Excellent Educator, ISSN: 3048-9121 (Online) Volume 2, Issue 3, February 1, 2025

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Music’s Role in Educational Success

Excellent Educator, Volume: 2, Issue: 3, Page: 1

SUMMARY
o Use songwriting for reinforcing
Existing Knowledge: language comprehension and literacy.
o Employ musical elements to enhance
• Music positively impacts cognitive, affective, focus and engagement across subjects.
and psychomotor domains in education. 2. Creating Inclusive Environments:
• Cognitive benefits include enhanced o Conduct group drumming sessions to
memory retention, language processing, and encourage collaboration and emotional
problem-solving skills. expression.
• Music promotes emotional well-being by o Allow lyric modifications in songs to
reducing stress, fostering socio-emotional personalize learning experiences.
skills, and enhancing engagement and o Promote a positive classroom
motivation. atmosphere through shared musical
activities.
New Insights from this Study: 3. Diverse Psychomotor Activities:
o Facilitate early childhood rhythmic
• This research highlights music's ability to exercises for self-regulation.
improve attention and cognitive flexibility, o Offer structured and improvisational
essential for academic success. instrumental sessions to build motor
• Group musical activities foster social skills, and cognitive skills.
collaboration, and emotional intelligence o Incorporate synchronized musical
among students. activities to foster fine motor
• Integrating music into the curriculum development and teamwork.
creates a holistic learning environment,
enriching both individual and collective Reference:
classroom experiences. Iyer, D. S., & Ramakrishna, R. (2024). An
exploration of the role of music in
Putting Research into Practice: enhancing educational outcomes.
International Multidisciplinary e-Journal,
1. Interdisciplinary Lesson Planning: 13(9), 19-23.
o Incorporate rhythm-based activities to https://www.researchgate.net/publication
teach mathematical concepts. /384238833

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Music’s Role in Educational Success.
Excellent Educator, 2 (3), 1.

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Musical Training Boosts Child Development

Excellent Educator, Volume: 2, Issue: 3, Page: 2

SUMMARY

o Use targeted music activities to

Existing Knowledge: develop problem-solving and spatial
reasoning abilities.
• Musical training fosters cognitive growth,
socio-emotional development, and motor 2. Integrative Teaching Approaches:
skills.
• Prior studies link music education with o Incorporate rhythmic exercises to
increased IQ, memory enhancement, and teach attention and focus in
emotional regulation. classrooms.
• Engagement with music activates diverse o Combine music with physical activities
brain regions, enhancing neural plasticity. like ball games to foster coordination.
o Develop tailored music activities to
New Insights from this Study: support children with different
developmental needs.
• Extra-curricular music lessons led to a 7-
point IQ increase compared to a smaller 3. Parental and Educator Support:
rise in statutory music groups.
• Gross motor skills, specifically aiming and o Highlight the importance of parental
catching, improved notably in extra- attitudes in encouraging sustained
curricular learners. musical practice.
• Musical aptitude correlates with o Train teachers to integrate music into
intelligence, showing evidence of music’s curricula for holistic education.
broader developmental benefits. o Promote accessible music programs to
bridge socio-economic gaps in
Putting Research into Practice: education.

1. Structured Music Programs: Reference:

Rose, D., Bartoli, A. J., & Heaton, P. (2017).
o Offer extracurricular music training to Measuring the impact of musical learning on
supplement school programs for cognitive, behavioural and socio-emotional
better cognitive outcomes. wellbeing development in children. Psychology of
o Encourage diverse instrument Music.
learning to enhance both fine and https://doi.org/10.1177/0305735617744887
gross motor skills.

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Musical Training Boosts Child
Development. Excellent Educator, 2(3), 2.

