Using Music to Eliminate Defiant Behaviors in the Classroom

Andre Rodriguez is a 9th grade student at American Technical High School who has been diagnosed with oppositional defiance disorder. Andre Rodriguez is a classic example of a student who has the intelligence to perform well in school, but lacks the motivation and the desire to excel in his studies. In fact, Andre is constantly absent from school and when he does come to school, he spends most of his time picking fights with fellow students and his teachers. Many teachers ask themselves, “What can I do to motivate a defiant student?” “How can I help a student with anger management issues?” and “How can I help encourage students to want to learn in school?” Teachers can use music to eliminate defiant behaviors in their classrooms, because music has the ability to capture a student’s attention, promote prosocial behaviors, enhance self- awareness, and teach self- control through creative expression.

Like many children, Andre struggles to stay focused on the task at hand in his classes; therefore, using music in the classroom can help capture a student’s attention and ability to stay focused. In class, Andre has been getting up out of his seat and when he is asked to sit back down, he either ignores the teacher or he talks back to them in a loud voice. Music teachers can announce transitions in class by ringing a bell or by playing a familiar chord progression on the piano in order to cue children to sit down and be quiet for the start of class. Andre’s behavior is a good indication that the class instruction may not be stimulating enough for him to maintain focus during class. Shannon K. de l’ Etoile (2005) argues that some students will try to maintain an adequate amount of stimulation through inattentiveness, impulsiveness, and hyperactivity. Therefore, it is important as music teachers that we engage the children through active learning. Music activates both the right and left lobes of the brain, and it increases dopamine level in the brain, which is a neurotransmitter than is responsible for regulating attention, working memory, and motivation. Incorporating physical movement into musical experiences can help children to stay focused, because studies have shown that combining music and movement increases dopamine levels in the brain which leads to feelings of joy (Crump, 2010, p. 24). Another way that music teachers can stimulate focus is by allowing students to choose the type of music that they are going to study. Music teachers can also motivate students’ engagement in learning by having students write their own songs. Music teachers can make learning fun by teaching music history and music theory concepts through classroom games or activities and by using computer music software programs.

Music is a social activity; therefore, it has the ability to help students like Andre build better social skills. According to Hutchinson, “Students learn to listen, take turns, anticipate changes, and pick up on cues in ways they might not do outside” of a music classroom (Rodgers, 2019, p. 10). For instance, in a general music class when children are singing voice parts, they have to listen to their peers, take turns singing, anticipate changes in the music, and watch the conductor for cues on tempo, dynamics, and articulations. Also, singing in a choir is a collaborative group activity and children learn that each individual contributes to the overall sound of the song. Children have to learn to accept one another even if they don’t like someone in music class, so that they can put on a good performance. Alice- Ann Darrow (2017) states that “music classes and ensembles that include both dominant and marginalized groups increases the likelihood of cross- group friendships and unity” (p. 10). Children can form friendships in music class by simply spending a lot of time together during rehearsals, performances, and class trips.

The “buddy system” can be an effective strategy for students like Andre, because positive peer influence has a greater impact on children than teachers have. According to Aaron Z. Lohmeyer, “peer- assisted learning has been found to increase inclusion and, by extension, contribute to a positive environment” (2017, p. 45). An “assigned buddy” can form into a friendship, so that children like Andre would be more motivated to come to school every day just to see his friends. Alice- Ann Darrow and Mary Adamek (2018) suggest in their article Instructional Strategies for the Inclusive Music Classroom that “peer assists can provide the benefits of increased learning for both parties, increased self- esteem for all involved, and increased flexibility for the teacher” (p. 19). A peer assist can also model appropriate social behavior as well as assist a weaker student in music to sing their voice part or to play their instrumental part correctly. It can help to eliminate any frustration of learning a vocal or instrumental part for the student with learning difficulties in the ensemble, because they can simply imitate their peer buddy. A peer assist can also become a practice partner and they can help correct their assigned buddy for the teacher, so that the teacher does not have to stop teaching in order to correct that student.

Music has the ability to enhance self- awareness for children like Andre to identify their own behavioral triggers and to learn and practice self-control. Aaron Z. Lohmeyer (2017) explains in his article, Managing and Correcting Defiant Behavior Through Music that “body awareness, impulse control, listening closely to others, and responding with sensitivity are generally concerns in producing a quality performance,” because music involves rhythm and rhythm provides a structure (p. 7). Children have to learn how to read music and play the rhythm of the notes within a structured duration of time and in a certain order. Music also features a beginning, middle, and an end which helps children with behavioral problems learn to plan, anticipate, and react. Children must plan how to practice the music and anticipate how to play or sing the music while reading it and react quickly to the cues of the conductor while playing or singing the notes on the page. Students with behavioral issues have abnormal brain function in which the synapses in the brain do not communicate properly with one another. Practicing rhythmic patterns in music daily can help to re-train and establish the correct synapses pathways in the brain (Rodgers, 2019, p. 6). Songs with various rhythms can affect the rate of speed that children mentally and physically process information. Therefore, a student with conduct disorder may benefit from playing or listening to relaxing and calming music when they are angry and need to calm down. Music can be a tool to teach “transferrable behavioral skills where students are rewarded by their peer’s approval, participation in a desired activity, [and] self- efficacy” (Aaron Z. Lohmeyer, 2017, p.7). Overall, music can naturally help to redirect defiant behavior through giving students the desire to show off their musical skills and talent in a musical performance. Music also incorporates daily practice of the same music until it is mastered for a performance, and through practice children with oppositional defiance disorder learn to transfer and apply positive behavioral skills into their daily life.

