Dr Patricia Bygrave


 

Publications and Papers of Dr Patricia Lee Bygrave


Bygrave, P. L. (1984). Music and the slow learner. Australian Journal of Music Education, 2, 7.


Bygrave, P. L. (1985). Music as a cognitive developing activity: Implications for learning and the learning disabled child. M.Ed. thesis, University of Canberra, Australia.

Abstract:

Various cognitive learning theories have been examined for the purpose of considering music as an activity developing cognitive processes. It was felt that an exploration of these theories could offer insights into how music can be used to demonstrate cognitive development in learning and in children with learning disabilities. In an attempt to illustrate the relationship between music and cognition, concepts in the theories of Piaget, the Neo-Piagetians (Case, Pascaul-Leone, Biggs and Collis), Bruner, Ausubel, Vygotsky, Luria and Leont'ev have been discussed in association with music activities. It is argued that music can be identified as a cognitive activity and applied to learning and to learning disabilities through recognised special education approaches: these include perceptual-motor, multi-sensory, language development related, developmental and behavioural.

The theories of Vygotsky, Luria and Leont'ev the 'troika' - are considered in greater detail. Their theories, although focussing on concepts of language in cognitive development, appear to offer a means for the wider application of music to cognitive development. Vygotsky's developmental hierarchy, Luria's brain functional system, and Leont'ev's theory of activity have been amalgamated into a theoretical framework demonstrating the processing of information through music activity leading to cognitive development. This framework provides for an investigation into learning capacities and learning potential, relevant to cognitive development in learning and in the learning disabled child.


Bygrave, P. L. (1988). Music as a cognitive developing activity: A theoretical framework for investigating learning. (International Society for Music Education XVIII Conference Abstracts, Canberra, Australia, 1988, 6 ).

Abstract:

The cognitive learning theorists from the Eastern world Vygotsky, Luria and Leont'ev, provide a new perspective to learning, different from that of Western world theorists. Vygotsky,s developmental hierarchy of conceptual thought processes, Luria's brain functional system which allows for interchangeability in cognitive processes, and Leont'ev's theory of activity. are each examined for their potential application in considering music as an activity for developing cognitive processes. A theoretical framework has been constructed for these theories, which illustrates how music as an activity can develop memory and cognitive processing. The implications for music learning are that such a framework could provide a new means for investigating music and its associated activity. This could give music credence as a cognitive developing discipline in education.


Bygrave, P. L. (1989). The development of a special music educator in Australia. In R. R. Pratt (Ed.), Music therapy and music in special education: The international state of the art 11 (pp. 8-16). St. Louis, MO: MMB Music.

Abstract:

The special music educator is one concerned with the total development of the child in special education. By participating in musical activities, the child can acquire knowledge skills through the learning processes associated with music and develop a positive self-concept and personal value system within a social environment. The development of the author of this paper as a special music educator has occurred through fostering these qualities and by adapting her general training as a teacher and music educator to the field of special education.


Bygrave, P. L. (1990). Music: A cognitive developing activity. (2nd International Congress for Research on Activity Theory Abstracts, Lahti, Finland, 1990, 45 ).

Abstract:

In considering music as a cognitive developing activity the theories of Vygotsky, Luria and Leont'ev -the 'troika' -provide a different perspective to learning through music from that of many Western theorists. In the 'troika' approach to learning, the concepts of consciousness, memory, conditions of learning and cognitive processes are regarded more in a social context. Such a context blends with a music educational setting.

A theoretical framework can be constructed from components of the 'troika' theories to illustrate how music as an activity can develop memory and cognitive processing. Vygotsky's developmental hierarchy of conceptual thought processes can be investigated by employing music as the 'tool' or 'sign' to mediate information processing from the primitive stage through to the stage where external reactions are internalised. Luria's brain functional system practically demonstrates interchangeability in simultaneous and successive processing in cognitive activity; this has considerable implications for learning in music education. Leont'ev's theory of activity provides a structure of units each examinable as a separate functional unit within a whole structure. Music as an activity can thus be analysed with reference to actions, goals and operations as entities or in a relationship. The implications for childrens' learning are that such a framework could provide a new means for investigating music and its associated activity. This could give credence to music as a cognitive developing discipline in the field of education.

Current research being undertaken by the author in Australia with learning disabled (L.D.) children aged from four to nine years in special education settings, has shown that participation in a daily music program can lead to improvement in L.D. children's cognitive processing skills. Through musical activity the L.D. children learned to recognise, discern, differentiate and analyse sound. Auditory discrimination, essential for literacy skills, was developed and the visual, tactile, and kinaesthetic modalities of learning were stimulated and extended. Finally, the social interaction between teacher child peer within the music education environment would suggest that such interaction, provided it is positive and supportive, can also contribute to the internalisation of knowledge.


Bygrave, P. L. (1990). Relating music to a special education setting in Australia. (XIX International Society for Music Education Research Commission on Music Therapy and Music in Special Education Abstracts, Tallinn, Estonia, 1990, 2 ).