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Rhythm and Movement Program Benefits

Excellent Educator, Volume: 2, Issue: 3, Page: 3

SUMMARY
o Use rhythmic cueing to strengthen
Existing Knowledge: attention, inhibition, and self-regulation.
o Design activities that progressively
• Rhythm-based interventions are widely used increase in complexity to sustain cognitive
in music therapy to enhance self-regulation engagement.
and cognitive development.
• Music training supports executive functions 2. Teacher Training and Support:
such as working memory, inhibition, and
cognitive flexibility. o Offer professional development
• Early childhood interventions are critical for workshops for educators to deliver
addressing cognitive and socio-emotional rhythm-based interventions.
o Provide audio resources and coaching to
developmental disparities, especially in low-
ensure fidelity in program delivery.
income communities.
o Develop simple, low-resource tools for
teachers to evaluate progress in self-
New Insights from this Study:
regulation and executive functions.
• The Rhythm and Movement for Self- 3. Community and Policy Implications:
Regulation (RAMSR) program improved self-
regulation, school readiness, and inhibition in o Advocate for universal implementation of
preschoolers from low socioeconomic rhythm-based programs in disadvantaged
backgrounds. communities.
• Intervention effects were sustained six o Collaborate with policymakers to
months post-program, with delayed gains in integrate such interventions into early
school readiness and executive function. childhood education curricula.
• Generalist preschool teachers, with no prior o Conduct follow-up studies to explore
music training, effectively implemented long-term impacts on academic and social
RAMSR, demonstrating the program's outcomes.
scalability.
Reference:
Putting Research into Practice: Bentley, L. A., Eager, R., Savage, S., Nielson,
C., White, S. L. J., & Williams, K. E. (2023). A
1. Classroom Integration: translational application of music for
preschool cognitive development: RCT
o Incorporate structured rhythm and evidence for improved executive function,
movement sessions into daily preschool self-regulation, and school readiness.
schedules. Developmental Science, 26(5), e13358.
https://doi.org/10.1111/desc.13358

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Rhythm and Movement Program Benefits.
Excellent Educator, 2(3), 3.

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Songs as EFL Teaching Tools

Excellent Educator, Volume: 2, Issue: 3, Page: 4

SUMMARY

o Select culturally relevant songs to

Existing Knowledge: enhance language learning and cultural
awareness.
• Music and songs enhance vocabulary
retention, listening skills, and phonological 2. Instructional Strategies:
development.
• Songs create an engaging and stress-free o Employ sing-alongs and movement-
learning environment, vital for language based activities to aid memory and
acquisition. pronunciation.
• The repetition and rhythm of music aid in o Utilize music videos to combine visual
practicing language structures and and auditory learning modalities for
improving pronunciation. better comprehension.
o Develop simple, adaptable lyrics
New Insights from this Study: tailored to students’ proficiency levels
to reinforce key language concepts.
• Songs significantly reduce anxiety and foster
a positive attitude toward learning English as 3. Learning Environment:
a foreign language (EFL).
• Music addresses diverse intelligences, o Create a relaxed atmosphere by
particularly benefiting learners with incorporating music to mitigate stress
linguistic and musical aptitudes. and encourage participation.
• Songs serve dual purposes: as pedagogical o Encourage collaborative group activities
tools for vocabulary and grammar and as involving music to build socio-
cultural vehicles promoting intercultural emotional skills.
understanding. o Use popular songs to connect learners
with real-world language applications,
Putting Research into Practice: enhancing motivation and engagement.

1. Curriculum Design: Reference:

Kumar, T., Akhter, S., Yunus, M. M., &
o Integrate songs as warm-ups or fillers Shamsy, A. (2022). Use of music and songs
to sustain students' interest throughout as pedagogical tools in teaching English as a
lessons. foreign language contexts. Education
o Use rhythm-based activities to teach Research International.
new vocabulary and grammatical https://doi.org/10.1155/2022/3384067
structures.

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Songs as EFL Teaching Tools. Excellent
Educator, 2(3), 4.

