I didn’t major in music, and I don’t carry a guitar into my classroom each morning. I doubt anyone will ask me to be part of the praise team, and I’m sure my band teacher breathed a sigh of relief when I stopped taking her courses in high school. I don’t recall being required to take a curriculum and pedagogy course in music for my bachelor’s degree or education certification. Yet somehow, in my journey as an elementary teacher, music has found its way into my classroom practices and continues to be an imperative part of the school day. In today’s schools, where academic achievement and success on standardized tests are made a high priority, music is a component of education that is often overlooked but should be prioritized for its positive impact on students’ self-esteem, self-confidence, empathy, and creative and critical thinking skills (Rizzuto et al. 150-151). In addition, while recognized as a crucial subject in and of itself, arts education provides an opportunity to develop cognitive, social, emotional, and physical competencies (Borowski 157). With its impressive ability to stir up emotion, communicate, and provide an avenue for learning, exploration, and creativity, music plays a prominent role in children’s personal and academic development in schools (Alexander and Saavedra).
[M]usic is a component of education that is often overlooked but should be prioritized for its positive impact on students’ self-esteem, self-confidence, empathy, and creative and critical thinking skills.
As Christian educators, we have the immense responsibility of leading students to a greater understanding of who God is, his creation, and the interaction between heart, mind, body, and soul. Ephesians 5:19 discusses how music and worship can focus our hearts on God and build community with others. The many references to musical instruments, singing, and praise in the psalms display a human connection to the sounds, rhythms, and creativity that music provides. Not only did David write many of the psalms, play music as a lonely shepherd, express his feelings and frustrations as future king on the run, and articulate his deep gratitude and joy for God’s provisions in his life, but he also used his lyre to minister to King Saul, calming Saul when in a rage from an evil spirit (1 Sam. 16:14-23). All of these examples demonstrate the breadth and depth of music’s dynamic capabilities and the many connections God intended in its intricate design for his children.
Integrating music into the classroom can impact how information is processed and how humans respond to learning (Alexander and Saavedra; Gonser). Wired to remember and perceive language better when multiple modes of learning are utilized repeatedly and simultaneously, the brain’s exposure to music and its numerous effects builds connections by touching on multiple intelligences and alerting the various preferences for learning among students (Beaver et al. 5, 9-13; Gonser). When integrated into classroom learning, music has the power to influence emotions, motivation, and attitudes, and it touches the heart as described in Psalm 77:6. Music is also a form of language and communication (Beaver et al. 137). A child’s involvement can include listening, singing, engaging in creative activities, movement, play, creation, and examination, all of which can help them to become more aware of themselves, the people around them, and the world they live in.
[T]he brain’s exposure to music and its numerous effects builds connections by touching on multiple intelligences.
Whether in a public or Christian setting, how can we include this unique and powerful musical component in our classroom practice? How is this best done in the context of the regular classroom routines and requirements?
Academic Learning
There are many exciting possibilities for teachers wanting to integrate music into classroom learning. This can range from exploring historical events and periods in which genres of music were written to focusing on the poetic elements in song lyrics (Gonser). Teachers can connect songs and the emotions elicited from them to lessons to help students think deeply about the content, such as when participating in book studies or reflecting on current events in the world.
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Susan Dykshoorn is a Faulty Associate and Course Instructor at Trinity Western University in the Professional Year Program and a grade one teacher at Abbotsford Christian School in British Columbia. She enjoys supporting others in integrating quality teaching with student-centered, hands-on learning approaches.
Works Cited
Alexander, Henry, and Elena Saavedra. “How Can Integrating Music Into Your Classroom Benefit Student Learning and Development?” National Center on Safe Supportive Learning Environments, 2015/2022, https://safesupportivelearning.ed.gov/voices-field/how-does-music-benefit-your-classroom-or-school-community-most.
Armstrong, Louis. “What a Wonderful World.” ABC, 1967.
Beaver, Nancy, Susan Wyatt, and Hilda Jackman. Early Education Curriculum: A Child’s Connection to the World. 7th edition, Centage, 2017.
Borowski, Teresa G. “How Dance Promotes the Development of Social and Emotional Competence.” Arts Education Policy Review, vol. 124, no. 3, (2023): 157–70.
Campbell, Patricia Shehan, Carol Scott-Kassner, and Kirk Kassner. Music for Elementary Classroom Teachers. Norton, W.W. & Company, Inc., 2017.
CASEL. “Fundamentals of SEL.” Collaborative for Academic, Social, and Emotional Learning, 2024, https://casel.org/fundamentals-of-sel/.
Ferlazzo, Larry. “Strategies for Using Music in ALL Subjects.” Education Weekly, 10 July 2020, https://www.edweek.org/teaching-learning/opinion-strategies-for-using-music-in-all-subjects/2020/07.
Gear, Adrienne. “About Reading Power.” Adrienne Gear, 2023, https://adriennegear.com/books/reading-power/.
Gonser, Sarah. “6 Smart Ways to Bring the Power of Music in Your Classroom.” Edutopia, 31 July 2020, https://www.edutopia.org/article/6-smart-ways-bring-power-music-your-classroom.
Larrabee, Ryan. Kim Sutton’s Elementary Playlist for Classroom. Spotify, 2020. https://open.spotify.com/playlist/0bNltaWt2LzBbC5m8c3259
Rizzuto, Thomas, Kelley Cordeiro, and Allison Roda. “The Lost Art: Teachers’ Perceptions of the Connections between the Arts and Social-Emotional Learning.” Arts Education Policy Review, vol. 125, no. 3, (2024): 150–62.
Sutton, Kim. “Got the Basic Fact Blues.” Creative Mathematics. Abbotsford Christian School, 20 October 2023, Abbotsford Christian Secondary School, Abbotsford.Tomlin, Chris, Ed Cash, and Matt Redman. “How Can I Keep From Singing.” Capitol CMG Publishing, Reservoir Media Management, Inc. Song/ATV Music Publishing LLC, Universal Music Group, 2006.