music research topics middle school

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• A Research Guide
• Research Paper Topics

120 Music Research Paper Topics

How to choose a topic for music research paper:.

Music Theory Research Paper Topics:

• The influence of harmonic progression on emotional response in music
• Analyzing the use of chromaticism in the compositions of Johann Sebastian Bach
• The role of rhythm and meter in creating musical tension and release
• Examining the development of tonality in Western classical music
• Exploring the impact of cultural and historical context on musical form and structure
• Investigating the use of polyphony in Renaissance choral music
• Analyzing the compositional techniques of minimalist music
• The relationship between melody and harmony in popular music
• Examining the influence of jazz improvisation on contemporary music
• The role of counterpoint in the compositions of Ludwig van Beethoven
• Investigating the use of microtonality in experimental music
• Analyzing the impact of technology on music composition and production
• The influence of musical modes on the development of different musical genres
• Exploring the use of musical symbolism in film scoring
• Investigating the role of music theory in the analysis and interpretation of non-Western music

Music Industry Research Paper Topics:

• The impact of streaming services on music consumption patterns
• The role of social media in promoting and marketing music
• The effects of piracy on the music industry
• The influence of technology on music production and distribution
• The relationship between music and mental health
• The evolution of music genres and their impact on the industry
• The economics of live music events and festivals
• The role of record labels in shaping the music industry
• The impact of globalization on the music industry
• The representation and portrayal of gender in the music industry
• The effects of music streaming platforms on artist revenue
• The role of music education in fostering talent and creativity
• The influence of music videos on audience perception and engagement
• The impact of music streaming on physical album sales
• The role of music in advertising and brand marketing

Music Therapy Research Paper Topics:

• The effectiveness of music therapy in reducing anxiety in cancer patients
• The impact of music therapy on improving cognitive function in individuals with Alzheimer’s disease
• Exploring the use of music therapy in managing chronic pain
• The role of music therapy in promoting emotional well-being in children with autism spectrum disorder
• Music therapy as a complementary treatment for depression: A systematic review
• The effects of music therapy on stress reduction in pregnant women
• Examining the benefits of music therapy in improving communication skills in individuals with developmental disabilities
• The use of music therapy in enhancing motor skills rehabilitation after stroke
• Music therapy interventions for improving sleep quality in patients with insomnia
• Exploring the impact of music therapy on reducing symptoms of post-traumatic stress disorder (PTSD)
• The role of music therapy in improving social interaction and engagement in individuals with schizophrenia
• Music therapy as a non-pharmacological intervention for managing symptoms of dementia
• The effects of music therapy on pain perception and opioid use in hospitalized patients
• Exploring the use of music therapy in promoting relaxation and reducing anxiety during surgical procedures
• The impact of music therapy on improving quality of life in individuals with Parkinson’s disease

Music Psychology Research Paper Topics:

• The effects of music on mood and emotions
• The role of music in enhancing cognitive abilities
• The impact of music therapy on mental health disorders
• The relationship between music and memory recall
• The influence of music on stress reduction and relaxation
• The psychological effects of different genres of music
• The role of music in promoting social bonding and cohesion
• The effects of music on creativity and problem-solving abilities
• The psychological benefits of playing a musical instrument
• The impact of music on motivation and productivity
• The psychological effects of music on physical exercise performance
• The role of music in enhancing learning and academic performance
• The influence of music on sleep quality and patterns
• The psychological effects of music on individuals with autism spectrum disorder
• The relationship between music and personality traits

Music Education Research Paper Topics:

• The impact of music education on cognitive development in children
• The effectiveness of incorporating technology in music education
• The role of music education in promoting social and emotional development
• The benefits of music education for students with special needs
• The influence of music education on academic achievement
• The importance of music education in fostering creativity and innovation
• The relationship between music education and language development
• The impact of music education on self-esteem and self-confidence
• The role of music education in promoting cultural diversity and inclusivity
• The effects of music education on students’ overall well-being and mental health
• The significance of music education in developing critical thinking skills
• The role of music education in enhancing students’ teamwork and collaboration abilities
• The impact of music education on students’ motivation and engagement in school
• The effectiveness of different teaching methods in music education
• The relationship between music education and career opportunities in the music industry

