Works Cited
Lee, Sharon. “The
Effects Of Music On Student Psychology.” Online
Submission (2011): ERIC Web. 24
Mar. 2013.
In this article,
the author is explaining how music affects us as we go about our daily lives.
Music is an important part of our culture and it can influence some of the
decisions that make regarding our everyday routines, especially those of
students in school. The author argues that the different types of music can
cause different reactions in students whether they are good or bad. She also
argues that the music can be beneficial to a student as well as distracting
when trying to complete tasks. Throughout the article, Lee gives examples of
studies where music is introduced in the classrooms and analyzed the results of
students’ performance with music.
Sharon Lee
conducts several tests and analyzes the physical, social, and psychological
effects of music on students in school. She is trying to get the reader to
understand the technical processes that happen within the body that allows a
person, a student in this case, to act a certain way under the influence of
music. Lee discusses how the psychological processes are mostly affected
because of how the music manipulates their mood. And once the mood is altered
then one’s actions or course of action may change. Sometimes we cannot even control
the way music makes us feel or react.
. I am looking for
research in which I find out whether the lyrical content as well as the beat of
the music contributes to the performance of a student in school especially in
African American students. I will use this source to lay the foundation of my
research. I will first find out how music affects the body and the mind before
I find out how it can influence a student to do something that a stereotype
suggests. This article goes into detail about brain waves and arousal levels
that give me a bit of background knowledge that will help me better understand
how music really affects adolescents in school. The article tells me about
music and psychological processes that are being affected by music especially
in our culture and society today.
·
“In an 1991 article, Giles states that Intervention
programs for children at risk could use music to help them relax, build their
self-esteem, and help them with their emotional problems” (3).
·
“Adolescents naturally seem to use music to
monitor and manipulate mood, motivation, and task completion, but understanding
the effects of music could enable them to make appropriate decision” (1).
·
“Also important are the effects of music we do
not choose, but are subjected through our environment choices such as
restaurants and stores” (1).
(ED) Regional
Educational Laboratory Southeast, et al. "Reducing Stereotype Threat In
Classrooms: A Review Of Social-Psychological Intervention Studies On Improving
The Achievement Of Black Students. Issues & Answers. REL
2009-076." Regional Educational Laboratory Southeast (2009): ERIC.
Web. 24 Mar. 2013.
In this report,
the authors discuss the threat that stereotypes have on Black students and how
these stereotypes affect their intellectual ability in school. They have
conducted research and have come up with strategies to reduce this threat as
well as narrow the achievement gap between White and Black students. Some
students feel that because a stereotype says that they perform lower than the
nonminority students, they have a fear of failing and living up to that
stereotype. This report is trying to fix this issue by introducing social
psychological interventions to reduce stereotype threat while increasing Black
students’ academic ability.
Most minority
students, especially Black students are aware of the stereotypes of their
culture, so in knowing that they may not be able perform to the best of their
ability because they will have that pressure on them not to support that stereotype.
With all this pressure on the students, it can take a toll on their performance
in the classroom. The authors and researchers are conducting studies that will
find ways to reduce the stress of negatively reinforced stereotypes. Since the
Black racial group faces many negative stereotypes already, it is hard to not
focus on those while trying to perform at the best of their ability along side
of the rest of society reinforcing them as well.
I chose this
report because this tells about stereotypes presented in the classroom of Black
students. I need to know how these minority students are viewed before I can
assess how other factors play into why they are viewed this way. There are
charts and other forms of data that will help support my claim or answer my
question.
·
“Stereotype threat arises from a fear among
members of a group of reinforcing negative stereotypes about the intellectual
ability of the group” (1).
·
“In a society where economic opportunity depends
heavily on scholastic success, even a partial narrowing of the achievement gap
would lead to a positive change in the lives of academically at-risk children”
(1).
·
“It was hypothesized that Black students in this
condition would worry that performing poorly could confirm a stereotype about
their racial group’s intellectual ability” (2).
Brown,
Veda. "Guiding The Influence Of Hip-Hop Music On Middle-School Students'
Feelings, Thinking, And Behaving." Negro Educational Review, The 57.1-2
(2006): 49-68. ERIC. Web. 25 Mar. 2013.
The article
discusses how hip hop music affects middle-school students’ psychological being
and how teachers can use the consumption of hip hop to help in the academic
field as well as in the classroom. Brown talks about how adolescents follow
trends introduced through music and shows how they are greatly influenced by
this music. She asks questions as to why they are so easily influenced by the
music industry and why they are targeted for this type of market. She goes into
detail about what exactly about the music appeals to these students and what
emotions or behaviors this evokes. They hope to take these same types of appeal
from music and implement them in the classroom setting.
Veda Brown breaks
down her research into a couple points. She wants to explore how motivational
music is to the middle school students, how the music appeals to them (ie.
marketing strategies), and how the teachers and parents of these students can
use these strategies to make learning appealing to students. She wants to see
how meaningless lyrics and catchy beats affect the students’ behavior in the
way they approach subjects or scenarios and why they take to them. Most of the
middle school children listen to hip hop or just music in general to evoke
emotion or as a form of release to life’s problems.
