Music Remedy During Tense Japanese Learning Hours

The soft melody can make them excited and have the calm that seems hard to find in the digital life. Through the result of questionnaires and feedbacks from different classes of Gifu Kogyo Software Company and FPT University in Quang Trung Software Park, District 12, Ho Chi Minh City, the effectiveness of this method gradually asserted its role. Index terms: Music, Effective learning, Learners, Stress relief, TeachersI.

INTRODUCTION

Since ancient times, people have learned to use music to cure illness, and to this day, this therapy has always been considered as a very effective medicine in both physical and mental health care. Music therapy has become more and more popular in society, which has so much stress. In traditional oriental medicine, the impact of music is mainly through the different rhythms, various velocities, vibrations and melodies that achieve different therapeutic effects. In fact, there have been many studies showing the benefits of this therapy to help the listeners in general and students in particular get the best of relaxation and recovery.

LITERATURE REVIEW

Music is an art of mankind. A little bit of quietness or fluttering can make us less anxious and stressful after hours of hard work. The sound may be something like the song of the wind, the sound of the sea or the voice of a girl singing in an evening. It may be a gentle drop of rain in your soul.

Music therapy has existed since ancient times. While many ancient cultures regarded music as a form of “medicine” therapy, modern music therapy has only been for many years. However, since then it has been proven to be an effective method. Especially with neurological disorders such as Alzheimer’s, memory loss, Parkinson’s, stroke, and autism. Studies have shown that music therapy can lead to breakthroughs that help patients recover quickly, which other treatments can not.

Some music therapists can find the source of musical therapy from existing studies, such as the pioneering work of composer and pianist Paul Nordoff, and his colleagues or Dr. Clive Robbins starting in the mid-1950s, the couple worked with children with disabilities with the idea that everyone with innate sensitivity to music and music could be useful for the growth and development of an individual.

One of the most famous cases of Nordoff-Robbins, involving a child they had to work to develop the initial therapy model: Audrey, a child who had difficulty behaving and learning. At the age of seven, Audrey apparently spent most of her life in a mental hospital, but when Nordoff and Robbins began treating her through music, the obstacles to her development began melting. Through singing, drumming, and piano accompaniment, Audrey left mental hospital and then went on to college, a result that doctors would never imagine before she was treatment with music therapy.

Development in visual technology has garnered new insights into neuroscience, the healing power of music. Recent research has shown that some areas of the brain can be transformed to adapt to music. For example, victims of a stroke can not say the words ‘Happy Birthday’, but they can sing, and that is as a bridge to help restore the sound.

Music therapy is the use of music (rhythm, melody, harmony, rhythm, etc.) in therapeutic relationships to maintain, restore or improve emotions, cognition, body and strength. mental well.Music therapy has two forms: First is positive active methods (singing, writing songs or playing musical instruments). The second one is method of receiving (listening, feeling and thinking). The most famous therapy model in the world is known as the method of Helen L. Bonny “Guided Imagery and Music”

Music therapy is also divided into some forms such as sedative music therapy-a method of melodious, gentle melodies that can calm the mind. It is also the use of the song has the ability to clear the heart, solve the melancholy to complete the disease accumulated in the heart. It is also seen as the use of low tone melancholy, compassionate to make the heart vibrate that effective art applied in healing. Finnaly, the joyful music therapy is the use of music to make people feel relieved, refreshed, happy that eradicate sickness, anxiety, depression.

METHHOD OF COLLECTING INFORMATION

In this paper, data were collected only from 35 students from a university (FPT University) and Gifu Software Company in Ho Chi Minh City. The reason for choosing the student of these places is that it is easy to have support from my working places. In terms of geographic distance, there are a lot of advantages in conducting data collection, particularly in the form of questionnaires. After all the questionnaires have been completed, the survey results are analyzed and the factors influencing the learning process are determined. At the same time, the most effective solutions for the causes are found in order to overcome difficulties.2.2 Application of music during school hours in school

As we all know, if you study in a fun and creative environment, you will be excited when you go to class. And the use of music in the classroom is a way for you to create a great learning environment that brings joy and passion to learning for students.Table 1: Frequency of use of music during school hours. Question 2: Do you listen to music during school hours?

