practice in schools, and (c) improving initial music teacher preparation and providing opportunities for professional development to increase awareness of necessary information and effective strategies to improve music teaching and learning for students with special needs.