Abstract
This research investigates how educators can intentionally use specific musical genres and tempos as reliable environmental cues to enhance student attention, engagement, and classroom management. While the general benefits of music in education are well-documented, this study seeks to identify which genres are most effective for specific instructional outcomes. While conducting a four-week comparative study across four second-grade classrooms, I evaluated the impact of upbeat and slow music during transitions, classical and pop music during independent spelling work, and classical, pop, and curriculum related music math brain breaks. Data was collected through observational rubrics, student surveys, and academic test scores.
The findings establish a direct link between musical tempo and transition efficiency, demonstrating that upbeat music serves as a successful trigger after recess that matches high student energy. Conversely, classical music was found to be the most effective intervention for independent work and brain breaks, as it fostered a calm, low-distraction environment. This created a peaceful and calm classroom environment and focus. Although academic test scores did not show significant changes between weeks, observational results and student feedback proved that intentional musical integration improves the classroom atmosphere and environment. This research concludes that music should not simply be used accidentally, but should be used as an intentional instructional and classroom management tool. When implemented with intentionality regarding genre and tempo, music provides educators with a way of managing the learning environment and classroom.
Included in
The Intentional Soundtrack: Using Specific Music to Proactively Manage the Elementary Classroom
This research investigates how educators can intentionally use specific musical genres and tempos as reliable environmental cues to enhance student attention, engagement, and classroom management. While the general benefits of music in education are well-documented, this study seeks to identify which genres are most effective for specific instructional outcomes. While conducting a four-week comparative study across four second-grade classrooms, I evaluated the impact of upbeat and slow music during transitions, classical and pop music during independent spelling work, and classical, pop, and curriculum related music math brain breaks. Data was collected through observational rubrics, student surveys, and academic test scores.
The findings establish a direct link between musical tempo and transition efficiency, demonstrating that upbeat music serves as a successful trigger after recess that matches high student energy. Conversely, classical music was found to be the most effective intervention for independent work and brain breaks, as it fostered a calm, low-distraction environment. This created a peaceful and calm classroom environment and focus. Although academic test scores did not show significant changes between weeks, observational results and student feedback proved that intentional musical integration improves the classroom atmosphere and environment. This research concludes that music should not simply be used accidentally, but should be used as an intentional instructional and classroom management tool. When implemented with intentionality regarding genre and tempo, music provides educators with a way of managing the learning environment and classroom.