-
Solid Performance Solutions
Music and Sound Effects in eLearning
I strongly recommend Ruth Clark’s book. She has a chapter devoted to the evidence from research on the use of music in e-learning.
Sources for Music for the Classroom
Trainer’s Warehouse: Best of Mozart, Bach and Beetwoven
Amazon: Click on the album covers below
Mozart Effect Music for Children, Volume 2, Relax, Daydream, and Draw
Mozart Effect Music for Children, Volume 1, Tune Up the Mind
Music for Accelerated Learning
Scott Joplin Piano Rags, Rifkin [Great for Change of Pace!]
FAQs on Music in the PBET Workshop
Why do you use recorded music during parts of the PBET Workshop?
I have three reasons:
PRACTICAL: It is used during group activities to reduce “absolute silence,” provide background noise and apparent privacy, and so encourage oral participation for the activity. Also, it makes it less likely that groups can hear the answers that other groups are verbalizing.
THEORETICAL: It is used during some individual practice exercises to provide a calming and creative atmosphere. [But I have found maybe 5% of participants find it annoying instead. Sometimes this can be explained by inappropriate volume or placement of speakers.] A lot of baroque music is composed with 60 beats per minute, the same as the heart at rest. Some researchers have found this to be the reason that baroque music has a calming effect on so many people. More recent research suggests that there is a lot simpler explanation: upbeat tempo and key tend to increase a positive mood. The positive mood tends to create greater receptivity to learning.
PERSONAL: I like the mood. It is enjoyable for me. Fortunately, many participants agree.
What types of music do you play?
Mostly baroque music is used.
Some specific pieces frequently used include:
Mozart: Rondo in D Major; Sonata in A Major – Minuet, Alla Turca, Allegretto; Andante for an Organ Barrel in F Major; Sonata Facile in C Major—Allegro, Andante, Rondo
Bach: Air on the G String in D Major; Prelude & Fugue in C Major; Italian Concerto in F Major; Brandenburg Concerto #1 in F Major -- Adagio
Scarlatti: Sonata in F Minor
Vivaldi: Concerto for Violin & String Orchestra in A Minor; Concerto for Flute & String Orchestra in D Major
Handel: Concerto Grosso in A Major – Andante Larghetto, Largo & Staccato, Andante
I also play other kinds of music during breaks, just for fun. One of my favorites for break time is ragtime
Who supports the theoretical value of music in training?
The use of music is one component of the “Accelerated Learning” school of training. Other names for this approach to teaching and learning are Suggestive Accelerative Learning and Teaching Techniques (SALTT), OptimalLearning, and Superlearning. The approach developed as an outgrowth of the presentations and writings by Georgi Lozanov of Bulgaria. Current popular practitioners and promoters include Ivan Barzakov and Ostrander and Schroeder.
Is Accelerated Learning theory related to performance-based theories?
No. But some of the components that emphasize practice and repetition might sound similar.
Is Accelerated Learning theory a valid learning theory?
It is hard to say. The results claimed for it are usually not independently validated and are often over exaggerated.
Where can supporting information be found?
Try these websites:
http://www.optimalearning.com/readings.htm
http://www.accelerated-learning.com/
Where can some critiques be found?
Try this website: http://books.nap.edu/books/0309037921/html/50.html#pagetop This provides the complete text of this book: Enhancing Performance. The book is the conclusion of a government commission that reviewed the research supporting new theories for performance improvement. Also, a Google search of popular news articles: http://news.google.com/archivesearch?q=%22mozart+effect%22&num=100&hl=en&um=1&sa=N&lnav=m&scoring=t