The results of the survey of music application in Japanese teaching hours show that, with the question ” Do you get to sing during school hours?”, 20 students (57,2%) chose the answer “not often” while 10 chose “never” (28,6%) and only 5 (14,2%) chose “often”. That means the students have to concentrate on their learning instead of doing other activities. This may be due to the heavy curriculum, which may be due to the teacher’s teaching style, and may also be due to the creativity of the instructor.

With the question:”Do you listen to music during school hours? “, the results are not very different. From these results, it can be said that the application of the music to the teaching process is something that a classmate should conduct during class. Of course, to apply music as appropriately as possible for an effective learing and teaching environment. 2.3. The importance of music to language learning1. The benefits of using musicHave you ever heard someone say “I do not like music”? There may be some who do not like art, such as painting, dancing or movies, but almost everyone likes music, whether it’s music or other music. Everyone chooses a favorite music. And studies have shown that: Music can:- Increases concentration- Increases memorization- Bring feelings to the community- Promote learning- Help the stressed people relax their minds- Make learning fun and easy- Helps students learn better2. Some ways to use music in English lessonsThere are many different ways to use music in the classroom. Some teachers prefer to use music as a background during the lesson, others prefer to use the lyrics to tap into the teaching. But music can also be used to:- Introduce the theme of the session (eg Theme Colors, Emotions, Christmas …)- Dissolve the quiet and heavy atmosphere in classes where all students do not know each other, or less communicate- Changing mood, making learning more energetic and exciting- Teach new words or expressions- revising the old song (because the music used as the background music will help students improve their ability to memorize)- Pronunciation and Intonation- Teach difficult grammatical and spelling phenomena (eg irregular verbs, verb phrases)- Teach reading comprehension- Inspire group discussions- Teach listening comprehension skills to get the main idea and details3. Some suggestions on using music in the classroomLots of teachers try to use music in the classroom, but mostly they use it only once and forget to make use of this method. Of course, it takes you and your students a few minutes to get used to learning while listening to music. But if you regularly use music in the classroom, you will find the benefits of it very practical. Here are some suggestions for you:- Use music as background music such as classical music or natural sounds to promote the creativity of the students- National Anthem (eg: National Anthem of England, National Anthem of the United States …)- Teach songs that use slang- Teach your song using the new verb you want to introduce- Reading comprehension support (Students can read the lyrics to find the main idea, or the topic or the small details in the lesson)- Write or choose a theme song for the whole class- Create exercises. Fill in words for popular songs- Organized a competition “Lullaby”: Allow students to select their own songs, then lip syncing. Ask the students to explain the lyrics before or after the presentation.

Method

The research paper was completed thanks to the support of 50 students of FPT University and employees who are working at Gifu Software Company in the Ho Chi Minh City. Both employees and students of this university are learning Japanese languge at different levels and all of them are from Vietnam. During the stage, I collected data from a survey questionaires which were distributed among the learners. The survey questionaires for the learners consisting of 5 questions were designed to find out the importance of music during learning hours. When carried out this survey during September of 2018, I used both qualitative interview and questionnaire survey to find out their reaction to using music in their learing environment. Then, I went on analyzing the data to get the final stages of the research. (ok)

Discussion of the Findings

Music can improve overall health including many areas such as cognitive development, emotional improvement and a healthy mood.Reduce insomnia: soothe the mood of late at night with your favorite songs or some soft music relax. For the first question, most learners think that listening to music is a good and popular way of doing things.Further, I conducted an in-person interview with the second-grade teacher who has been teaching for 23 years. The interview was audio recorded and transcribed verbatim. I complied with the anonymity and confidentiality requirements for research with human subjects. The interview participant was properly informed about the purposes of the project. I assigned a pseudonym,Ms. Mach, to protect her identity. Upon the aggregation of all data, I attempted the analysis that consisted of coding both the survey and the interview responses. The data analysis resulted in identification of several categories described below.Beliefs and PerspectivesTo get an idea of their overall conviction toward music, I asked the teachers a couple of questions that had “agree,” “tend to agree,” “tend to disagree,” and “disagree” as possible answers. I first asked, “With a music specialist in the building, I do not feel it’s my job to incorporate music in my classroom.”

