Annual Conference 2014 paper: Actual and perceived effects of background music on creative writing in the primary classroom

Abstract

This paper explores the effects of two kinds of background music on task performance of primary school children and the extent to which the children were aware of the effects of the music. Children aged 10 to 11 were asked to write an exciting story while listening to arousing, calming or no music. They then completed a questionnaire to establish their awareness of the music and its effects. The music appeared to have little effect on basic literacy skills in the children but stories were rated as more ‘exciting’ when the ‘calming’ music was playing. The children had little conception of the detrimental effects of the exciting music on their studying. This has implications for children undertaking homework while listening to background music.