Music History Research Paper Topics:

• The influence of African music on the development of jazz in the United States
• The role of women composers in classical music during the 18th century
• The impact of the Beatles on the evolution of popular music in the 1960s
• The cultural significance of hip-hop music in urban communities
• The development of opera in Italy during the Renaissance
• The influence of folk music on the protest movements of the 1960s
• The role of music in religious rituals and ceremonies throughout history
• The evolution of electronic music and its impact on contemporary music production
• The contribution of Latin American musicians to the development of salsa music
• The influence of classical music on film scores in the 20th century
• The role of music in the Civil Rights Movement in the United States
• The development of reggae music in Jamaica and its global impact
• The influence of Mozart’s compositions on the classical music era
• The role of music in the French Revolution and its impact on society
• The evolution of punk rock music and its influence on alternative music genres

Music Sociology Research Paper Topics:

• The impact of music streaming platforms on the music industry
• The role of music in shaping cultural identity
• Gender representation in popular music: A sociological analysis
• The influence of social media on music consumption patterns
• Music festivals as spaces for social interaction and community building
• The relationship between music and political activism
• The effects of globalization on local music scenes
• The role of music in constructing and challenging social norms
• The impact of technology on music production and distribution
• Music and social movements: A comparative study
• The role of music in promoting social change and social justice
• The influence of socioeconomic factors on music taste and preferences
• The role of music in constructing and reinforcing gender stereotypes
• The impact of music education on social and cognitive development
• The relationship between music and mental health: A sociological perspective

Classical Music Research Paper Topics:

• The influence of Ludwig van Beethoven on the development of classical music
• The role of women composers in classical music history
• The impact of Johann Sebastian Bach’s compositions on future generations
• The evolution of opera in the classical period
• The significance of Mozart’s symphonies in the classical era
• The influence of nationalism on classical music during the Romantic period
• The portrayal of emotions in classical music compositions
• The use of musical forms and structures in the works of Franz Joseph Haydn
• The impact of the Industrial Revolution on the production and dissemination of classical music
• The relationship between classical music and dance in the Baroque era
• The role of patronage in the development of classical music
• The influence of folk music on classical composers
• The representation of nature in classical music compositions
• The impact of technological advancements on classical music performance and recording
• The exploration of polyphony in the works of Johann Sebastian Bach

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Home » 500+ Music Research Topics

500+ Music Research Topics

Music is a universal language that has the power to evoke emotions, bring people together, and express complex ideas and feelings. As a result, it has been the subject of extensive research and analysis across a wide range of fields, from psychology and neuroscience to sociology and cultural studies. Whether you are a music student, researcher , or simply a curious enthusiast, there are countless fascinating and important topics to explore within the realm of music research. From the history and evolution of different musical genres to the impact of music on human behavior and cognition, the possibilities for investigation and discovery are virtually endless. In this post, we will highlight some of the most interesting and relevant music research topics that you can explore in your own studies or simply as a way to deepen your appreciation and understanding of this rich and diverse art form.

Music Research Topics

Music Research Topics are as follows:

• The impact of music on memory retention.
• The evolution of hip-hop music and its influence on popular culture.
• The relationship between music and emotions.
• The role of music in religious and spiritual practices.
• The effects of music on mental health.
• The impact of music on athletic performance.
• The role of music in therapy and rehabilitation.
• The evolution of classical music through the ages.
• The impact of technology on music creation and distribution.
• The relationship between music and language acquisition.
• The cultural significance of music in different parts of the world.
• The influence of popular music on politics and social issues.
• The impact of music on academic performance.
• The role of music in film and television.
• The use of music in advertising and marketing.
• The psychology of musical preferences.
• The effects of music on sleep patterns and quality.
• The impact of music on creativity and productivity.
• The influence of music on fashion and style.
• The impact of music education on childhood development.
• The role of music in memory recall and nostalgia.
• The effects of music on physical health.
• The relationship between music and brain development.
• The impact of music on the immune system.
• The influence of music on social behavior.
• The evolution of jazz music and its impact on society.
• The role of music in cultural preservation and identity.
• The effects of music on stress levels and anxiety.
• The relationship between music and social movements.
• The impact of music on language learning and pronunciation.
• The effects of music on learning and cognition.
• The influence of music on political ideologies and movements.
• The impact of music on academic achievement.
• The relationship between music and cultural assimilation.
• The role of music in international diplomacy.
• The effects of music on physical performance and endurance.
• The impact of music on memory consolidation and recall.
• The influence of music on fashion trends and subcultures.
• The role of music in socialization and identity formation.
• The effects of music on perception and attention.
• The impact of music on decision making and judgment.
• The relationship between music and romantic attraction.
• The role of music in social justice movements.
• The effects of music on motor skills and coordination.
• The influence of music on cultural exchange and globalization.
• The impact of music on language and cultural barriers.
• The relationship between music and cultural appropriation.
• The role of music in community building and activism.
• The effects of music on motivation and goal setting.
• The influence of music on fashion advertising and marketing.
• The impact of music on social inequality and discrimination.
• The relationship between music and cultural hegemony.
• The role of music in political propaganda and manipulation.
• The effects of music on physical therapy and rehabilitation.
• The influence of music on cultural diplomacy and international relations.
• The impact of music on the environment and sustainability.
• The relationship between music and social hierarchies.
• The role of music in cultural exchange and intercultural communication.
• The effects of music on creative thinking and problem solving.
• The influence of music on consumer behavior and product preferences.
• The impact of music on social mobility and economic inequality.
• The relationship between music and cultural diversity.
• The role of music in intergenerational communication and conflict resolution.
• The effects of music on mood and emotional regulation.
• The influence of music on cultural authenticity and representation.
• The impact of music on memory in patients with Alzheimer’s disease.
• The impact of music on recovery and rehabilitation in individuals with physical injuries.
• The role of music in promoting cultural exchange and understanding in international education.
• The role of music in promoting cultural sensitivity and understanding in international relations.
• The role of music in promoting cultural sensitivity and understanding in international human rights.
• The effects of music on cognitive functioning and mental health in individuals with ADHD.
• The relationship between music and cultural representation in the food and beverage industry.
• The influence of music on cultural identity and mental health in individuals with mixed-sexual orientations.
• The impact of music on job satisfaction and retention in the finance industry.
• The role of music in promoting cultural diversity and understanding in international development.
• The effects of music on emotional regulation and depression in individuals with post-traumatic stress disorder.
• The relationship between music and cultural representation in the transportation industry.
• The influence of music on cultural identity and mental health in individuals with mixed-abilities.
• The impact of music on academic performance and motivation in college students.
• The role of music in promoting cross-cultural understanding and acceptance in international cooperation.
• The effects of music on social skills and behavior in individuals with autism spectrum disorder.
• The relationship between music and cultural representation in the entertainment industry.
• The influence of music on cultural identity and mental health in individuals with mixed-language backgrounds.
• The impact of music on creativity and innovation in the tech startup industry.
• The role of music in promoting cultural sensitivity and understanding in international peacekeeping.
• The effects of music on cognitive functioning and mental health in individuals with traumatic brain injury.
• The relationship between music and cultural representation in the travel industry.
• The influence of music on cultural identity and mental health in individuals with mixed-socioeconomic backgrounds.
• The impact of music on job satisfaction and productivity in the education industry.
