While most songs do not fulfill the “sole purpose” criterion, they often act like mnemonic devices in that they seem to increase memorability. Mnemonic devices have been defined as “strateg for organizing and/or encoding information with the sole purpose of making it more memorable” ( Bellezza, 1981 ). The challenges ahead include 1) defining the circumstances in which music is most likely to promote learning and 2) developing rubrics for evaluating the quality of songs. Students may produce content-rich songs of good quality if given sufficient assistance and encouragement by instructors and peers. kinesthetic) simultaneously, challenging students to integrate and “own” the material through the medium of song lyrics, and increasing students' time on task outside of class through enjoyable listening or songwriting assignments. Aside from aiding memorization, songs may potentially improve learning by helping students feel relaxed and welcome in stressful settings, engaging students through multiple modes (verbal vs. This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses.
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