by Kim Uhlik, Professor of Hospitality, Recreation, and Tourism Management, SJSU
The Writing Words and Singing Songs: Music for Learning (PVMGO) module is both a method or process, and an actual “product.”
In its most explicit form, the module is the visual portrayal of an actual method of learning: the use of music to teach about a fundamental concept. In addition, it is a model of the actual process of translating a concept from an image and narrative into a poem and singing: lyrics and melody.
This module includes a demonstration video, PowerPoint presentation, reading notes outline, and descriptions of learning style and music therapy. The materials available here are presented as web pages (.html files), MS-Word documents (.doc files), and as a PowerPoint presentation (.ppt files). All the materials associated with this module employ Universal Design principles, and are either presented on this page, or accessed from this page through hyperlinks. A complete list of the resources appears at the end of this page.
This instructional module is appropriate for use in any pre- or post-secondary course containing conceptual information that can be portrayed graphically: as a diagram, chart, or picture, but it specifically was designed for use in Event Planning (HRTM 097), a lower-division course integrating the conceptual question “why” events and programs are successful (or not) with the more practical questions “who, what, when, where, and how” events and programs are designed and implemented.
The Writing Words and Singing Songs: Music for Learning (PVMGO) module has two pedagogical bases: Learning Styles and Music Therapy.
Learning style can be described as the way individuals perceive and interpret reality or acquire and organize information. For millennia, people intuitively have been aware of various ways – particularly their own – of relating to the world; as Confucius said, “I hear and I forget, I see and I remember, I do and I understand.” Broadly, four learning style aspects, cognition, conceptualization, affect, and behavior often have been simplified as seeing, thinking, feeling, and doing.
Within this milieu, a given learning style system may be associated with human senses (e.g. seeing, hearing), activities (e.g. thinking, doing), emotions (feeling), or various combinations or dimensions of these three. Each person is thought to be predisposed to a dominant learning style, and also may be influenced by any or all the others to some degree. The consensus among learning style researchers may be summarized as follows:
Uhlik, K. S. (2005). If advising is teaching, then learning style matters.
Clearinghouseof Academic Advising Resources.
Concerning music therapy,
“Music therapy is a systematic process of intervention wherein the therapist helps the client to promote health, using music experiences and the relationships that develop through them as dynamic forces of change.” (Kennelly, J. Brien-Elliot, K., 2001, The role of music therapy in pediatric rehabilitation.”). A second article that provides great detail about this subject is “Music as Therapy” (Kemper & Danhauer, 2005) which explains how music is used in a therapeutic setting to reduce stress, enhance well-being, and in medical/clinical settings to distract patients from all of their unpleasant symptoms. It is suggested that music benefits patients not only physiologically but psychologically as well.Music therapy has uses ranging from stimulating premature infants to gain weight to helping people deal with their end-of-life care. Music is something recognized by all cultures, and is a very inexpensive treatment option. For these reasons music therapy is a promising treatment technique.
Berendes, T. (2007). How music therapy benefits memory in individuals with brain injury and other neurological ailments. Unpublished manuscript.
Edginton, C.R., Hudson, S.D., Dieser, R.B., & Edginton, S.R. (2004). Leisure programming: A service-centered and benefits approach (4th Ed.). Boston: McGraw-Hill.
The module is a participation-based activity designed to take place within a single 75-minute classroom session. The learners first will be introduced to and discuss a concept related directly to that day’s content. Then, they will watch the video to see the writing / transformation process modeled by Tara and Kim. Third, they will form small groups to convert the concept discussed earlier in class into music and lyrics. Finally, each group will perform its composition in front of the entire class, followed by critique and reflection. Depending on the instructor’s ultimate goal, the entire class may attempt to construct a single song using contributions from each of the small group’s songs.
Clearinghouseof Academic Advising Resources.
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