Music Project Proposal Sample

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Background and Significance

Music has been identified as one of the most therapeutic tools that people across ages can use in their day-to-day lives. Studies exist by many professionals of how music has helped different sets of patients in the past deal with various types of conditions (Gottfried, Thompson, Elefant & Gold, 2018). Specifically, a person can gain from music in three different ways namely; listening to music, singing and producing music, or playing/using musical instruments. All the three components mentioned above have unique ways in which they influence growth and development. Although most studies have confirmed how these three different aspects of music can help in the developmental stages of grownups, little information exists on how the same can help infants develop cognitive abilities and other crucial components of development. Specifically, scholars have not yet concentrated their studies towards establishing the significance of exposure to music and how people who were exposed to music as infants compare to others who did not have any such disclosure. Therefore, filling this knowledge gap will be a significant addition to the already available knowledge of the significance of music in different development stages. In turn, parents will have the much-needed guidance on the steps to take to ensure that they help their children develop better cognitive, emotional, and psychological abilities. 

Significance of Listening to Music

The different genres of music often present specific emotions that the artists wish to express to their audience. Songs always offer mixed emotions like sadness, happiness, or anger, all of which form a crucial component of human life since everybody must experience them at one time of his/her life (Linnavalli et al., 2018). Therefore, exposing the infants to these different kinds of songs helps them to tune their emotions to the respective genres that they listen to at any given time thus making them have a solid foundation regarding social skills.  Parents who convey the emotions through songs while interacting with their children through games and other activities help their children to kick-start their children’s emotional awareness early (Pogue, 2018). These children thereby have upper hand in the developments because most social development concerns feelings and emotions with the most crucial requirement being to understand the feelings and be able to empathize with the people you interact with.  

Listening to music can also help the infants to develop their sensory awareness and improve their motor skills and control. Sensory perception regards the children’s ability to differentiate the various sounds in music and accompanying instruments (Kawase & Ogawa, 2018). On the other hand, motor skills are the bone and structure movements and actions. Children usually need these kinds of moves as early as possible during their development. The skills can either be the gross motor which involves the coordination and movement of arms, legs, and other body parts, or fine motor which consists of the movement of small muscles. These skills are easily achievable if children listen to music. They may start by nodding to the beats and later involve other body parts both large and small. Introducing them to music will also enable them to sense and get acquainted with the different pitches in harmonies like loud and low sounds (Pitts, 2019). These experiences help them to conform to different surroundings and environments in which they grow. For instance, the noisy occurrences from big engine motor vehicles or crowded places would not appear scary to the children because they have already encountered loud music and conformed to it. 

Listening to music helps in emotional regulation and creating a bond between children and parents. Parents can sing soothing songs to their kids or listen to their favorites songs play together. This usually creates the much-needed bond between the child and the parents. The relationship helps the child develop faster because of understanding the parent. 

Significance of Singing at Young Age

Children’s development starts as soon as they are born and among the first things that they learn is to speak, write and language. These components of growth usually need a lot of exposure because most of them are acquired through continuous repetition. Children can only learn faster if they frequently hear and see the things that they are supposed to learn (Chern, Tillmann, Vaughan & Gordon, 2018). However, this usually presents a lot of challenges because of the various commitments that the parents and caregivers have. The domestic and professional duties of the parents and caregivers limit the time that they have to interact with the children thereby also reducing the extent and learning the speed of the children. Therefore, music usually plays a significant role in learning how to talk and language in general (Huotilainen & Tervaniemi, 2018). The more the infants try to hum or sing the songs that they listen to, they increase their abilities to speak. Repetitive singing also helps in mastering the common words thus enhancing their skills to construct sentences. The same goes to learning other languages. Lots of ESL students confirm that listening to songs and repeating the everyday was of great help in the beginning of their studies. 

