Music has a great impact all throughout life.  This case study supports the idea

that music lessons improve student behavior.  The impact starts at a very young

age and continues on into young adulthood.  The effect of extra music lessons does

greatly influence the behavior of the student in a most positive way.
 
 
 
 
 
 
 
 
 

Abstract

Chapter 1:  Introduction.........................................................................1

Chapter 2:  Review of Literature.............................................................4

Chapter 3:  Methods.............................................................................10

Chapter 4:  Results...............................................................................16

Chapter 5:  Discussion..........................................................................29

References...........................................................................................31

Appendix A..........................................................................................33

Appendix B..........................................................................................34

Appendix C..........................................................................................35
 
 
 

Purpose of Study

    Music has a profound impact on people and their lives.  It surrounds us

everywhere we go and helps set the mood for the day.  This paper is the result of a

yearlong case study of just how music can effect people, especially the young

student at risk.  Music teachers and supporters of the arts have long believed that

music lessons improve student achievement and many studies have been done in

recent years to support that theory.   Co-curricular music lessons also have been

shown to improve achievement and this study will track several students and their

behavior patterns to see if there is an impact or not.

Importance of Study

    The topic of student behavior is a major concern in the modern day classroom.

So many of our children come to school with a great deal of life issues and

problems and do not always have the support systems to provide

for a happier life.  The importance of the happy and satisfied child in the class can

be an elusive item at times.  Any method that can improve student behavior must

be used for success, not only for the student but for the teacher as well.  If it can

be proved that extra music lessons improve student achievement, then  it may also

be possible to prove, or support, that extra music lessons can impact student

behavior in a positive way.  This case study will help to solidify the beliefs of the

music specialists and give support to  music programs in the schools.
 

Definitions

    The children in this case study are all students at-risk.  Their behavior going into

the school year was diagnosed as severe by their previous teachers, guidance

counselor and vice principal.  Previous office referrals provided the potential for

these students to participate in the study and allowed for less bias in the choice

process.

     The extra music lessons, which are co-curricular activities available to them on

their lunch recess, are fun and multicultural in scope and allow for leadership skills

to be developed.  These activities included a marching drum corps in the fall, an

Egyptian ensemble, which met in the winter, and

an Afro-Cuban ensemble, which met throughout the school year.  A positive, high

level performance experience was provided to the students.

     Three teachers were used in the study.  One was a regular sixth grade teacher,

the other was an intermediate learning disabled teacher and the last was an

elementary music specialist.  The music teacher provided an ongoing grade analysis

and the other teachers provided quarterly ratings of student classroom behavior.

The co-curricular  music lessons were also provided by the music specialist.
 

Variables

     The only major variable in this study was that not all students participated in

extra music lessons throughout the whole year.  This affected the results slightly

for one of the test subjects toward the end of the year.  This subject chose to

participate in only one of the activities during the winter quarter, but the lasting

effect of the program did make a positive impact toward the end of the year, as

will be shown later in this study.  All students who began the study finished the

school year.  This allowed for a consistent set of data to be collected on them.

Overview

     Much research has been done in the past decade to support music in our

schools.  It is sad that many of the senior music faculty still hold onto the belief

that music is inherent and should be taught for the simple reason that it is part of

the curriculum.  Many of the younger music teachers support this idea, but do not

turn their backs on the research that supports their efforts.  With so many budget

cuts and program deletions, music needs all the support that it can get.  Although

much research has been done and in some cases to try to support the deletion of

music from the curriculum, most all of the research comes back to state the

benefits at almost all levels of activity.  The profound impact that music has truly

affects the child, most especially the student at-risk.

Music and  Infant Learning

     A study was done the University of Florida College of Medicine, which focused

on classical music and its use with premature babies.  This genre of music was

used in conjunction with a special care program to help these babies at-risk.  It was

found that these babies in the program achieved higher physical and mental

development than those babies who did not receive the music and special care.

(The Sacramento Bee, 1987)

     In the early 1980’s a five-year study had just finished out in California.

