The impact of background classical music on the work
cycle in an early years Montessori environment.
Emily Sheerin and Kay Taaffe
Context – response to Background
Music
• Beneficial
• Detrimental
• No effect
• Music in Advertising
• Uptown Funk
Use of Background Music in ECEC
settings
• To put babies to sleep
• Purposefully for activity –
movement, language
development, socialisation
• Singing and bonding
White Noise?
• Radio in the background
• CDs on loops
• “Couldn’t hear myself
think”
• Constant high levels of
noise in playrooms can
have an impact on stress
levels and child well being
• Reasonable level of noise
– 50 dDA (30 dBA in sleep
areas)
Rationale
Why music and Montessori?
• Behavioural and attitudinal change
observed in the environment
• The Mozart Effect
Aims of this research
• To examine how background classical music impacts
on the learning environment during the work cycle
• To evaluate the impact of background classical music
on the mood of the class during the work cycle
• To examine the effects of selected background
classical music on the behaviour of three and four
year olds in a Montessori environment
• To assess whether background classical music is a
useful classroom tool
Objectives of this research
•
•
To enhance the learning environment
To reduce/minimise the frequency of
distracting behaviour
Research Question
• How does background classical
music impact on the work cycle in an
early years Montessori environment?
Literature Review
Music Implementation
• Importance of creating positive musical
background
• Purposeful incorporation (Campbell,
1997; Jensen, 2000)
• Characteristics of the music including
volume, structure, variety, predictability,
valance (emotion) and tempo (speed)
are important
Musical Features
• Valance (like-dislike) – a study with third level
engineering students indicated preference for
‘classical’ or easy-listening; melodic with predictable
harmonies and structures
• Moderate Tempo – resting heart rate (60 – 100 BPM)
• Texture – strings, non-vocal
• “Lower listening load” preferable in work settings
(Donnellan & O’Sullivan, 2009).
Literature Review
Music and Emotion
• Similar studies; Mattar, 2013;
Schellenberg and Hallam, 2006; and
Malyarenko,1996.
• Positive learning environment
• Alpha state
• Arousal Mood Hypothesis
Literature Review
Background Music and Attention
• Attention Drainage Effect
(Chou, 2010)
• Capacity Model of Attention
(Kahneman, 1973)
Methodology
•
•
•
•
Qualitative study
Inductive research methods
Research Philosophy: Interpretive
Research Strategy: Action Research;
Participant Observation
Methodology
• Setting and Sample
• Montessori class
• Children aged between 3 and 5
• Montessori work cycle approximately 1
hour each day, Monday to Thursday
• Music incorporated at start, middle and end
of the work cycle
• Volume kept at low unobtrusive level
Methodology
Advantages
• Children were
familiar with
researcher
Disadvantages
• Challenging of
observing and
recording while
maintaining role
within the
environment
• Small sample
size
Music Selection
CD 1
• Peer Gynt Suite No.1, Op. 46 I. Morning Mood, by E. Grieg (3.37)
• The Carnival of the Animals, Zoological Fantasy: The Aquarium, by SaintSaëns (2.38)
• Total Time: 6.15
CD 2
• Water Music Suite, No.2 in D Major, Hwv 349: II. Alla Hornpipe by G.F.
Handel (4.00)
• Nutcracker Suite, Op. 71a, Dance of the Reed Pipes, by P.I. Tchaikovsky
(2.38)
• Total Time: 6.38
CD 3
• Nutcracker Suite, Op. 71a, Waltz of the Flowers, by P.I. Tchaikovsky (7.28)
Findings: Summary of Observation
Journal Analysis
Table 4.1.2: Week 2 (Background Classical Music)
Monday
Tuesday
Wednesday
Number of
children
present:
11
12
16
Thursday
15
Comments
related to the
mood:
Calm
Relaxed
Giddy
Upbeat
Active
Purposeful
Active
Happy
Content
Purposeful
Active
Enthusiastic
Content
Distracting
behaviour
observed:
Two incidents
observed
Not
Observed
Not
Observed
Not
Observed
Findings: Interview Analysis
• The teacher took the view that classical music teaches
children about their emotions,
• ‘There’s happy songs, sad songs, we all
know that, especially with classical music
they don’t even need words to say I’m
happy or I’m sad, so classical music is
fantastic for that as you learn yourself the
different sounds’. (Interview: 69-73).
Findings

The music appeared to have a positive effect on the learning environment
overall.

The influence of the music on the mood of the group appears to have been
positive.

The children appeared to spend longer periods in the alpha state (Jensen,
2000) during the weeks when the music was played.

The children appeared to spend longer periods working with the Montessori
materials during the intervention weeks.

Some of the children (N = 4) observed appeared to have stronger responses to
the music than others, this was characterised either by a physical or verbal
response to the music.
Findings (continued)
 Incidents of distracting behaviour appeared to
reduce during the implementation weeks by
comparison to the baseline.
 The class teacher also reported
positively impacted by the music.
being
 The music selected for this study appears to
have worked well in the context of this setting.
 The implementation strategy used to play the
music may prove challenging in the classroom.
Discussion
The findings of this research appear to support much of the
extant literature suggesting background classical music can
have a positive impact on the learning environment:
•
•
•
•
•
Productivity appeared to increase
General classroom mood appeared improved
Behaviour appeared improved
Music selection worked well in the setting
Carefully selected background music can be a
useful classroom tool
Discussion (continued)
The findings of this research suggest that
Chou’s Attention Drainage Effect and
Kahneman’s Capacity Model of Attention
appear to be minimised by the appropriate
selection of music;
• No detrimental effects were
evident during the
implementation phase.
Conclusion
• The objectives of this research were largely achieved
in the implementation stage and as a result the
learning environment was positively impacted
• The findings of this research may be of interest to
educators in other settings
• The study was limited in its scope; further research is
necessary to understand how the findings may be
applied in other early years environments
• Opportunities for further research in this area were
identified as well as suggestions relating to a revised
implementation strategy