Why do you use recorded music during parts of the PBET Workshop?
I have three reasons:
PRACTICAL:
It is used during group activities to reduce "absolute silence," provide background noise and apparent privacy, and so encourage oral participation for the activity. Also, it makes it less likely that groups can hear the answers that other groups are verbalizing.
THEORETICAL:
It is used during some individual practice exercises to provide a calming and creative atmosphere. [But I have found maybe 5% of participants find it annoying instead. Sometimes this can be explained by inappropriate volume or placement of speakers.] A lot of baroque music is composed with 60 beats per minute, the same as the heart at rest. Some researchers have found this to be the reason that baroque music has a calming effect on so many people. More recent research suggests that there is a lot simpler explanation: upbeat tempo and key tend to increase a positive mood. The positive mood tends to create greater receptivity to learning.
PERSONAL:
I like the mood. It is enjoyable for me. Fortunately, many participants agree
What types of music do you play?
Mostly baroque music is used. Some specific examples frequently used are:
- Mozart: Rondo in D Major; Sonata in A Major Ð Minuet, Alla Turca, Allegretto; Andante for an Organ Barrel in F Major; Sonata Facile in C MajorÑAllegro, Andante, Rondo
- Bach: Air on the G String in D Major; Prelude & Fugue in C Major; Italian Concerto in F Major; Brandenburg Concerto #1 in F Major -- Adagio
Scarlatti: Sonata in F Minor
- Vivaldi: Concerto for Violin & String Orchestra in A Minor; Concerto for Flute & String Orchestra in D Major
- Handel: Concerto Grosso in A Major Ð Andante Larghetto, Largo & Staccato, Andante
I also play other kinds of music during breaks, just for fun. One of my favorites for break time is ragtime.
Who supports the theoretical value of music during training?
The use of music is one component of the "Accelerated Learning" school of training. Other names for this approach to teaching and learning are Suggestive Accelerative Learning and Teaching Techniques (SALTT), OptimalLearning, and Superlearning. The approach developed as an outgrowth of the presentations and writings by Georgi Lozanov of Bulgaria. Current popular practitioners and promoters include Ivan Barzakov and Ostrander and Schroeder.
Is Accelerated Learning Theory related to performance-based theories?
No, even though some of the components that emphasize practice and repetition might sound similar.
Is Accelerated Learning Theory a valid theory?
It is hard to say. The results claimed for it are usually not independently validated and are often over exaggerated. I admit I am skeptical.
SUPPORTING INFORMATION: I previously listed three companies promoting accelerated (or optimal) learning. Two have gone out of business. This one remains--
http://www.acceleratedlearning.com/method/index.html
CRITIQUES: Investigate here--
- I strong recommend Ruth Clark's book, eLearning and the Science of Instruction She has a chapter devoted to the evidence from research on the use of music in e-learning. While not evidence against "accelerated learning," it does suggest what music can or cannot do in eLearning. There may be parallels to the classroom.
- From a government study on enhancing human performance. -- This link takes you to the complete text of this book: Enhancing Performance. The book is the conclusion of a government commission that reviewed the research supporting new theories for performance improvement. Use the navigation on the website to allow you to read the pertinent parts of the review of music in accelerated learning, page 50-60. The report does not find a lot of evidence supporting it.
- Wikipedia: Suggestopedia
Georgi Lozanov