Kindergarten students were found to have increased basic skills when music and

other arts were added to the regular curriculum.  The Educational Testing Service

was used to run comprehensive tests to see what the impact of the arts additions

would be. (Minicucci, 1981)

     Fundamental learning skills are instilled in the child at a very young age.  A

study was done on ten three-year-olds to see how fast they could put together a

puzzle.  Then the children were given music lessons (five received voice lessons

and the others received piano lessons) over a course of six months.  All of the

children showed substantial improvement in the speed at which the puzzle could be

finished.  When this was applied to inner-city children, they began below average

but nearly doubled their initial score in the end.  (“Learning Keys”, 1994)

Music and Reading Levels

     It has long been shown that students who struggle with reading also tend to

have poor behavior and performance in school.   Studies have shown that, when

coupled with the reading curriculum, music can raise test scores dramatically.  One

example of this is the Wichita study, which included over 13,000 students and 43

schools.  This program for educationally deprived children found that at-risk

readers in the corrective reading program made gains when music was integrated

into the reading methods.  (ESEA, 1969)

     IQ scores were also raised in second graders.  A study of an arts enriched

language program resulted in a positive effect on test scores.  Also interesting was

that the student attitude and behavior was also positively impacted by the arts

enriched programs.  (Mathison, 1977)

     A New York study of  a Title I Program for elementary students showed

improved results as well.  The Learning to Read Through the Arts program

involved 677 regular students and 107 special education students.  Faculty are

recorded as stating that participation in this program led to

improved classroom behavior by the students, a more interested student, a greater

motivation to read, and even emotional growth in some sixth graders.  (Walker,

1982)

     Music students also out-achieved other students when it came to reading for

meaning.  Gains in both reading and math were found in elementary music

students.  Fifth grade band students revealed higher skills than their non-music

peers.  (Friedman, 1959)
 

Music and Achievement

     Yet another factor for poor behavior is the lack of student achievement.

Students who struggle with academics tend to develop negative behaviors in life.

Learning to play a musical instrument makes a great impact on student

achievement.  Gains are made in emotional, physical, mental and social areas.

Instrumental practice improves coordination, memory and concentration.  It truly

refines the development of the brain and neuromuscular system.  (Mueller, 1984)

     Music when combined with accelerated learning allowed Bulgarian students to

finish two years of study in just four months.  Dr. Georgi

Lozanov found that first graders learned to read and write in a few weeks and that

third graders could study intermediate level algebra.  (Delehanty, 1982)  The

Lozanov method resulted in improved classroom behavior, improved time on task,

and improved test scores in reading, math, writing and composition.  (Paradise,

1984)

     Self image is also a key factor in student behavior.  Children at-risk need to

maintain a healthy self-esteem.  This can be achieved by music lessons as well,

which lead to motivation for success in academic learning among inner city

African-American middle school students.  (Marshall, 1978)  Music lessons have

also been found to be coupled with academic attitude and aspirations, as well as

providing motivation in academic areas.  (Olanoff & Kirschner, 1969)

     Twenty studies revealed the positive effect of music on cognitive academic

variables.  The American Psychological Association carried out this meta-analysis

research project of relaxation.  Elementary students were found to do better after

being relaxed by listening to music, allowing for more  progressive relaxation.

Music also was proven to allow better

performance by first graders on their standardized tests.  (Moon, 1985)
 

Intrapersonal

     Mood swings are often a factor for behavior in students at-risk.  Studies have

shown that by listening to the proper music, one can set the mood for a

classroom.  Music in major modes or keys makes students have

feelings of happiness, joy, and brightness, while music in minor modes/ keys

causes a melancholy effect. (Schoen, 1940)

     Music may be an important link to student well being.  Self-concept is

improved, as well as trust and cooperation, social skills, and empathy.  (Giles,

1991)  It is truly amazing why music programs could even be thought to be cut

with all of the supportive literature and studies that are available today.  More

research still needs to be done, especially in the area of behavior and how it is

effected by music, but the support for music in the schools is overwhelmingly

positive.

