MUSIC (continued)
Research Evidence: PHYSIOLOGICAL. Physiologically, there is mounting evidence that music can effectively elicit highly pleasurable emotional responses (Krumhansl, 1997; Rickard, 2004; Sloboda & Justin, 2001). Neuroimaging studies have confirmed those responses (Blood & Zatorre, 2001; Menon & Levitin, 2005; Koelsch , Fritz, Cramon, Muller, & Friederici, 2006). Most recently, however, music-induced emotional states have been linked to dopamine release, the chemical that sends “feel good” signals to the rest of the body (Salimpoor et al, 2011). The kicker here is that the PET and MRI scans recorded this release and the intense physiological responses based on students’ listening to their preferred music rather than just someone else’s tunes.
CONCLUSION: This evidence strongly indicates that catchy melody, fast, up-tempo, major-key music can activate sensory functions that can excite and snap your students to attention. It creates an emotional connection that can engage any audience like no other element in PowerPoint®. The music must not only be familiar, but should be within their choice pool.
Music embedded throughout a PowerPoint® presentation can sustain attention while slipping the content into long-term memory (Berk, 2001, 2002, 2008; Millbower, 2000). Even background “passive” music can increase attention levels, improve retention and memory, extend focused learning time, and expand thinking skills (Brewer, 1995).
Unfortunately, these music results were not tested specifically in the context of PowerPoint® in the classroom under controlled experimental conditions. In other words, the answer to the original title of this blog (see previous blog) is a tentative YES! Until we know for sure, the above conclusions are wishful projections.
WHAT’S NEXT? What’s left? The best is last. Probably the most powerful additions are visual images and videos. But what does the research say?
COPYRIGHT © 2011 Ronald A. Berk, LLC
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