Significance of learning how to play Musical Instruments

Musical instruments usually play another critical role in the processes of learning and development of a child. First, it increases the memory skills of the infants (Rossi et al., 2018). Playing instruments need first the children to learn about the songs that they are going to be playing. Therefore, as the child learns about the song and masters it, his/her memory improves. Scholars have noted that the brain usually adapts depending on the activities that a person subjects it to. Therefore, subjecting to numerous activities that require the enhancement of memory will make it expand to accommodate more information. Secondly, the children will have to master the specific skills and techniques that make the instruments to produce different sounds to enable them to play a melody (Roberts & Beegle, 2018). This process usually involves the mastery of technical styles and complex notes. As a result, the children become used to solving complex puzzles in the society given their constant interaction with multiple elements in music and playing the instruments. 

Additionally, the lessons that the children will take of playing the various types of instruments will help them to learn how to create, store, and retrieve memories in their day to day lives. People who learn music don’t usually rely on one song to perfect their art; instead, they do different genres and as many songs as they possibly can. The aspect of practicing many songs from different styles helps in the effective creation and storage of memories (Humphrey, 2018). After practice, the children will need to present the songs on different occasions or perform them for their leisure. These situations will require them to choose from the full range of options that they have learnt over time thus enhancing their abilities to retrieve memories more efficiently. These activities and the accompanying memory growth will not only regard their music life but also their day-to-day growth in the various aspects of life (Barrett, Flynn & Welch, 2018). For instance, the children will be able to store and retrieve the teachings and guidance that they will be getting from their parents, teachers and community from a very tender age. Such children are likely to grow stronger morals than their counterparts who were not exposed to similar activities because of the massive difference in their abilities to effectively create, store, and retrieve memories. 

Learning how to play the various types of instruments is usually not a walk in the park or something that someone can do overnight. The learning process takes a lot of commitment, time for patience, and constant practice. People generally need all these factors in their day-to-day lives to handle the different circumstances that they face in society. Therefore, introducing the children to activities that promote their engagements in the critical requirements from a tender age can help to shape their behaviors (Campbell & Scott-Kassner, 2018). The children will learn how to commit themselves to essential responsibilities, be patient in life whenever the need arises, and also practice good characters to become better people in society. As they accomplish these tasks, the children also learn how to achieve their short-term and long-term goals thereby experiencing a sense of success and fulfilment. People usually tend to get motivation from the tasks that they carry out to completion. Their efforts also increase with each subsequent success thereby improving their creativity whenever solving problems or accomplishing tasks. This fact helps to illustrate the significance of the motivations that the children get from achieving their short and long-term goals. Developing this type of motivation is often a significant step for growth and development because it pushes the child always to want to attempt new activities that will create new experiences.

The complexity of playing musical instruments requires the brain to work in advanced speed than the case for singing and listening to less engaging music. This significant difference comes from the increased activities that the learner of the artists engages in at a go (Gutierrez-Jimenéz & Franco, 2018). Singing usually requires the mastery of the songs or the notes while listening to music requires the listeners’ attention to the songs only. On the other hand, playing an instrument involves the combination of all the requirements mentioned above and an additional physical motion that regards playing the specific instrument of choice. A person needs to include high coordination of reading the notes processing them in the brain and reproducing them through the devices that they are playing. As a result, they improve in their eye, hand, and body coordination that those who do not engage in similar activities. The coordination can be very critical in enhancing and developing an infant as he/she grows. It usually makes them feel comfortable achieving any objectives that require such kind of high coordination because they are used to the vice. As a result, they become more successful in their endeavors than their counterparts who don’t take similar music lessons or don’t practice how to play the various types of musical instruments. Music boosts your ability to focus and creativity. These are important skills when it comes to writing a college or university essay. Experts confirm that in the long run, musical training helps to do better in school. Of course, if you need to improve grades for your papers not in a year but quickly, it is more logical to address a reliable online service, such as WriteMyPaperHub, a provider of this sample. When you pay someone professional to write a quality paper for you for cheap, you get more time for some creative practices, which gradually will help you in writing all the assignments on your own. 