                                                                                                                   10

A Case Study Approach

     This action research report differs a bit from the norm, as it is really a yearlong

case study to see if co-curricular music lessons can positively affect student

behavior.  The methods and procedures were quite simple and easily done, but yet

quite thorough.  It involved several students and teachers and did not add any

additional stress factors to the teacher workday, which was a positive aspect of the

study.  Another key feature was that it was not stressful for the child and could be

tracked easily and quietly in the music classroom.  This allowed the project to be

enjoyable for all involved, which was another positive factor.
 

Subjects

     The test subjects, three males and three females, were all in sixth grade this

past year.  They were all participants in the normal classroom

music lessons and most did enjoy their regular music time.  However, these

children were students at-risk and were all diagnosed with severe behavior

problems from the 5th grade.  Selection was based on the high number of office

referrals and suspensions received in fifth grade.  This allowed for a less objective

but meaningful pick of students.  All of the test subjects had a past history of

abusive behavior to peers and teachers.  It was important to have these types in the

study to see the profound impact, if at all, that extra music lessons would have in

severe behavior problems.

     Six test subjects were used in all, with three who were regular music students

and three who chose to take co-curricular music lessons offered during their lunch

recess.  The extra music lessons included specialized field battery percussion,

Arab percussion, Afro-Cuban percussion, Afro-Cuban dance/ maraca and Arab

dance/ zil (finger cymbal).

     Student A was a female with extensive issues at home.  She chose to participate

in all three extra music lesson areas offered.  Student B was a male who was the

classic example of a student at-risk, with severe home issues carrying over into the

classroom.  He chose to participate in all offered co-curricular music activities as

well.  Student C was a female with severe emotional problems caused by the home

environment.  A classic anti-social type, had difficulty with her peers,

and chose to participate in the Arab dance/ zil lessons only, which met during the

winter.  This variable did slightly affect her data at the end of the year.

     Student D was a male who had extensive office referrals during 5th grade and a

history of rebellious behavior and not following directions.  He was a very talented

athlete and captain of the basketball team.  Student E was a female who was sent

weekly to the office in 5th grade for fighting, arguing, threatening or otherwise

severely disrupting the classroom.  She was a fairly good music student, but chose

not to participate in any extra music lessons.  Student F  was a male, with a history

of fighting and abusing other students, cursing at his teacher and principal and had

missed many days of school.  He had many issues at home that caused baggage at

school and did not like music class in fifth grade.
 

Setting

     The setting for the study occurred within the music classroom as well as the

regular classroom.  Both the regular teacher and the music specialist tracked

student behavior throughout the school year.  This included regular class work as

well as the music classroom work.  It was supplemented by

the extra music lessons, which were also held in the music room, school

multipurpose room, and out of doors at times.  Student behavior was tracked only

during the regular school day.
 

Instruments

     This case study used a student questionnaire, which was filled out only by the

subjects taking the extra music lessons at the beginning of the school year.  It

asked the following pertinent questions:  why do you like to come to extra lessons,

how does this help you to be a better student, do they make you a better student

and does your behavior improve because of this?  This allowed for student insight

into the purpose of the study and was used as a reflective tool at the end of the

study.

     Each test subject had his own file folder in which the documentation was

tracked and kept.  This documentation was important as it tracked the evaluations

and grades for the year, which were indicators of on-task or off- task student

behavior.  Much writing was done along with the grade tracking and quarterly

teacher evaluations.

     Tape-recorded interviews were also made.  This allowed a time for reflection at

the end and also allowed teachers to comment on their

particular students’ behavior.  The backing up of the written data was also in part

accomplished by the taped interviews.
 

Procedures

     The first item was the interview with the participant students who were in the

extra music lessons.  The student questionnaire was filled out and reviewed at this

time.   Students were given insight into the study and heard no more reminders

positive or negative after that.  They were simply tracked throughout the year to

see if behavior improved or declined.

     Weekly monitoring of music grades, within the music class, was done and a

progress chart was inserted into the cumulative folder for each subject.  This

allowed for the aforementioned tracking.  A classroom teacher rating was also done

every quarter to support the in-class music grades.  This allowed for a contrast and

comparison to see if progress was truly made throughout the day or just within

music time.