As a believer in the importance of music, it was encouraging to see that only three teachers “tended to agree” with this statement, and the other 22 disagreed on some level. I also asked, “Two half-hour sessions of music each week is adequate to fill the basic musical needs of students.” Forty-eight percent of the teachers felt that one hour per week was not enough, while the remaining 52% felt that it probably was adequate.It was interesting to note that while all of the teachers used music of some sort on some level in their classrooms, few formally put it into their lesson plans on a regular basis (48% never did, 36% did “sometimes,” and 16% did it more than “often”). Interestingly, I asked a question toteachers who only used music occasionally why they didn’t use music more often. All three who replied to this answer indicated “a lack of musical training or ability” as the reason. However, overall I got the sense that the teachers I surveyed generally believed that music was an important element to the children’s education.Ms. Bach was convinced that music is one of the most important elements in engaging children in learning. She stated, “Anytime I can link information with music, I do.

The kids just learn better.” She then added, “We’re living in a computer world, lots of video and audio and we have to tap into that. The traditional ways (of teaching) just aren’t working. We’re competing with a video game, so we’d better be entertaining!”Music to Alter MoodI asked the teachers how often they used music to alter the mood (energize or relax the students) in their classrooms, and every single teacher said they used music for this purpose at least “sometimes.” Ten of the teachers responded that they did this on a daily basis. My final question was an open-ended one that asked the teachers to cite specific music integration methods.

I categorized those responses and included the replies that relate to using music for mood alteration here:

• I use music to set the mood (either for a writing assignment or to calm them during an activity).
• I use videos for movement breaks.
• I love brain break videos/songs.
• I like to play relaxing music when students are working quietly and independently, and more “fun,” upbeat music when we are working on less rigorous academic activities. I always have Pandora playing in the background.
• I like to use the Kagan CDs during projects, writing, and reading. They are scientifically proven to aide in concentration or in productivity based on the beats per minute. Brain breaks: Kidz Bop, Pandora.
• We also use it as an exercise break. The students love to have dance parties.
• I use background music to help the students stay focused.
• We use music videos for movement breaks.
• We dance to music to take brain breaks.
• I use relaxation music to help students think.
• I use music as “thinking music.”
• Fun Songs for brain breaks.

I observed that my cooperating teacher (Ms. R.) in my first-grade classroom utilized background music at the beginning of every day when the children came into the room and were completingtheir independent morning work. She likes to use a Pandora station that plays children’s instrumental versions of popular songs. None of the children ever mention it, but it is definitely one of the components that helps the students stay quiet and on task at the start of the day. The teacher also uses GoNoodle videos get the energy up when the children have been sitting toolong. Mrs. Bach, during my interview, said that she is a big fan of YouTube videos for brain breaks and to “get the energy jumpin’” when the students start to slow down.

Music for Personal Expression and Promoting Creativity

I asked the teachers how often they used music to help promote creativity and personal expression, and all 25 teachers use music for this purpose at least occasionally. Here are their specific responses to how they use music for this purpose:

• I use mood music during journaling.· I love nature sounds during independent work.
• I like to play relaxing music when students are working quietly and independently, and more “fun,” upbeat music when we are working on less rigorous academic activities.
• We play soft music when writing.
• Quiet classical as we work.
• I play Pandora “study music” while the students work independently.

Some solutions are implemented to improve the efficiency of language learningStudents are asked to sit comfortably and close their eyes, breathing regularly. When music is turned on it will elicit images, body sensations, and emotions.They are attracted to the activities and required to explore skills of life. To do this, the teacher does not do anything but explain them to work as much as possible through performances. The practical experience will help them to approach the sound of music in a more natural way.The action should be flexible, avoid repeating because it will create the curiosity for the learners.If the teacher is able to play one of the basic instruments such as the guitar, to maximize the performance of the instrument will help to make the music more exciting and effective.Active teaching methods emphasize the strengthening of the positivity of student activities. They will develop better when participating in activities. Physical activity should be strengthened for the learners through these exercises to help them be confident, skillful and able to concertrate. It also contributes to increasing their independence.