1. Music, Writing, and the Brain
Anna Petrenko
Music, Writing, and the Brain

2. Chant was used to memorize sacred text
Why should we care?
Music has been from the beginning
Gregorian Chant
Ordo Virtutum
Early baroque
Emoting is important
Music and Language have always been close-knit
Chant was used to memorize sacred text

3. How does music affect the brain?
Adds plasticity
Expands learning to other areas by increasing the speed of neurons firing
Myelin
Coyle argues that myelin
is the key to success to any
function be it sports, music…
any activity…including
reading?
Axon quoted with myelin

4. So how do they relate to each other?
“Findings were taken to support growing evidence that music and speech share common processes. If this is indeed the case, one may assume that by improving some of the processes involved in music perception, one may also improve speech perception and reading skills. Several authors have argued that early abilities to perceive speech lay the foundation for reading. For example, Foxton et al. (2003) have demonstrated strong correlations between the ability to discriminate global pitch contour of sound sequences and phonological and reading skills in nonmusician adults. Moreover, in a large-scale study of 4-and 5-year-old children, music perception ability was shown to be predictive of reading skills.”
Did a study on music and dyslexia, thought that music could potentially remedy effects. By going from very basic music perception skills to advanced, “phonological processing and spelling [significantly improved]” (Habib).
Elementary school students!

5. What about high school? High School Students!
H1: Students write more (quantity) with unfamiliar than with familiar music as stimulus. Results from the total population suggest that this generalization applies only to orchestral music, not to vocal music.
H2: Students write more (quantity) with orchestral music as stimulus than with vocal music. Results from the total population suggest that this generalization applies more to unfamiliar music than to familiar music. Mean scores suggest that there may be little difference in quantity produced with familiar
music, either orchestral or vocal.
H3: Students perceive their writing as better (quality) when they write to
unfamiliar rather than to familiar music. Results from the total population suggest that this generalization applies only to orchestral music, not to vocal.
“If teachers do have students write to music, they should avoid those selections that inhibit writing, mainly unfamiliar vocal music that students do not prefer, specifically classical” (Donlan).
Phase 1: Simply putting familiar and unfamiliar music (orchestral vs. vocal)
Phase 2: Focusing specifically on vocal music (foreign language vs. known language)
High School Students!

6. College?
“Educational researchers find that songs initiate cognitive processing. Songs in the linguistic classroom initiate bimodal instruction and positively move cognitive functioning. "Music is processed in the right side brain and speech in the left" (ludin-Nelson 1997, 84). Music awakens the right side of the brain, the creative side, as an element in this process. Students listen to music, read passages, and then analyze those passages based on intrinsic music intelligence. The result is self-efficacy that leads to student learning, successful outcomes in achievement, and ultimately, transformation in the classroom” (DiEdwardo).
“Statistical results of case study research have suggested that pairing music and linguistic intelligences in the college classroom improves students' grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills.”
Division of brain and responsibilities of each side

7. Final Thoughts Personal preference most definitive
Music and the arts have always been coercive.
Greek dramas
Entire book of Psalms
Benjamin Zander: TED talk “The Transformative Power of Classical Music”
“The conductor doesn’t make a sound. He depends for his power, his ability to make other people powerful.”
Shining eyes. How many are around me?
Isn’t that what writers do?
“I write not for the sake of glory, not for the sake of fame, not for the sake of success, but for the sake of my soul” –Beth Nimmo
Personal preference most definitive

8. Works Cited
Coyle, Daniel. “The Talent Code.” New York: Bantam Dell, Print.
DiEdwardo, MaryAnn Pasda. “Pairing Linguistic and Music Intelligences.” Kappa Delta Pi Record 41.3 (2005): 128−130. Web. 13 Dec
Donlan, Dan. “The Effect of Four Types of Music on Spontaneous Writings of High School Students.” Research in the Teaching of English 10.2 (1976): 116−126. Web. 13 Dec
Habib, Michel and Mireille Besson. “What Do Music Training and Musical Experience Teach Us About Brain Plasticity?” Music Perception: An Interdisciplinary Journal 26.3 (2009): 279−285. Web. 13 Dec
Zander, Benjamin. “The Transformative Power of Classical Music.” Youtube. TED, Web. 13 Dec