     Taped interviews were also done to back up the written data and to allow for

reflection on the study by both student and teacher.  These were administered at

the end of the school year.  All three extra music lesson students and their teachers

participated in the taped interviews.  These also

allowed for student data to be backed up by the classroom teacher, which was a

positive element in the case study.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

                                                                                                                   16

Overview

     The case study proved to be a very positive and successful project in the end.

The results do indeed show that extra music lessons improve student behavior and

the whole child as well.  Although the sample size was small, it was a true sampling

of a student at-risk class and the impact that an arts based curriculum can have on

the struggling student.  Previous research has also shown this to be a positive

factor in brain development and cognitive development, as well as social and

behavioral elements.
 

Student A

     This was a sixth grade female who chose to be in all offered co-curricular

music lessons and was a joy to work with.  She was promoted to lead dancer in

both the Arab and the Afro-Cuban group, as well as a lead drummer in the

marching drum corps.  First quarter was excellent in music

class, but not as good in the classroom.  This student challenged the

classroom teacher often, but did settle down.  Second quarter was equally excellent

in the music class and improved in the classroom.  The student became a safety

cadet and began helping with attendance folders in the office, which was a sign of

vastly improved behavior over the previous year.  The student had four extremely

high level performances in the fall.

     Third quarter maintained a very high level in both the music classroom and the

regular classroom, with the student winning many awards at first semester awards

day, with three high level performances being done this quarter.  Fourth quarter

continued on with great success, with this student receiving the most awards of any

sixth grader at second semester awards day.  Both student and teacher admitted

that the extra music lessons made a great impact on student behavior and success.
 

Student A had the following grade tracking during the year:

(U= Unsatisfactory, S= Satisfactory, E= Excellent)
 

1st quarter music--E, E+, for a final of E+

Classroom teacher rating--S+

2nd qtr music--E, E+, E, E+, E, E, E, E,   for a final of E+

Classroom teacher rating--E

3rd quarter music--E+, E, E+, for a final of E+

Classroom teacher rating--E+

4th quarter music--E, E, E, E,  for a final of E.

Classroom teacher rating--E+

     The tracking clearly shows improvement throughout the course of the year and

a vast improvement from the previous year.  An excerpt from the taped interview

with the classroom teacher states that “she is so very greatly improved all around

and the impact of the extra music lessons were a catapult from which this student

began achieving good behavior”. This provides positive proof of the impact of

extra music lessons on student behavior.
 

Student B

     This subject was a sixth grade male who chose to be in every available extra

music lesson offered to him.  This greatly appealed to the student and finally gave

him a chance to excel and do something special, which fostered well being in this

young man.  First quarter was excellent in

music class, but not at all in the regular classroom.  He often challenged his teacher

and did not turn in homework regularly.  Second quarter was excellent, except for

one incident which resulted in an office referral.  Classroom work began to

improve, as well as the student’s self-esteem. The student became the school bass

drummer and did a very high level performance, with immaculate military

discipline, which was found to be a great motivator for this student at-risk.

     Third quarter showed greater gains, with the student winning several awards at

first semester awards day (winning most outstanding drummer) and went on to be

a lead drummer with the Arab ensemble and stayed out of trouble to maintain his

membership in the group.  His classroom work vastly improved, along with his

behavior and the student was able to put on three very successful shows.   Fourth

quarter continued on with success, although the student began to slack on

homework.  The subject continued drum lessons and even mentored another third

grade male who had similar problems.  Both student and teacher stated that the

extra music lessons did have a great impact on improving classroom behavior.
 

Student B had the following grade tracking during the year:

Classroom teacher rating--U

2nd quarter music--E, E, E, S-, E, E, E, for a final of E

Classroom teacher rating--S+

3rd quarter music--E, E, for a final of E

Classroom teacher rating--E

4th quarter music--E, E, E, for a final of E

Classroom teacher rating--E-

     This subject had vast improvement throughout the school year, with only a

slight drop in grade at the end.  This was almost a total reversal from the previous

year.  Music grades stayed high and behavior rose steadily.  This is another

supportive example of extra music lessons positively impacting student behavior.
 

