Music affects us humans. Marketing has long made use of music as a means to enable customers to identify with a brand, and thus increase sales. The Influence of music is obvious, but can you use this on students, and how effective is it to use in a classroom? I will answer the question: how does soft music provide reassurance/create a harmoniums learning environment at the beginning of a lesson? By observing how students react and behave to the playing of soft music. My aim is to create different strategies that teachers can effectively use to get students to “jump in” to their lessons without wasting 5-15 minutes of class time. Professor Lennart Grosin conducts research into what is in Sweden called PESKO. Education and social climate. It´s guidance for directors (Grosin 1998) he presents the importance of the teacher and the principal and how they have a consistent structure ofhow one should start and end a theory lessons. Even though the scientist Kivy written that it is not the music that provokes emotions, but the person listening to the music who provides feelings! I observe in a study of a class group, that students were stimulated by the music at the start of the lesson but that the majority did not reflect on the experience or recognise the impact of it afterwards.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-5948 |
| Date | January 2010 |
| Creators | Bastholm, Anna |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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