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S2E24 - Kat Branch on using music in teaching
Kat explains how she uses music in teaching spaces including helping students to relax in order to be more receptive in class.
Here is a link for music to help reduce heartrate and lower blood pressure:
https://soundcloud.com/uwecfm/sets/cfms-deep-relaxation-mix?si=d048ffb177c34b66acf8e4f70329fc71&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing
Students have responded extremely positively to this, there are some interesting themes in the comments about the
energy and enjoyment that can be brought into the learning programme through relevant interdisciplinary content, novelty
and experiential learning.
Some further reading:
Blood, A.J., et al. (1999) Emotional responses to
pleasant and unpleasant music correlate with activity in paralimbic brain
regions. Nat. Neurosci. 2: 382–387.
Harper, G. et al. (2014) Sound and music in film and visual
media: an overview. Continuum.
Judd, M., & Pooley, J. A. (2014). The psychological benefits
of participating in group singing for members of the general public. Psychology
of Music, 42(2), pp.269–283
Kane, B. (2014) Sound unseen : acousmatic sound in theory
and practice. New York: Oxford University Press.
McNamara, R. J., Epsley, C., Coren, E., & McKeough, Z. J.
(2017). Singing for adults with chronic obstructive pulmonary disease
(COPD). The Cochrane database of systematic reviews, 12(12),
Nilsson, Ulrica. (2008). The Anxiety- and Pain-Reducing Effects of
Music Interventions: A Systematic Review. AORN journal. 87.
780-807.
Wulff, V. et al. (2021) The effects of a music and singing
intervention during pregnancy on maternal well-being and mother–infant bonding:
a randomised, controlled study. Archives of gynecology and obstetrics.
[Online] 303 (1), 69–83.
Apologies that I (Roger) still sound like I'm trapped inside a box
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By Roger SaundersKat explains how she uses music in teaching spaces including helping students to relax in order to be more receptive in class.
Here is a link for music to help reduce heartrate and lower blood pressure:
https://soundcloud.com/uwecfm/sets/cfms-deep-relaxation-mix?si=d048ffb177c34b66acf8e4f70329fc71&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing
Students have responded extremely positively to this, there are some interesting themes in the comments about the
energy and enjoyment that can be brought into the learning programme through relevant interdisciplinary content, novelty
and experiential learning.
Some further reading:
Blood, A.J., et al. (1999) Emotional responses to
pleasant and unpleasant music correlate with activity in paralimbic brain
regions. Nat. Neurosci. 2: 382–387.
Harper, G. et al. (2014) Sound and music in film and visual
media: an overview. Continuum.
Judd, M., & Pooley, J. A. (2014). The psychological benefits
of participating in group singing for members of the general public. Psychology
of Music, 42(2), pp.269–283
Kane, B. (2014) Sound unseen : acousmatic sound in theory
and practice. New York: Oxford University Press.
McNamara, R. J., Epsley, C., Coren, E., & McKeough, Z. J.
(2017). Singing for adults with chronic obstructive pulmonary disease
(COPD). The Cochrane database of systematic reviews, 12(12),
Nilsson, Ulrica. (2008). The Anxiety- and Pain-Reducing Effects of
Music Interventions: A Systematic Review. AORN journal. 87.
780-807.
Wulff, V. et al. (2021) The effects of a music and singing
intervention during pregnancy on maternal well-being and mother–infant bonding:
a randomised, controlled study. Archives of gynecology and obstetrics.
[Online] 303 (1), 69–83.
Apologies that I (Roger) still sound like I'm trapped inside a box