Student C

     This subject was a sixth grade female with severe emotional problems and

anti-social behavior.  She did mentor the younger children quite well though and

chose only to participate in the winter quarter Arab ensemble.  First quarter began

fine in music class, with only one minor incident.  The student quickly became

the most challenging female student in the regular classroom, with several office

referrals and one suspension.  Second quarter was improved slightly in the

classroom, but a severe incident in the music classroom caused the quarter grade to

be lowered.  She continued to be the number one problem female student in the

regular classroom.

     Third quarter began the extra music lessons and an opportunity for the student

to work on social skills more.  Grades improved and regular classroom work

improved as well.  The student was suspended two times from dance class, which

vastly improved her behavior and attitude (as she saw that we were serious about

this and she did not want to be excluded from something that meant so much to

her).  Fourth quarter was again improved, but yet another major incident resulting

in dismissal from the music classroom for one day, hurt the final grade.  Classroom

behavior was greatly improved.  Both student and teacher admitted that the extra

music lessons helped and made the student get serious about fixing these problems

that had been haunting her for so long.  The subject finally began to sit beside

others and work well together.  A quote from the final teacher interview stated that

“she has come so far this year and it is all due to the opportunity to achieve in

dance class, which was the most important thing in her life” at this time.

Student C had the following grade tracking throughout the year:

1st quarter music--S+, E, E+, for a final of E

Classroom teacher rating--U

2nd quarter music--E, E, E, E, U, E, E, E-, E, for a final of S

Classroom teacher rating--U

3rd quarter music--S-, E+, S, for a final of S

Classroom teacher rating--S+

4th quarter music--U, S-, E, E, S, for a final of S

Classroom teacher rating--E-

     This subject had started very low at the beginning of the year and although had

several bumps along the way, did show great improvement in social skills and

behavior.  This happened when the test subject had the opportunity to achieve in

the extra music lessons.  In the final interview, the subject “could not thank the

music teacher enough for believing in her--yeah, those dance classes made a big

difference” in her life overall.  Her classroom teacher said that “she (the subject)

was so difficult to work with all year, but finally began to open up when she

started doing well in dance class.  She had to, because she became a role model for

the younger dancers and this motivated her greatly” to improve her behavior and

social skills.  Again there is proof of the positive impact that extra music lessons

had in this case.
 

Student D

     Subject D was a sixth grade male who was quite talented athletically but did not

show it out of the basketball court.  He was quite rebellious and did not follow

directions well.  He was not in any extra music lessons.  First quarter behavior was

quite good, with only a couple of rough days.  Second quarter started out very

well, but by the fourth week took a downward approach and failed to produce

appropriate behavior.  The subject was suspended from the basketball team for a

time period, which improved behavior slightly.  Third quarter was almost a total

failure, with homework not coming in and an almost total rebellion against the

classroom teacher and school system.  Fourth quarter showed some improvement,

but nothing significant.  The student came back on track and was trying to do his

schoolwork, which coincided with the ending of the basketball season oddly.

Student D had the following grade tracking for the year:

1st quarter music--E, S, E, for a final of E

Classroom teacher rating--S

2nd quarter music--E, E, E, S, U, S, E, U, S+, for a final of S

Classroom teacher rating--U

3rd quarter music--U, U, for a final of U

Classroom teacher rating--U

4th quarter music--S-, E, E, S, for a final of S

Classroom teacher rating--S-
 

     As can be seen from the tracking of this subject, behavior actually dropped

during the school year, with only minor gains at the end of the year. He was a

severe problem throughout the year, especially during the basketball season, which

could have been a motivator, but may instead have been a stressful and negative

factor in his life.  This test subject also supported the idea of extra music lessons

making a positive impact on student behavior.
 