• The role of music in promoting cultural diversity and understanding in international cooperation.
• The effects of music on emotional regulation and anxiety in individuals with generalized anxiety disorder.
• The relationship between music and cultural representation in the home appliance industry.
• The influence of music on cultural identity and mental health in individuals with mixed-culture backgrounds.
• The impact of music on academic performance and motivation in graduate students.
• The role of music in promoting cross-cultural understanding and acceptance in international diplomacy.
• The effects of music on social skills and behavior in individuals with attention deficit disorder.
• The relationship between music and cultural representation in the construction industry.
• The influence of music on cultural identity and mental health in individuals with mixed-spiritual backgrounds.
• The impact of music on creativity and productivity in the healthcare industry.
• The role of music in promoting cultural sensitivity and understanding in international justice.
• The effects of music on cognitive functioning and mental health in individuals with Parkinson’s disease.
• The relationship between music and cultural representation in the hospitality industry.
• The influence of music on cultural identity and mental health in individuals with mixed-political backgrounds.
• The impact of music on job satisfaction and retention in the automotive industry.
• The role of music in promoting cultural diversity and understanding in international diplomacy.
• The effects of music on emotional regulation and depression in individuals with major depressive disorder.
• The relationship between music and cultural representation in the telecommunications industry.
• The influence of music on cultural identity and mental health in individuals with mixed-ethnic and racial backgrounds.
• The impact of music on academic performance and motivation in high school students with disabilities.
• The role of music in promoting cross-cultural understanding and acceptance in international trade.
• The effects of music on social skills and behavior in individuals with borderline personality disorder.
• The relationship between music and cultural representation in the fashion industry.
• The influence of music on cultural identity and mental health in individuals with mixed-heritage backgrounds.
• The effects of music on cognitive functioning and mental health in individuals with schizophrenia.
• The relationship between music and cultural representation in the technology industry.
• The influence of music on cultural identity and mental health in individuals with mixed-race identities.
• The impact of music on job satisfaction and retention in the hospitality industry.
• The role of music in promoting cultural diversity and understanding in global development.
• The effects of music on emotional regulation and anxiety in individuals with social phobia.
• The relationship between music and cultural representation in the toy industry.
• The influence of music on cultural identity and mental health in individuals with mixed-faith backgrounds.
• The impact of music on academic performance and motivation in high school students.
• The effects of music on social skills and behavior in individuals with oppositional defiant disorder.
• The relationship between music and cultural representation in the beauty industry.
• The influence of music on cultural identity and mental health in individuals with mixed-ethnicity backgrounds.
• The impact of music on creativity and productivity in the fashion industry.
• The role of music in promoting cultural sensitivity and understanding in international aid.
• The effects of music on cognitive functioning and mental health in individuals with dementia.
• The relationship between music and cultural representation in the fitness industry.
• The influence of music on cultural identity and mental health in individuals with mixed-gender identities.
• The impact of music on job satisfaction and productivity in the technology industry.
• The role of music in promoting cultural diversity and understanding in international tourism.
• The effects of music on emotional regulation and depression in individuals with anxiety disorders.
• The relationship between music and cultural representation in the pet industry.
• The influence of music on cultural identity and mental health in individuals with mixed-education backgrounds.
• The impact of music on academic performance and motivation in middle school students.
• The effects of music on social skills and behavior in individuals with obsessive-compulsive disorder.
• The relationship between music and cultural representation in the home decor industry.
• The influence of music on cultural identity and mental health in individuals with mixed-sex identities.
• The impact of music on creativity and innovation in the gaming industry.
• The role of music in promoting cultural sensitivity and understanding in international conflict resolution.
• The effects of music on cognitive functioning and mental health in individuals with bipolar disorder.
• The relationship between music and cultural representation in the sports industry.
• The influence of music on cultural identity and mental health in individuals with mixed-nationality and mixed-linguistic backgrounds.
• The impact of music on job satisfaction and retention in the retail industry.
• The role of music in promoting cultural diversity and understanding in global governance.
• The effects of music on emotional regulation and anxiety in individuals with panic disorder.
• The relationship between music and cultural representation in the electronics industry.
• The influence of music on cultural identity and mental health in individuals with mixed-citizenship backgrounds.
• The impact of music on academic performance and motivation in elementary school students.
• The role of music in promoting cross-cultural understanding and acceptance in international security.
