Music Programs and Academic Achievement

CHAPTER ONE: THE PROBLEM AND ITS COMPONENTS

Literature Review of Theoretical Framework 3

Research Questions and Hypothesis 4

CHAPTER TWO: REVIEW OF THE LITERATURE

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dents are held accountable for their presence at every rehearsal and performance, and for knowing their music. They therefore learn self-discipline and self-esteem as well as responsibility and the value of being cooperative. Band directors must stress good posture and sound health habits to insure positive performance and these physical benefits are apparent. Bands have rules and they teach a student self-confidence. The College Board noted that SAT verbal and math scores for students participating in four years of a high school band were high. It remains unclear whether the music program resulted in the higher scores or whether the music program simply attracts the talented. Music programs provide opportunities for incentives that parents may use. For example a parent may state that good grades are a requirement for their child's continued membership, thus encouraging academic achievement. Studies have shown that benefits of playing an instrument are similar for at-risk students and not-at-risk students. Music requires effort which results in success and increased self-image. Madsen and Madsen (2002) studied age and musical training related to subjects' melodic perception in music. Participants included sixth grader
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Some common words found in the essay are:
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Approximate Word count = 9498
Approximate Pages = 38 (250 words per page)