Student E

     Student E was a sixth grade female and was a good classroom music

student, but chose not to participate in any extra music lessons.  She had severe

behavior problems the year before.  First quarter was good, with only one minor

incident in the third week.  The subject did not work well in the

regular classroom and did challenge the teacher several times.  Second quarter was

a bit better, with only minor problems at holiday time.  No office referrals were

made this quarter.  Third quarter was not so good, with some challenging behavior

going on in the classroom.  One office referral was made.  Fourth quarter showed

some improvement and more cooperation with the classroom teacher.
 

Student E had the following grade tracking throughout the year:

1st quarter music--E, E, S, for a final grade of E

Classroom teacher rating--S

2nd quarter music--E, E-, E, E, E, S, E, S-, E-, for a final of E

Classroom teacher rating--E

3rd quarter music--E, S-, for a final of S

Classroom teacher rating--S-

4th quarter music--E, E, E, S, for a final of E

Classroom teacher rating--S

The tracking here showed some minor lowering of student behavior, although only

to a small degree.  No gains were made in behavior.  This subject did not seem to

affect the outcome of the case study one way or the

other.  Music grades were good and classroom behavior was appropriate for the

most part.
 

Student F

     The final student in this case study was a sixth grade male who had extensive

suspensions and office referrals in fifth grade.  He was very abusive to other

students and continued this in sixth grade.  He also was not very fond of music

class previously.  First quarter was ok, but subject missed many days of school.

He began challenging the classroom teacher on the first day.  Four office referrals

were given.  Second quarter was again ok in music class, but extremely challenging

for the classroom teacher.  Several office referrals and one suspension were given.

Third quarter dropped a bit in music class, with many days of school being missed

again.  He was very difficult in the regular classroom, would not turn in any

homework, and fought often with peers and teacher.  Again there were several

office referrals and one suspension issued.  Fourth quarter showed

much improvement and maturity, with less office referrals and better attendance.

The classroom teacher finally felt like she was beginning to make a difference.  He

was still very difficult to work with and required much attention to prevent off-task

behavior.  Two office referrals and no suspensions were given.  He also began

demonstrating abusive physical behavior towards smaller and weaker males on the

playground.
 

Student F had the following grades tracked:

1st quarter music--S, E, for a final of S

Classroom teacher rating--S-

2nd quarter music--E, E, E, E, E, S-, for a final of E

Classroom teacher rating--U

3rd quarter music--only one day attended, S, for a final of S

Classroom teacher rating--U

4th quarter music--E, S-, E+, E, for a final of E

Classroom teacher rating--S-

     As can be seen from the tracking, no significant gains were made in student

behavior.  Social behavior also dropped severely by the end of the year, with

predator-like interaction with other younger, weaker males.  This

subject started low in behavior skills and maintained that throughout the year, with

very negative interaction with his peers and younger people.  This subject also

supports the idea that extra music lessons improve student

behavior.
 
 
 
 
 
 
 
 
 
 
 
 
 

Conclusion

     This case study, although small, does provide evidence that extra music lessons

can and indeed do improve student behavior.  Of all the test subjects used, only

one was not supportive of the idea, and even this one did not really affect the

study one way or the other. The impact that the music lessons have on the well

being of the student is a major factor.  The students’ desire  to continue with the

lessons and striving to improve is also a positive factor.  The outlet for

achievement that was provided was also a key to success for the student at-risk.
 

Recommendations

     With all of the music programs being slashed from the curriculum and a return

to the basics, it is in the best interest of the music professors to come forth with

studies such as this.  Music teachers must use all that they

can to provide support for their discipline and not just expect others to understand

the inherent value.  It has been shown time and time again that students at-risk

need these artistic outlets in order to achieve better success in school and indeed

improve student behavior.  This case study lends more support for this idea and

does show that music lessons can and do improve student behavior.  Future

research is still yet to be done but will most likely yield similar results.  The

challenge is out there for all future educators to accept and embrace the arts as a

valuable resource for teaching the core curriculum.  Music truly touches the soul

and does “tame the savage beast“.  It must be used effectively for all students to

achieve success in not only school but in life and society as a whole.
 
 
 
 
 

                                                                                                                   31

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The art of learning through the arts.  San Francisco Focus, 4, 44-45, 85-86.

