Extramusical Skills in the Music Classroom

Abstract

This article proposes that extramusical skills can be taught in the music classroom alongside music skills. * A A S H istorically, music skills have never been the only skills taught in a music classroom.Teachers have often used the inherent attributes of music to offer students a variety of opportunities to practice many of the skills they need to resolve life's daily challenges successfully. The ability to commit to a project or goal, to understand how personal success is often tied to the success of others, and to realize that there are many ways to measure and experience success are all examples of skills that enhance a students' ability to achieve objectives in both the music classroom and elsewhere. In education, such skills are referred to as societal and emotional skills.For the most part, these skills are a subtext to the music curriculum. Checking our colleague's lesson plans, we would rarely, if ever, find a lesson marked "teach students skills needed to get along." But, it has become increasingly beneficial for music teachers to design lesson strategies that include appropriate emotional and societal skills to enable students to succeed in the music classroom.1 As one music colleague explained, "My

The role of emotional skills in music education

“…Montgomery and Martinson's (2006) descriptive study outlines the importance of music learning for developing a series of useful life skills, namely, (1) physical abilities, through the necessary motor skills for playing a musical instrument; (2) cognitive abilities, developed through musical understanding; and (3) social and emotional abilities, achieved by performing in groups and during music lessons in general. Building on this, the authors suggest that teaching can be more effective if music education and music therapy professionals discuss and share information before designing the lessons according to the needs of each student.…”

“…Jacobi (2012), for instance, uses examples from her own experience as a teacher to articulate her approach. None of the studies addresses the work of emotional skills in music learning at conservatoires or music schools; rather, although not explicitly mentioned, they focus on primary education (Jacobi, 2012), secondary education (Edgar, 2013;Pellitteri, Stern & Nakhutina, 1999), and both (McClung, 2000).…”

“…One of the two studies is an intervention (Kern & Wolery, 2002); the other is a basic research paper (Montgomery & Martinson, 2006). The two articles share some ideas, such as the importance of the music teacher and the music therapist working together to help disabled children achieve extra-musical skills.…”

Artists at School–developing Pupils’ Social Interaction through Artist-teacher Co-operation

“…In this case study, language and writing were taught through the dance or social interaction through music and puppet theatre. For many years, there has been evidence and research concerning the better learning results and social behaviour when using arts and skills effectively in school education (Gunsberg, 1988;Kalliopuska & Ruokonen, 1993;Ruokonen, 1997;McClung, 2000;Freeman et al, 2003;Wilkins et al, 2003;Wright, 2006;Chen, 2014). Because not much has been done in practice, the MUS-E® artist in the school programme is still important to prove and develop the practices that could become natural co-operative practices in every preschool and school.…”

Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self-esteem

“…Both listening skills (Kim, 2004; Sawyer, 1999) and the ability to concentrate (Camilleri, 2002) are thought to improve with music training. Music education may also help children in the development of self-control (Kim, 2004; McClung, 2000) which is necessary for curbing impulsive and potentially disruptive behaviour in the classroom. Finally, playing music with others aids in the development of self-awareness and self-confidence (Cleave & Dust, 1989), which may be important factors in initiating relationships with peers and developing self-esteem.…”