Mathematics is a critical component in a person’s life because it regards all aspects of life and appears in every subject that a person does. However, some people always have difficulties comprehending the various mathematical concepts. Research has it that the people who pass mathematics have increased chances of passing other subjects or units than those who don’t and vice versa. This statistic creates a dire need to introduce math skills to a student or child as early as possible so that they develop positive attitudes towards the subject. One way of achieving this objective is by taking the children to learn how to play musical instruments. Although it may seem like creative art, playing a musical instrument usually has many parallels with math. The children learn how to create fractions, divide, and identify patterns as they understand the various components of playing an instrument including the understanding of beats, rhythms, and scales. These skills often wire the learners’ brain and help them in comprehending the other aspects of mathematics. 

Playing a musical instrument helps to improve the reading and comprehension skills of learners because it requires constant reading of the musical notes and understanding them. Reproducing the written songs is impossible if the learners do not understand the various pieces of music presented to them. Therefore, the first lesson that any instrument player must learn is the art of correct interpretation because a misinterpreted or miss represented piece will not generate the intended music. Similarly, the lessons also help to create a sense of responsibility from the children from a tender age. The children will learn to care for their instruments by cleaning, turning, or oiling them occasionally. They also learn how to return them in their safe stores where they took them from before the lesson to prevent them from physical harm. These responsibilities are very critical requirements because they help to shape the children’s other aspects of life. 

Methodology

Before setting up any action plans, it is essential to note that child development does not only involve music or musical instruments. Instead, it is a critical aspect of lives that requires the input of other people in the society including the teachers, members of the community, and more importantly the parents. The amount of contribution that these categories of people put in the development stages is very critical towards the children’s growth regardless of whether or not they take music or play musical instruments. However, the primary objective of this research is to identify the role that music plays in the cognitive, emotional, and psychological development of children. Therefore, the only way of realizing accurate results would be to find an environment where the children undergo the same factors regarding the input from other sectors in the community. This generalization will help in isolating exposure to music as the only variable affecting the children’s cognitive, emotional, and psychological growth. 

Choice of Institution 

The research will identify institutions which allow for the monitoring of children and where those children go through almost similar experiences using the argument given above. This choice will help to minimize the impact that external environment have on their growth. For these reasons, the research prefers residential places where the children receive teachings and guidance from the same people. Children’s homes or orphanages would be most appropriate for this research because the children in those places go through the same experiences and also have the same kind of exposure. Getting a children’s home orphanage that also has a school would be preferable because it will create the total ideal environment for the experiment. This perfect condition will be excellent because it guarantees no external influence of any nature. However, the research will still proceed if such an environment is not achieved because it will identify an institution where the factors can be controlled, and external interference can be limited. 

Another appropriate institution for the experiment will be daycare facilities. Most parents usually take their children to the daycare facilities from as early as they can because of various types of commitments. Most of them typically have professional engages that cannot allow them to spend more time with their children and take care of them. This habit is widespread with the type of employees who do not get leaves from their various workplaces and, therefore, have to keep working to earn their daily bread. They often drop their young kids who have not yet reached the school going age in daycare facilities in the morning on their way to work and then pick them in the evenings after work. These children will also be appropriate for this research because they experience similar circumstances and get guidance from the same people. The parental influence, in this case, is also assumed to be minimal for all the children because the little time they spend with their parents does not allow them adequate learning and development opportunities from those parents. For instance, when the parents wake up, they rush against time to prepare both themselves and the children and also prepare breakfast for both of them. Similarly, when they get back in the evening, they are both tired and thereby take their meals, freshen up, and sleep as the cycle continues. Things are usually even worse for the children who have house-helps because they seldom interact with their parents. 

The two institutions described above will provide the appropriate environments for the research and also the correct ages because the primary target of the study is to expose the infants from 0-2 years to music and establish how they compare to their counterparts who lack the exposure. The next requirement after identifying these institutions will be to identify the types of music that the research will use, and also a professional music institution that will help in training the children how to play various kinds of instruments. The activity will be rather easy for the children of ages 0-1 because they will mainly be involved in singing and listening to music. Trying to teach them how to play musical instruments at that age would be far-fetched. The learning activities involving devices will be given to children from one year and above, and the professional trainers will help to identify the most appropriate instruments to teach them how to play. It is also important to note that these activities will run concurrently with other aspects of learning because it is from that basis that the comparisons will be possible. 

