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ERIC Number: EJ996058
Record Type: Journal
Publication Date: 2012-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1532-8090
Composition Instruction and Cognitive Performance: Results of a Pilot Study
Bugos, Jennifer; Jacobs, Edward
Research and Issues in Music Education, v10 n1 Sep 2012
The purpose of this study was to evaluate the effects of a composition program, Composers in Public Schools (CiPS), on cognitive skills essential for academic success. The underlying hypothesis is that composition instruction will promote creative expression and increase performance on music-specific skills such as music reading, as well as foster general analytical/aural skill development associated with vocabulary, arithmetic, and processing speed abilities. Two sixth-grade classes assigned to the experimental (n = 15) and control (n = 13) groups completed a series of standardized neuropsychological and cognitive assessments pre and post-instruction. Results of a Repeated Measures ANOVA (Group X Time) indicate significant (p less than 0.05) enhancements in arithmetic performance by the CiPS group compared to controls. These results suggest that creative experiences with musical notational symbols, sequence creation, and analytical compositional concepts may broadly impact student performance in subject areas depending upon analysis and symbolic manipulation such as arithmetic. (Contains 2 tables and 2 figures.)
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A