Abstract:

Music programs currently being undertaken in two special education settings in Australia, support the view that music in special education is just as applicable as it is in general education. Particular features evolve through relating the reasoning of past and present music educators for the purpose of music education. Some of these features are the improving of learning skills, the fulfilling of social needs and the challenge offered through musical education both for the child in regular education and for the learning disabled child.

This paper is submitted for consideration for the Third Research Seminar of the I.S.M.E. Commission of Music Therapy and Music in Special Education, 30th July -3rd August, 1990.


Bygrave, P. L. (1990). Journal Article - Musik Kultur, Interview

Abstract:

An interview by Lars Nordstedt for Musik Kultur, a Swedish publication. titled 'En australiensare i Stockholm'. The article discusses aspects of Patricia's background of growing up in New Zealand. her international travels, and her teaching. studies and research relating to her PhD on 'Music and the development of listening skills in Children with learning difficulties'.


Bygrave, P. L. (1990). Specific programs to develop listening skills in children in special education settings. Proceedings of the Fourteenth National Conference of the Australian Association of Special Education, Canberra: AASE ACT Chapter.

Abstract:

In recent years educators world-wide have noticed a decline in the development of childrens' listening skills -skills of attention, recall, and comprehension. For the child in a special education setting, lack of listening skills can be an identifying characteristic. In order to assess whether listening skills can be taught, learnt and developed, two specific programs were implemented over a period of thirty school term weeks in Junior Assessment Classes attached to four primary schools in the Australian Capital Territory with children ranging in age from 5 to 9 years; one program involved music and the other story-telling. Evidence from pre-, post-and post-post-testing, interviews and observations, indicates that the listening skills of the children improved through participation in the programs.


Bygrave, P. L (1991). Music: A cognitive developing activity. Australian Journal of Music Education, 2, 22-29.

Abstract:

This paper considers the theories of Vygotsky, Luria and Leont'ev, the 'troika', which offer a different perspective to learning from that of Western theorists. In considering music as a cognitive developing activity, a theoretical model can be constructed from components of the 'troika' theories to illustrate how music as an activity can develop memory and other cognitive processes. Mygotsky's developmental hierarchy of conceptual thought processes, Luria's brain functional system and Leont'ev's theory of activity can be integrated into a model wherein music as an activity can be examined either in its entirety or in a series of associative relationships. Such a model could provide a new means for investigating music and its associated cognitive activity and thus have significant implications for children'S learning.


Bygrave, P. L. (1991). Music and the development of listening skills in children with learning difficulties. PhD thesis, Macquarie University, Sydney.

Abstract:

The study reported in this thesis was derived from an interest in the role of music for children experiencing learning difficulties. This interest was extended to determine whether participation in music activities can facilitate the academic, cognitive, and social development of children with learning difficulties in the classroom.

Information in the literature indicates that music IS a cognitively challenging activity involving skills of attention, comprehension, memory, problem solving, social, and listening. A difficulty lies however, in accounting for the acquisition of these skills through music. This study utilised the skill of listening, a component of music programs in use in Australian schools, to examine whether music activities could develop cognitive processing skills in children with learning difficulties. Two programs identified with developing listening skills, a music program and a story-telling program, were implemented by teachers with students in Junior Assessment Classes in the Australian Capital Territory. The design of the study involved applying the programs during an intervention period, the administration of pretests, posttests and postposttests to the students participating in the study, and students selected as case studies.

The results from the experimental data indicated that participation in regular music activities by students with learning difficulties had a positive effect on the development of their receptive vocabulary skills, phonological processing skills, and listening comprehension skills. Observational data, and information obtained about the case study students, also indicated that participation in the music activities provided opportunities for active interactions leading to an improvement in the social skills of the students.

 


Bygrave, P. L. (1993). Listening in Music Education: An Analysis of the Listening Process. Paper presented to teachers.

Abstract:

The development of appropriate listening skills in children is a current concern in music education in Australia. In addressing this concern, this paper considers theoretical aspects of listening and the place of listening in the cognitive process. Music and music listening also are discussed in the context of them being cognitive processes relevant to children involved in music activities. Factors pertinent to the development of listening skills in children are considered and listening, together with other cognitive skills that lead to the development of selective awareness skills in children, identified as underlying all activities in music education.


Bygrave, P. L. (1994). Development of listening skills in students in special education settings. International Journal of Disability, Development and Education, 41 (1), 51-60.

Abstract:

Children in special education settings often lack appropriate listening skills. Two programs identified with developing listening skills. a music program and a storytelling program, were implemented by teachers with students in special education settings over a 30 week intervention period. A battery of tests measuring different aspects of listening such as receptive vocabulary, phonological processing, and listening comprehension, was administered to the students prior to the intervention period. at the end of the intervention period and again several weeks later. The results from the tests indicated that participation by the students in these programs had a positive effect on the development of their listening skills. The effects of the music and story-telling programs were not apparent until the postpost-pretest period suggesting that a longer time-period is required for a statistically significant music effect or story effect on the listening skills of students in special educacion settings to show.


Bygrave, P. L. (1994). El desarrollo de las habilidades del vocabulario receptivo a traves del contacto con la musica. Boletin de Investigacion Educativo-Musical, 1 (3), 4.