Permissions

The research understands the significant need of involving every parent whose child will participate in the research process before the actual experiment starts. This measure is particularly critical to avoid conflicts with the parents, some of whom may resort to taking legal actions which may end up harming both the research and researcher. The involvement will also help to understand the children with special conditions and whom the experiment may affect negatively. For the case of the orphanages and children’s homes, the directors will play the part of the parents, and only the consenting ones will be involved in the experiment. Therefore, the first part of the investigation will be to identify the relevant institutions as earlier mentioned then send them request letters seeking their consent for the activity. The messages will involve a vivid description of what the project would entail so that the parents and administrators understand the entire scope of the experiments, its objectives, and any possible risks that the children are likely to face during the whole period of the research. However, these will only happen after school, through the supervisors allow this research to proceed. 

The research does not pose any potential risk of harm of any kind to the children; instead, both parties involved stand high chances of benefiting. The study, if done effectively to completion, will provide a discrete result of how early exposure to music impacts the cognitive, emotional, and psychological development of the children. The researcher will have achieved his objective; the parents and administrators will have also learned the effective ways of growing their children. The children will have also benefited because their caregivers will have learned the ways of helping them improve their cognitive, emotional, and psychological development. Therefore, there are high expectations that the institutions and parents approached will give positive replies. In case that happens, the next step will be to sign the terms of agreement for the research as proof that all the parties involved consented to the activities that the children will be taken through. 

Activities 

The research will divide the children into three groups based on their ages. The first group will include infants from zero to six months. Studies have revealed that children can start uttering their first words as early as six months and develop their speech as they keep growing. Therefore, the reason for selecting this age group as the first group is to determine whether or not their exposure to music will influence their ability to speak. The activities for this group will be rather simple and may not need the presence of a professional trainer. The only requirement will be a music system with different kinds of music and the caregivers’ ability to sing various types of songs. This exercise should not be any strenuous because the research will have already identified appropriate songs and all the caregiver will need to do will be to sing along with the music. 

The babies will be divided into two groups depending on their number with the preferable number being five in each group. One group will be introduced to music and exposed to it at all times. The caregivers will use music to soothe these groups of infants to sleep, to calm them whenever they cry, and also play them some calming music whenever they are sleeping. This exercise will continue for as long as the research will last. On the other hand, the other group of infants will be taken through different experiences that will not involve music at any given time. The primary objective will be to note which category of the infants were able to utter their first words first. This result will be able to show whether or not the exposure to music played any role in the children’s learning to speak. The results will be noted before the experiment continues. 

The next category will involve children between six months and fourteen months. It is the age where the children learn how to construct three to four-word sentences depending on their different abilities. The study will also be aiming to identify whether or not music is among the factors that enhance their ability to construct the sentences and if that exposure can make them build sentences of more words. Therefore, the study will be a progressive one from the initial one discussed above. Another group of ten ranging from six months old to fourteen months will be divided into two and added to the first groups. This addition will now provide a total of ten children per group. The groups will go through the same situations as before. Those that were exposed to music will continue with their exposure while those that were not will also continue with their development minus music. In addition to listening to music, the caregivers will also guide the first group into singing some simple songs within their ability to memorize. Evaluating those not exposed will be inclusive for the new and original babies that started the experiment because they still will be experiencing the same conditions.

On the other hand, the ones exposed to music will have experienced exposure at different levels. Therefore, the analysis will be separate for them to identify if the ones exposed from birth through to six months will behave differently from the ones presented only from six months onwards. This comparison will help to determine whether or not the duration of exposure offers the children any added advantage over their peers. Another more general comparison will involve both groups (ones exposed to music and those who were not) to establish how fast or slow both sides learned how to construct their sentences and the number of words that they managed for every sentence they created. The results of this exercise will also be noted before the study goes to its final stage. The last step will involve children above fourteen months. These children will be presented with more technical music skills and techniques, and their performance evaluated using similar procedures as the previous ones. 