This article will
help me in my inquiry paper because it focuses on the mind of students and how
it affects their behavior and psychological status. It also focuses on a
specific group of students; I’m not sure of what ethnic group but I am assuming
African American students because they mention hip hop. I am using the
information found in this article to prove or to illustrate how music and the
how the rhetoric in music can change or significantly affect a student in the
academic field and why this happens.
·
“Adolescents' attitudes about school, material
success, appreciation of themselves and others seem to be shaped to a large extent
by the music they listen to” (49).
·
“Well meaning adults have often complained that
the popular music of today seems to have a detrimental effect on children's
thought and subsequent behavioral patterns. Particularly, many adults believe
that the lyrics of some celebrated musical artists such as Fifty-Cent, Nelly,
Foxy Brown, Marilyn Manson, Lil' Kim, and Eminem have often undercut the very
attributes, skills, and values of emotional intelligence that form the basis
for pro-social behavior”(51).
·
“In contrast, children who lack pro-social
skills associated with stable emotional intelligence tend to be easily influenced
by various environmental factors such as peers and media. Some adults believe
that this emotional weakness in children may leave them vulnerable to ideas of
violence, sexual promiscuity, and other forms of anti-social behavior that are
often portrayed in some popular hip-hop songs and videos”(51).
Hagood, Margaret C, Donna E. Alvermann, and Alison
Heron-Hruby. Bring It to Class: Unpacking
Pop Culture in Literacy Learning. New York: Teachers College Press, 2010. Print.
This book is about how pop culture
introduced in the classrooms can be beneficial to the students and the teachers
who are using pop culture texts or materials in their instruction. It also discusses
research that was conducted to find out how pop culture can connect to the
student’s identities, social networks, belief systems, and their literacy
learning. This book is serving somewhat as a guide to other teachers and those
in the profession of education who want to try to get through to students as
far as learning new material or connecting to the pop culture of modern day.
From the perspective of the reader,
the authors writes this book to help steer teachers, whether they are new
teachers or experienced, to assess how much text is used by different types of people
in different fields. The authors write from different points of view and show
how the “textual” day changes for everyone. By finding out how much text is
used or not used, you can then assess how the students are being influenced by
other sources of information and then incorporate that in educational
practices.
I chose this book because it gives a
different viewpoint other than what the students think. It shows what the
teachers think and how this study can help them assess how students learn with
the accompaniment of pop culture (music, social media, tv, etc).
·
“They also
include pop culture texts, which are mass-generated print and nonprint texts
(e.g., comics, anime, TV shows, movies,
videos, young adult books, music lyrics) that use multiple modes (e.g.,
linguistic, visual, aural, performative) to entice audiences to use them” (2).
·
“While some educators
easily incorporate pop culture texts into instruction, others find it difficult
because pop culture texts often fall outside the definition of textual
practices used at school” (3).
·
“The challenge
for educators is to determine how pop
culture is connected to, addressed, included, and excluded in classrooms.
Instruction must provide opportunities for students to think critically and to
develop their facility with 21st-century texts” (26).
Hill, Marc L. Beats, Rhymes, and Classroom Life: Hip-hop Pedagogy
and the Politics of Identity. New York:
Teachers College Press, 2009. Print.
This book discusses how a hip-hop
culture will enhance the curriculum and tells the results of what happens when
you bring hip hop into the classroom. Teachers integrate hip hop and literature
to learn about how a student learns. They are trying to find out if this type
of pop culture will improve the students’ motivation, critical thinking and
media literacy in schools. Also they want to know if introducing this type of
music to urban youth will make learning more favorable and appealing to them.
The author explains that in the urban youth
areas, these students are around hip-hop a lot and it appeals to them. Hill
wants to use take something in pop culture that appeals to the students and
apply that to education to see if that will appeal to them as well. He tells
about an instructor who combines the two and teaches a Hip Hop Lit course to
test this notion that he has. Throughout this course, he sees the different
identities that emerge from the students taking this course.
I chose this book because it
directly integrates music and the hip hop culture that African Americans are
familiar with and it shows how it affects students of this race in education.
·
“Given the
salience of hip-hop culture in the lives of many urban American youth, the educational
community has begun to pay considerable attention to the pedagogical
possibilities of hip-hop culture within formal schooling contexts” (2).
·
“In particular,
scholars have shown how the elements of hip-hop and other forms of popular
culture—rap music, turn-tablism, break dancing, graffiti culture, fashion, and
language—can be used within classrooms to improve students motivation, teach critical
media literacy, foster critical consciousness, and transmit disciplinary knowledge”
(2).
·
As a result,
scholars gained considerable insight into the extent to which hip-hop “does”
things to young people, yet very little was learned about the motivations,
processes, or nonclinical consequences of youth engagements with hip-hop” (4).