Bygrave, P. L. (1995/96). Development of receptive vocabulary skills through exposure to music. Bulletin for the Council of Research in Music Education, (Special Issue), 127, 28-34.

Abstract:

This paper focuses on the development of receptive vocabulary skills of students through a program of music activities. Four groups of children aged 6 to 9 years who were experiencing reading difficulties participated in two programs identified with the development of listening skills. The programs were implemented daily by class teachers over a 30-week intervention period. The students were rested prior to the intervention period, at the end of the intervention period, and finally 7 weeks later. The results from the tests indicated a significant effect on the receptive vocabulary of students participating in a music program. The effects of the music were not apparent until the postposttest period. This indicates that a longer time period is required for a statistically significant music effect to show on the receptive vocabulary of students with reading difficulties. The findings suggest that music may be an effective learning medium for aspects of language development such as receptive vocabulary skills, especially for students with reading problems.


Bygrave, P. L. (1996). Activity in a music program and the development of cognitive processing skills. Proceedings of the Australian Association for Research in Music Education XVIIIth Annual Conference, Sydney, 33-38.

Abstract:

Activity can be linked to observable behaviour and to cognitive skill development. This paper is based on a study which identifies the role of activity in a music program. During a 30-week intervention period. young students experiencing learning difficulties participated daily in a music program. Test data indicate that over this time the students developed cognitive processing skills of listening comprehension. The test results show a significant effect of the music program from the pretest to the posttest and the postposttest period. Observational data supplemented with data from teacher-diaries. lesson-ratings and teacher-interviews appear to qualify the test findings. It is concluded that participation in a music program of appropriate musical activities can develop cognitive processing skills in students with learning difficulties.


Bygrave, P. L. (1997). Students with learning difficulties: Skill development through the music program. Proceedings of the Australian Society for Music Education XI National Conference, Brisbane, 48-53.

Abstract:

Case studies involving eight students with learning difficulties aged 7-9 years were undertaken in four special education settings. Teachers predicted that four of these students would improve their listening skills through participation in a specific program and four students would not. At the end of a 30-week intervention period the students who participated in a music program, including those predicted as not likely to improve, showed improvement in listening skills and in academic, cognitive and social skills. The development of these skills also had a positive impact on the student's self-concept. Such findings suggest that skills learnt through a music program transfer to other areas of learning.


Bygrave, P. L. (1998, July). Music in cognition and students with learning difficulties. Paper presented at the International Society for Music Education Commission on Music in Special Education, Music Therapy, and Music Medicine, Capetown and Pretoria, South Africa.

Abstract:

Students in special education settings generally are not exposed to a task-structured music program. These students also often lack the cognitive skills necessary for learning. The purpose of this paper is to discuss the development of skills associated with cognition through a music program. During a 30-week intervention period, students with learning difficulties in four special education settings participated in two different listening-orientated programs taught by their teachers. Test data indicate that over this time the students taking part in one of these, a music program, developed cognitive skills related to listening comprehension. A Significant positive effect of this program was shown from the pretest through to the postposttest. These findings suggest that a task-structured music program appears to develop cognitive skills such as listening comprehension, in students with learning difficulties.


Bygrave, P. L. (2000). Music in cognition and students with learning difficulties. In D.Laufer, K. Chesky & P. Ellis (Eds), Music as a human resource: Drafts and developments (pp.29-38). Dohr.


Bygrave, P. L. (2000). Newspaper Article - Onsdagen Den, Interview.

Abstract:

Patricia presenting a lecture on 'Why Music' to teachers in Ljusdal, Sweden. In the lecture she discusses some reasons for music in education, how children learn, and learning through music activities.


Bygrave, P. L. & F. L. (2005). Australian Red Cedar and Other Meliaceae Species in Plantation. RIRDC publication number 04/135

Abstract:

The rich resources of Australian red cedar (Toona ciliata var. australis), which European immigrants found as they displaced Aboriginal Australians along the northern two-thirds of Australia’s east coast, catalysed the colonial exploration and exploitation of forests in this region. By the early 20th Century, red cedar had been exploited to economic extinction in much of its range, and the embryonic forest services in Queensland and New South Wales devoted effort in seeking to re-establish the species on a commercial scale. Their considerable efforts, then and subsequently, were defeated, almost without exception, by the cedar tip moth (Hypsipyla robusta).

Australian red cedar is one of many species world-wide within the commercially valuable tree family Meliaceae. During the 1980s and 1990s, increased interest in restoration of the resources of other Meliaceae, similarly depleted by forest conversion and unsustainable harvesting, prompted a higher level of activity in research on the Meliaceae and their pests.

Fyfe and Tricia Bygrave, who enjoy the joint delights of being both academics and farm foresters experimenting with red cedar, have contributed to this renewed research effort in the terms they describe in this book. Their efforts, reported here, should give us some hope that the cause of re-establishing Australian red cedar —with consequent benefits for both ecological restoration and commercial forestry—is an exciting challenge rather than a lost cause. We hope it will catalyse further work with this signature Australian tree.

(Preface by Peter Kanowski, Professor of Forestry, The Australian National University, Canberra