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Music Lessons Enhance Non-Cognitive Skills

Excellent Educator, Volume: 2, Issue: 3, Page: 5

SUMMARY
o Incorporate structured opportunities
Existing Knowledge: for practicing and achieving goals to
develop task performance skills.
• Music training develops cognitive abilities o Use group lessons to emphasize peer
such as pitch discrimination, memory, and interaction and engagement.
auditory processing.
• Prior research highlights the role of music in 2. Professional Development for Teachers:
promoting socio-emotional skills like
empathy and self-regulation. o Train music educators to recognize and
• Group music lessons foster prosocial promote non-cognitive skills alongside
behaviors and social interaction among musical abilities.
o Develop workshops to share best
young learners.
practices in fostering collaboration and
emotional regulation through music.
New Insights from this Study:
o Encourage experienced teachers to
mentor novices in recognizing the
• Over 91% of music teachers acknowledged
broader impacts of music education.
that music lessons contribute to extra-
musical, non-cognitive skills in children. 3. Policy and Community Implications:
• Skills like collaboration, task performance,
and engaging with others were the most o Advocate for music education as a tool
frequently identified benefits. for holistic child development in
• Teachers with more years of experience schools and communities.
were more likely to recognize these extra- o Create resources for parents to
musical benefits, suggesting awareness understand the broader benefits of
grows with professional development. music lessons.
o Develop rubrics to assess both musical
Putting Research into Practice: and non-cognitive growth in children.

1. Designing Comprehensive Music Programs: Reference:

Kawase, S., & Kitabayashi, Y. (2023).
o Integrate activities focused on Perspectives of teachers at music schools
teamwork and collaboration in music toward children’s extra-musical abilities
lessons. promoted by music lessons. Frontiers in
Psychology, 14, 1190731.
https://doi.org/10.3389/fpsyg.2023.1190731

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Music Lessons Enhance Non-Cognitive
Skills. Excellent Educator, 2 (3), 5.

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Impact of General Music Education
Excellent Educator, Volume: 2, Issue:3, Page 6

, Page: 6
SUMMARY
o Differentiate the impact of
Existing Knowledge: instrumental vs. general music
programs for targeted outcomes.
• Music education supports cognitive and o Include long-term follow-ups to assess
socio-emotional development, including delayed benefits of music
executive functioning, self-perception, and interventions.
school engagement. 2. Curriculum Development:
• Prior studies suggest instrumental music o Incorporate varied activities like
training may improve cognitive flexibility, singing, rhythm exercises, and basic
working memory, and inhibitory control. instrumental training to maximize
• Music interventions are believed to potential benefits.
o Focus on intrinsic musical goals rather
enhance self-esteem, school liking, and
than extra-musical outcomes to
social belonging.
sustain interest and engagement.
o Balance general music with other
New Insights from this Study:
educational approaches to support
holistic development.
• Increased time in general music classes (up
3. Community and Advocacy:
to seven times more) did not significantly o Promote music education for its
improve executive functioning, self- intrinsic value, irrespective of cognitive
perception, or school liking in transfer effects.
kindergarteners. o Educate stakeholders about realistic
• Both treatment and control groups showed expectations from music programs.
comparable results, suggesting no clear o Explore music as a tool to foster
extra-musical benefits from extended enjoyment and creativity in early
general music instruction. education.
• This randomized controlled trial emphasizes
the importance of nuanced research Reference:
designs to avoid overgeneralizing the Hogan, J., Cordes, S., Holochwost, S., Ryu,
benefits of music education. E., & Winner, E. (2017). Is more time in
general music class associated with
Putting Research into Practice: stronger extra-musical outcomes in
1. Enhanced Research Frameworks: kindergarten? Early Childhood Research
o Prioritize randomized controlled trials Quarterly.
to determine causal effects of music https://doi.org/10.1016/j.ecresq.2017.12.0
education. 04

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Impact of General Music Education.
Excellent Educator, 2(3), 6.