     ESEA Title Evaluation Report.  (1969) Wichita program for educationally
deprived children, September 1968-August 1969.

     Friedman, B. (1959)  An evaluation of the achievement in reading and
arithmetic of pupils in elementary schools instrumental music classes.  Dissertation
Abstracts International, 20, 3662-3663. (University Microfilms No., 59, 6219).

     Giles, Martha Mead.  (1991).  A Music and Art Program to Promote Emotional
Health in Elementary School Children.  Journal of Music Therapy,  XXVIII (3),
135-148.

     Learning Keys:  Music may give kids’ minds a head start.  (1994, February). Prevention,  24-6.

     Marshall, A.T.  (1978).  An analysis of music curricula and its relationship to the self image of urban black middle school age children.  Dissertation Abstracts International, A38: 6594 A-5 A.

     Mathison, D.R.  (1977). A comparative analysis of the effectiveness of language arts instruction with special emphasis on aesthetic values for selected kindergarten, first and second grade children.  A Study of Kindergarten Activities for Language Development.  New York, NY: Columbia University.

     Minicucci, P. (1981, September). Arts in schools, an agenda for the '80s. California School Boards Journal, 10.

     Moon, C., Render, G. & Pendley, D. (1985). Relaxation and educational outcomes: A meta analysis. Chicago, IL:  The American Educational Research Association. (ERIC Document Reproduction Service  No. 263 501).

        Mueller, M. (1984). Right brain strategies for the full development of the individual through study of the arts. A Review of General Session II, ACC-VACC Conference, Sacramento, CA, February 21, 1984. San Francisco, CA: The Music Department Bulletin, City College of San Francisco.

     Music for tiny infants. (1987, July 11). The Sacramento Bee, A21.

     Olanoff, M., & Kirschner, L. (1969). Musical ability utilization program. Final Report. Washington DC: Office of Education (DHEW), Bureau of Research. (ERIC Document Reproduction Service No. ED 045 688).

     Paradise, California School. (1984). Paradise, California, Elementary School Experiment. Paradise Unified School District.

     Schoen, Max.  (1940)  The Psychology of Music:  A Survey for Teacher and Musician.  New York:  The Ronald Press Company.

     Walker, S. (1982). Learning to read through the arts, title I children's program. Final evaluation report, 1981-82. Brooklyn, NY: Office of Educational evaluation, New York City Board of Education. (ERIC Document Reproduction Service No. Ed 236 280).
 
 
 
 
 
 
 
 
 
 
 

Appendix A

Student A Questionnaire
 

*  Why do you like coming to extra drumming or dance lessons?

     “It helps me learn to do different things--drumming, dance and  cultures.”

*  How does this help you be a better student?

     “It gives me something to do on free time, when I go to these classes.  I am

    better able to work and answer questions for my teacher.”

*  Do they help you be a better person?

     “Yes, I work better with the older kids (peers) and am a leader for the  little

    kids.”

*  Does your behavior improve because of this?

     “Yes, when I go to class I do not talk all the time and finish my work  on time.”
 

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Appendix B

Student B Questionnaire
 

*  Why do you like to come to extra drumming or dance lessons?

     “It makes me feel better.  Keeps me out of trouble.”

*  How does this help you be a better student?

     “Makes me listen and follow directions.  It makes me learn.”

*  Do they help you be a better person?

     “Yep!  Because it makes me feel good to play the drums.”

*  Does your behavior improve because of this?

     “Yes.  Shows people what I can really do!”
 
 
 
 

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Appendix C

Student C Questionnaire
 

*  Why do you like to come to extra drumming or dance lessons?

     “I come because I like to come and help the little kids and I love  dancing.”

*  How does this help you be a better student?

     “My dance teacher helps me to become a better student and to  straighten up

    my attitude.”

*  Do they help you be a better person?

     “Yes, because I have fun and laugh and play with the students.”

*  Does your behavior improve because of this?

     “Yes, because when I come I may have an attitude and they keep my

     spirits up, and they make me forget about what I had an attitude  about.”