Music & Dance
Overview
Connecting information to music and dance can support Short-term and Long-term Memory by engaging auditory processes, Emotions, and physical activity. When students create their own songs and corresponding dance moves, they are using creative cognitive processes that encourage them to reflect on how to represent what they are learning.
Example: Use This Strategy in the Classroom
Watch how these preschool students perform a song and dance to practice Counting and Operations. Through repeated movement and rhythm, these students deepen their understanding of these concepts while also practicing their Language Skills.
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
See how Flocabulary uses rap to make multiplication and division easier to understand. Students can watch Flocabulary videos and also write and perform their own academic raps, practicing key math skills and taking ownership for their learning.
References Music & Dance
Akhshabi, M., Moradi, Y., & Dortaj, F. (2022). Investigating the music and melodic teaching impacts on the math learning progress of elementary school students. Iranian Journal of Learning & Memory, 5(17), 33-39.
An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary teachers integrate music activities into regular mathematics lessons: Effects on students' mathematical abilities. Journal for Learning through the Arts, 9(1), n1.
Bryce, K. E. (2016). Do-re-mi, one-two-three: Integrating music into math program delivery to address math anxiety [Master's research project]. TSpace. University of Toronto.
Fitzpatrick, K. R. (2012). Cultural diversity and the formation of identity: Our role as music teachers. Music Educators Journal, 98(4), 53-59.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Jensen, E. (2005). Teaching with the brain in mind, 2nd edition. Alexandria, VA: ASCD.
Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News, 25(4), 94, 96.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959.
Opprezzo, M., & Schwartz, D.L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. The Journal of Experimental Psychology, 40(4), 1142-1152.
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763–782.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.
Vist, T. (2011). Music experience in early childhood: Potential for emotion knowledge?. International Journal of Early Childhood, 43(3), 277-290.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Multisensory Supports Strategies
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Providing physical representations of numbers and math concepts helps activate mental processes.
Research shows physical activity improves focus and creativity.
Incorporating multiple senses with strategies like chewing gum, using a vibrating pen, and sitting on a ball chair supports focus and Attention.
Using earplugs or headphones can increase focus and comfort.
Transforming written text into audio activates different parts of the brain to support learning.
Tossing a ball, beanbag, or other small object activates physical focus in support of mental focus.
Visual supports, like text magnification, colored overlays, and guided reading strip, help students focus and properly track as they read.