Another experiment will run concurrently with the one discussed above to evaluate the impact of music instruments on the development of children. This activity will involve relatively older children with the ability to master the songs and lessons. The music instructors will provide the children with instruments of their choice including pianos, violins, guitars, and any other that a child may prefer. Since this activity will happen simultaneously with the one described above, the children will have enough time to learn and be able to perform different genres and styles that they will have been taught. Another group of the same age group will act as a control experiment and thereby will not take any classes. At the end of the research period, the children’s different sets of abilities will be tested to identify which of them performed better than the other. The results will also be recorded for further analysis and conclusions. 

After completing the activities described above, the next step will be to analyze the results and derive definitive conclusions regarding the research objectives. Before that, every party involved in the study will receive a letter of appreciation and a promise of receiving copies of the full report of the study to guide their future caregiving activities. 

Predicted Results

The study expects different sets of results from the various categories mentioned above that will collectively prove that exposure to music helps in the cognitive, emotional, and psychological development of children. In the first experiment, the infants exposed to music are expected to learn how to utter their first words faster than their counterparts because of the repetitive listening to different vocabularies in the songs that they are listening to. These infants will also get interested in singing along with their caregivers thereby ending up attempting to speak earlier than their unexposed peers. The repetitive listening of the songs will also boost their memory of the words that they listen to in the songs. 

Similarly, the next group should also show the same variance. The group exposed to music should be able to learn how to construct sentences faster than those who were unexposed to music. Additionally, the infants that were exposed to music from birth should perform better than their counterparts who started getting the exposure from six months onwards. This variance should come from the different durations that they have had experience with music. Finally, the other groups who were learning how to play different musical instruments should perform better than their counterparts who were not because of the various types of skills that they will acquire as they learn how to play those instruments. These results should be able to prove that exposure to music helps in the cognitive, emotional, and psychological development of the children.  

References

Barrett, M. S., Flynn, L. M., & Welch, G. F. (2018). Music value and participation: An Australian case study of music provision and support in Early Childhood Education. Research Studies in Music Education, 40(2), 226-243.

Campbell, P. S., & Scott-Kassner, C. (2018). Music in Childhood Enhanced: From Preschool through the Elementary Grades, Spiral bound Version. Cengage Learning.

Chern, A., Tillmann, B., Vaughan, C., & Gordon, R. L. (2018). New evidence of a rhythmic priming effect that enhances grammaticality judgments in children. Journal of experimental child psychology, 173, 371-379.

Gottfried, T., Thompson, G., Elefant, C., & Gold, C. (2018). Reliability of the Music in Everyday Life (MEL) Scale: A Parent-Report Assessment for Children on the Autism Spectrum. Journal of music therapy, 55(2), 133-155.

Gutierrez-Jimenéz, S., & Franco, V. (2018). Music Therapy In Early Intervention-A Family Perspective. Advances in Social Sciences Research Journal, 5(4).

Humphrey, R. D. (2018). Music making and the potential impact for looked after children (Doctoral dissertation, York St John University).

Huotilainen, M., & Tervaniemi, M. (2018). Planning music‐based amelioration and training in infancy and childhood based on neural evidence. Annals of the New York Academy of Sciences, 1423(1), 146-154.

Kawase, S., & Ogawa, J. I. (2018). Group music lessons for children aged 1–3 improve accompanying parents’ moods. Psychology of Music, 0305735618803791.

Linnavalli, T., Putkinen, V., Lipsanen, J., Huotilainen, M., & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific reports, 8(1), 8767.

Mindell, J. A., & Williamson, A. A. (2018). Benefits of a bedtime routine in young children: Sleep, development, and beyond. Sleep medicine reviews, 40, 93-108.

Pitts, S. (2019). A century of change in music education: Historical perspectives on contemporary practice in British secondary school music. Routledge.

Pogue, B. J. (2018). Using Music and Movement to Enhance Cognitive Development.

Roberts, J. C., & Beegle, A. C. (2018). World music pedagogy, Volume II: Elementary music education. Routledge.

Rossi, A., Molinaro, A., Savi, E., Micheletti, S., Galli, J., Chirico, G., & Fazzi, E. (2018). Music reduces pain perception in healthy newborns: a comparison between different music tracks and recoded heartbeat. Early human development, 124, 7-10.