Approaching Musical Intelligence in the Classroom (continued)

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What Does Mozart Offer Children? Should the criticism of the Mozart effect discourage the use of classical music and other types of music in the classroom? Certainly not; however, it does bring to light the importance of music education (as opposed to playing a few minutes of classical background music). Musical intelligence is something that develops in children out of interaction with people and materials in the environment. It is not a frill or something that can be attended to in a few minutes. Music must be fully integrated and attended to in the early childhood classroom. While a few minutes of Mozart may not have an effect on performance, music education has a lifetime effect on an individual.

Mozart offers children beautiful music to listen to, respond to, connect with, interpret, internalize, and symbolize. It may inspire a future musician, composer, or conductor. The music may elevate mood, encourage imagery, and increase musical awareness. The music of Mozart represents a beautiful part of humanity that needs to be shared, enjoyed, and valued with children.

In addition, music fosters many mathematical skills. Interaction with music and music education may develop and stimulate areas of the brain that will be needed for complex mathematical operations. Listening to a few minutes of music may not do this; however, experience and interaction with music on an ongoing basis may have an effect on the musical part of the brain that prepares or creates connections to the logical/mathematical part of the brain.

Value of Music Education The criticism of the Mozart effect emphasizes the importance of music education and musical intelligence. Research has supported the value of musical education to other intelligences.

Music offers the child experience with patterns, rhyming, sounds, boundaries, rhythms, left to right orientation, and auditory discrimination skills. All of these experiences are vitally important to the development of other intelligences.

Manipulation of the voice is another critical and valuable musical skill. The voice can be manipulated and experimented with through singing, reciting poetry, musical games, and puppetry. The manipulation of the voice helps to facilitate linguistic intelligence as well.

Music provides a developmentally appropriate way to expose children to other cultures. Music and dance can also provide opportunities to use and manipulate language and the body. This manipulation enhances verbal and nonverbal communication skills.

Teacher-directed and child-directed musical experiences need to be incorporated into the rest of the program to fully foster musical intelligence. Teacher-directed musical experiences can create interest in music, ease transition times, and provide a comfortable routine. Child-directed activities allow him or her to engage in musical activities that he/she is intrinsically motivated to investigate. This allows for further development of self-esteem, musical competence, and self-knowledge of musical interests and abilities.