The effect of using music in visual arts lessons on student achievement

This study aims to evaluate the impact of music on the success of 7th-grade students in visual arts lessons. The research employed a quantitative research method, utilizing a survey model with an experimental and control group design. In the experimental group, students created artworks while listening to music, whereas in the control group, students worked without music. The purpose was to measure the difference in performance between the two groups and to examine the influence of music on students' achievements in visual arts. For data collection, the assessment scale from Hüseyin Uysal's 2016 doctoral thesis titled "The Effect of Different Music Genres on Children's Drawings" was used with the author's permission. This scale provided an objective evaluation of the students' work. Additionally, three academicians from the Faculty of Music and Fine Arts at Ankara University evaluated the students' artworks using the "Art Evaluation Scale." This ensured a standardized assessment of the visual arts work produced during the study. The study group consisted of 7th-grade students from Ata Secondary School in Ankara, Mamak, under the Ministry of National Education. These students were divided into experimental and control groups, forming the sample. The "Attitude Scale Towards Music Lessons," developed by Özmenteş (2006), was utilized as a data collection tool. The scale, designed as a Likert-type instrument with 20 items, measures students' attitudes towards music lessons. Its construct validity was analyzed through principal component analysis, and its reliability was tested using the Cronbach's alpha coefficient, yielding a score of α = 0.88, indicating a reliable and valid instrument for measuring attitudes toward 7th-grade music lessons. The data collection and analysis process was a crucial aspect of this study. Initially, pre-tests were administered to both the experimental and control groups. The experimental group then received technical support for creating artworks with music, followed by post-tests for both groups. During the experiment, visual arts lessons in both groups were conducted according to the curriculum's learning outcomes. The experimental group received lessons with the aid of technology, including the use of computers and speakers, while the control group followed traditional methods without technological support. For data analysis, statistical correlation methods were employed using SPSS 22.00 software. Independent sample t-tests were applied to compare the pre-test and posttest scores, identifying differences between the experimental and control groups. The results of the study revealed that incorporating music into visual arts lessons had a positive impact on students' performance. Ultimately, the findings suggest that music can be a valuable tool in enhancing student achievement in visual arts, providing useful insights for future integration of such methods into educational programs.