THE USE OF MUSIC IN THE CLASSROOM

Abstract

The definition of music is not restricted solely to the combination of sounds; it can also be viewed from scientific, philosophical, and cultural perspectives. It can be constituted in a purely instrumental form or include a text, thereby broadening its range of possible meanings. Musicality is widely used as a tool for recreation, with upbeat melodies and lyrics encouraging children to feel excitement, pleasure, and relaxation. Furthermore, it can be used for other benefits, such as didactic aid, resolving emotional issues, and socialization in the classroom. Therefore, incorporating musical practices in the classroom is relevant for building various aspects of development. Due to its wide range of opportunities, music holds highly significant value for the educational environment, given that a playful atmosphere contributes to increased student interest and participation. Music for the learning of children with special needs is highly relevant in the educational context when considering the details that compose each individual's uniqueness. For children with Autism Spectrum Disorder (ASD), music can be a means of conveying feelings and expression, serving as a communication tool between the teacher and the child. When used appropriately, it provides a comfortable environment for the student to develop. In the case of children with Attention Deficit Hyperactivity Disorder (ADHD), pedagogical musical activities can stimulate hearing and certain reflexes, such as attention and concentration, in addition to providing a more effective way to channel hyperactivity. In summary, even though it is not one hundred percent effective—considering that teaching methods and resources must be suited to the specific context—introducing music as a pedagogical tool proves to be very relevant for the educational context. It serves as an attractive resource for self-regulation and socialization for many students.