Article
Knowledge
Question: Based on the reading, name at least 2 reasons why music integration is helpful for students in a foreign language class.
To better foreign language acquisition and cultural understanding, create a relaxing environment, lower stress levels, and motivate learning
Knowledge
Question: What does music help express in subjects like social studies?
A: emotion
B: cultural history
C: personal contact
D: all of the above
D: all of the above
Comprehension
Question: What is the main idea of using rhythmical activities in a foreign language class?
A: to train oral production
B: to train grammar skills
C: to enhance task performance
D: to better understand culture
A: to train oral production
Comprehension
Question: What does it mean to “sing songs in an expressive way?”
Answer: To sing the songs as the people themselves sang
Application
Question: A middle‑school teacher wants to improve a student's skills during a unit on rhythmic layering. After reading the article on formative assessment in the arts, the teacher decides to integrate strategies that support self-reflection, peer lead learning, and opportunities for growth. Which classroom practice best applies these assessment principles to the lesson?
A: Have each group make their layered rhythm once
B: Provide students with a teacher created rubric and ask them to silently rate their group’s performance before moving on to the next activity
C: Guide students in co‑creating criteria for a strong ensemble performance and revise their performance
D: Play a professional ensemble recording and ask students to imitate it as closely as possible without discussion or revision.
C: Guide students in co‑creating criteria for a strong ensemble performance, have groups use these criteria to give each other feedback during rehearsal, and then revise their performance based on the feedback and their own reflections.
Application
Question: A history teacher is teaching a unit on The Underground Railroad. They are wanting their students to understand the emotional depth of this period of time. How exactly could they use music to help their students connect with this unit emotionally?
A: Playing songs from that period of time and discussing the meaning of the lyrics
B: Creating a group project where students pick a song from that time period, analyze it, and present it to the class
C: Music does not help students connect emotionally with history
D: Letting the students pick a modern song and relating it to the time period.
B: Creating a group project where students pick a song from that time period, analyze it, and present it to the class.
Analysis
Question: Which explanation best analyzes why teachers’ positive attitudes toward using music do not translate into frequent classroom practice?
A: Teachers enjoy music personally, but they believe students learn better through traditional textbook‑based instruction
B: Teachers recognize the motivational benefits of music, but they avoid it
C: Teachers believe music supports language learning, but they struggle to use it consistently
D: Teachers think music is useful only for young children
C: Teachers believe music supports language learning, but they struggle to use it consistently due to limited access to appropriate materials and a lack of theoretical grounding to justify its use.
Synthesis
Question: How do the three instructional approaches described in Section II—background music, songs, and rhythmical activities connect to the non‑linguistic benefits outlined in Section III (such as reduced anxiety, increased motivation, and sustained attention), and what does this relationship suggest about how teachers might strategically choose among these methods to support different learner needs in a foreign language classroom?
Answer: Connect methods, non-linguistic outcomes, and instructional decision-making. (NOT ABCD)
Analysis
Question: Compare and contrast how using music in a class would look different with 3rd graders compared to how it would look with 8th graders. Explain.
A: no difference
B: 3rd graders would use more abstract thought when discussing versus 8th graders who would need more step-by-step instructions
C: 3rd graders would use more hands-on material with step-by-step instructions, whereas, 8th graders could discuss in abstract ways.
C: 3rd graders would use more hands-on material with step-by-step instructions, whereas, 8th graders could discuss in abstract ways.
Synthesis
Question: Using what you learned from this video, come up with a way you would incorporate music into a history lesson you might teach.
*Free response
Here is our answer, but there are many other correct answers!
When learning about Indigenous groups in America, I would play some of their tribal songs so my students could better understand the culture of those people. This would introduce them to different beliefs and ways of life, that would better help them understand what they are learning in class.
Evaluation
Question: Considering the research findings in Section III, to what extent do the linguistic benefits of music such as improved vocabulary recall, enhanced phonetic accuracy, and better stress perception justify integrating music more systematically into foreign language instruction, despite the mixed or contradictory results reported in some studies?
Answer: Students weigh the overall validity and usefulness of music-based methods
Evaluation
Question: After watching this video, do you believe that music is helpful when used to teach history? Why or why not?
*Free Response
Here is our answer, but there are many other correct answers!
Yes, I believe that music is very impactful when used to teach history. It provides a different way of learning than reading from a book or doing a worksheet. It provides a way for the child to connect on a personal level with what they are learning. It allows for them to experience a culture in a new way.