Music can be a powerful tool to treat children like Andre who have oppositional defiance disorder, because music helps to activate and increase dopamine levels in the brain which can affect one’s attention, working memory, and motivation. Music fits the expectancy x value framework that is discussed in Weinstein and Novodvorsky’s (2015) book titled “Middle and Secondary Classroom Management: Lessons from Research and Practice,” which states that when children are given a task that they can achieve success in and the task is personally valuable and fulfilling, then they will be motivated to learn. Music gives children the motivation to learn, because they expect success from practicing and preparing for their performance and the value of the performance is showing off their musical talents and abilities. Hammel and Hourigan (2011) explain in their book titled “Teaching Music to Students with Special Needs: A Label-free Approach” that “music students can construct a social identity based on their experience within the music classroom in several ways . . . within a social group, a section within a performing ensemble, or in ways their self- perceived success relates to the overall class” (p.106). Therefore, it is important as teachers that we create a positive classroom environment for all students, because we have the power to build their self- esteem and help them to form their identity through teaching music. Music brings a group of people in unity with one another to achieve the same goal, which is to put on a good performance. Therefore, children like Andre can build friendships with other students that they wouldn’t typically befriend in order to help one another put on a good show.

Students like Andre Rodriguez who struggle with oppositional defiance disorder can benefit from being a part of a music ensemble, because music has the ability to capture a student’s attention, promote prosocial behaviors, enhance self-awareness, and teach self-control through creative expression. Music has the ability to teach students with oppositional defiance behavior how to self-regulate and manage their behaviors and emotions properly while building positive student and teacher relationships that can last a lifetime. Assigning a peer assist to a student like Andre could encourage positive behaviors and enhance his musical skills through positive peer pressure. Music is also a powerful tool for treating students with oppositional defiance disorder, because music can stimulate normal brain function and growth. Music also can have a calming effect on children who are emotionally upset. Therefore, music can be the best agent to treat students with oppositional defiance disorder, because the skills that a student learns and obtains in a music class can be transferred to all other aspects of life.

About The Author

Violet Mandic, soprano, began her education at Bucks County Community College where she earned her Associates Degree in the Arts in Music. She was a part of the Bucks County Community College Concert Choir, and Percussion Ensemble. She became a part of the International Dean’s List Honor Society in 2012. She graduated from Bucks County Community College with an honors in summa cum laude. She transferred to Moravian College to continue studying music. At Moravian College, Violet became a part of the Delta Omicron Music Honors Fraternity in the spring of 2016. Violet won the Charlotte E. Newcombie Scholarship in the fall of 2015, and the Louise Moore Pine Music Scholarship in the fall of 2016. She was a part of the Moravian College Concert Choir, Women’s Chorus, Song and Stagecraft Ensemble, and Salon Ensemble. Violet graduated from Moravian College with a Bachelor of Music degree in voice performance in the summer of 2017 with an honors in summa cum laude. Violet did a church musician internship at Friedens United Church of Christ. Violet has taught private voice and piano lessons at Miss Cindy’s School of Dance. Violet was a general music teacher at The Stages Academy, which is a performing arts preschool with a kindergarten enrichment program as well as an afterschool program. She also taught group piano instruction courses as well as private voice and piano lessons at The Stages Academy. She currently teaches voice and piano lessons in her private home studio and workshops in singing, acting, and vocal health. Ms. Violet has taught students who have been accepted into the Lehigh Valley Performing Arts Charter School. She sings with the Palisades Community Chorus and at her home church. She is currently working on earning a certification in music education.

References

Crump, J. (2010). An Examination of Therapeutic Approaches Employed By Music Therapists Servicing Children and Teens with Behavior Disorders [PDF File]. Retrieved from https://fsu.digital.flvc.org/islandora/object/fsu:181187/datastream/PDF/view

Darrow, A., & Adamek, M. (2018). Instructional Strategies for the Inclusive Music Classroom. General Music Today, 31(3), 61-65. doi:10.1177/1048371318756625

Darrow, A.-A. (2017). Teaching Tolerance in the Music Classroom. General Music Today, 30(3), 18–21. https://doi-org.moravian.idm.oclc.org/10.1177/1048371316685134

De l'Etoile, S. K. (2005). Teaching Music to Special Learners: Children with Disruptive Behavior Disorders. Music Educators Journal, 91(5), 37-43. Retrieved from http://web.b.ebscohost.com.moravian.idm.oclc.org/ehost/detail/detail?vid=0&sid=2846767c-71a2-4103-a052-74743004331f%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=16958252&db=aph

Hammel, A. M., & Hourigan, R. M. (2011). Teaching Music to Students with Special Needs: A Label-free Approach. Retrieved from https://ebookcentral.proquest.com /lib/moravianlibrary-ebooks/detail.action?docID=665403#

Lohmeyer, A. Z. (2017). Managing and Correcting Defiant Behavior Through Music. General Music Today, 31(1), 34–39. https://doi-org.moravian.idm.oclc.org/10.1177/1048371317699936