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Integrating Music in Science Education
Excellent Educator, Volume: 2, Issue: 3, Page: 7

SUMMARY
oUse music strategically to improve
Existing Knowledge: engagement in subjects requiring high
cognitive effort, such as science and
• Music enhances cognitive functions, math.
including memory, attention, and problem- o Reinforce key concepts through music-
solving. based activities to promote retention
• Studies link musical exposure to increased and recall.
neural activity, particularly in the alpha and 2. Teacher Implementation:
gamma bands, associated with relaxation o Train educators in selecting and
and cognition. incorporating suitable music into
• Classroom interventions with music have classroom routines.
o Encourage experimentation with
shown promise in improving learning
various music genres to identify
conditions.
optimal cognitive and emotional
responses.
New Insights from this Study:
o Monitor student progress to adapt
music interventions effectively for
• Incorporating music in science lessons
diverse learning needs.
significantly improved academic 3. Policy and Curriculum Development:
performance, with an average score o Advocate for the inclusion of music as
increase of 31.5%. a tool for cognitive enhancement in
• Listening to Mozart's Concerto before educational policies.
lessons boosted students' pleasure and o Develop curriculum guidelines that
interest by 89.5%, enhancing attention and integrate music across STEM subjects.
engagement. o Fund further research on music’s
• Continuous EEG monitoring revealed impact on long-term academic and
increased alpha and gamma brainwave socio-emotional outcomes.
activity during music exposure, indicating
heightened readiness for learning. Reference:
Mualem, R., Badarne, B., Biswas, S., Hnout, M.,
Putting Research into Practice: Ganem, S., et al. (2021). Improvements in cognition
1. Lesson Structuring: and educational attainment as a result of
o Start lessons with 5 minutes of calming integrating music into science teaching in
classical music to prepare students for elementary school. Journal of Neuroscience and
focused learning. Neurological Surgery, 8(5), 1-8.
https://doi.org/10.31579/2578-8868/161

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Integrating Music in Science Education.
Excellent Educator, 2(3), 7.
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Music’s Neuroplasticity Benefits

Excellent Educator, Volume: 2, Issue: 3, Page: 8

SUMMARY
o Emphasize early music education to
Existing Knowledge: leverage critical periods for auditory
and motor neuroplasticity.
• Music training enhances auditory o Utilize diverse music training methods
processing by developing pitch, timing, and to cater to individual learning styles
timbre recognition. and goals.
• Musicians demonstrate advanced neural
plasticity, with structural and functional 2. Cognitive Rehabilitation:
changes in auditory and motor brain
regions. o Use music-based therapies for
• Early musical experiences are linked to individuals with auditory processing
cognitive and auditory advantages, disorders or learning difficulties.
o Develop interventions targeting
including superior memory, attention, and
speech-in-noise perception for
sensory integration.
children and older adults.
o Design music programs as
New Insights from this Study:
complementary tools for traditional
cognitive therapies.
• Long-term music training selectively
enhances neural responses to salient 3. Policy Advocacy:
auditory elements, like speech in noise.
• Musicians show superior auditory o Promote equal access to music
brainstem responses, leading to advantages education, emphasizing its role in
in linguistic pitch detection and auditory lifelong auditory and cognitive health.
memory. o Support funding for research on
• These benefits extend to non-musical music’s broader impacts beyond
contexts, including language learning and musical performance.
speech perception in noisy environments. o Advocate for training educators to
integrate music into multidisciplinary
Putting Research into Practice: learning environments.
Reference:
1. Educational Interventions: Kraus, N., & Chandrasekaran, B. (2010). Music
training for the development of auditory skills.
o Incorporate music training into school Nature Reviews Neuroscience, 11(8), 599–605.
curricula to enhance listening skills and
https://doi.org/10.1038/nrn2882
cognitive development.

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2025). Music’s Neuroplasticity Benefits.
Excellent Educator, 2(3), 8.

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