• The effects of music on social skills and behavior in individuals with conduct disorder.
• The relationship between music and cultural representation in the agriculture industry.
• The influence of music on cultural identity and mental health in individuals with mixed-religious backgrounds.
• The effects of music on cognitive functioning and mental health in individuals with traumatic brain injuries.
• The influence of music on cultural identity and mental health in individuals with disability identities.
• The role of music in promoting cross-cultural understanding and acceptance in the healthcare industry.
• The effects of music on emotional regulation and anxiety in individuals with post-traumatic stress disorder (PTSD).
• The influence of music on cultural identity and mental health in individuals with LGBTQ+ identities.
• The impact of music on job satisfaction and productivity in the gig economy.
• The role of music in promoting cultural sensitivity and understanding in education policy.
• The effects of music on social skills and behavior in individuals with autism spectrum disorder (ASD).
• The influence of music on cultural identity and mental health in individuals with mixed-age identities.
• The impact of music on creativity and innovation in the advertising industry.
• The role of music in promoting cultural diversity and understanding in urban planning.
• The effects of music on cognitive functioning and mental health in individuals with attention deficit hyperactivity disorder (ADHD).
• The relationship between music and cultural representation in the food industry.
• The impact of music on job satisfaction and retention in the nonprofit sector.
• The role of music in promoting cultural understanding and acceptance in international business.
• The effects of music on emotional regulation and depression in individuals with chronic pain.
• The relationship between music and cultural representation in the gaming industry.
• The influence of music on cultural identity and mental health in individuals with mixed-sexual orientation identities.
• The role of music in promoting cross-cultural communication and understanding in foreign policy.
• The effects of music on social skills and behavior in individuals with social anxiety disorder.
• The relationship between music and cultural representation in the craft industry.
• The influence of music on cultural identity and mental health in individuals with mixed-disability identities.
• The impact of music on creativity and productivity in the media industry.
• The role of music in promoting cultural sensitivity and understanding in corporate social responsibility.
• The effects of music on cognitive functioning and mental health in individuals with substance use disorders.
• The relationship between music and cultural representation in the automotive industry.
• The impact of music on job satisfaction and productivity in the education sector.
• The role of music in promoting cultural diversity and understanding in international law.
• The relationship between music and cultural representation in the wellness industry.
• The influence of music on cultural identity and mental health in individuals with mixed-nationality backgrounds.
• The impact of music on academic performance and motivation in adult learners.
• The role of music in promoting cultural understanding and acceptance in global governance.
• The relationship between music and cultural representation in the furniture industry.
• The influence of music on cultural identity and mental health in individuals with mixed-generational backgrounds.
• The impact of music on creativity and innovation in the film industry.
• The role of music in promoting cultural integration and social cohesion in diverse communities.
• The effects of music on cognitive functioning and mental health in individuals with multiple sclerosis.
• The relationship between music and cultural representation in the tech industry.
• The influence of music on cultural identity and mental health in second-generation immigrants.
• The role of music in promoting cross-cultural communication and understanding in diplomacy.
• The effects of music on emotional regulation and self-esteem in individuals with eating disorders.
• The relationship between music and cultural representation in the publishing industry.
• The influence of music on cultural identity and mental health in biracial and multiracial families.
• The impact of music on creativity and innovation in the workplace.
• The role of music in promoting cultural awareness and sensitivity in the criminal justice system.
• The effects of music on social skills and behavior in individuals with schizophrenia.
• The influence of music on cultural identity and mental health in individuals with refugee backgrounds.
• The role of music in promoting cultural understanding and acceptance in global marketing.
• The effects of music on emotional regulation and anxiety in individuals with obsessive-compulsive disorder (OCD).
• The influence of music on cultural identity and mental health in individuals with mixed religious backgrounds.
• The impact of music on academic achievement and retention in community college students.
• The role of music in promoting cultural exchange and understanding in international development.
• The effects of music on social skills and behavior in individuals with bipolar disorder.
• The relationship between music and cultural representation in the luxury goods industry.
• The influence of music on cultural identity and mental health in individuals with immigrant parents.
• The impact of music on creativity and productivity in the tech industry.
• The role of music in promoting cultural sensitivity and understanding in journalism.
• The effects of music on emotional regulation and depression in individuals with chronic fatigue syndrome.
• The relationship between music and cultural representation in the wine industry.
• The influence of music on cultural identity and mental health in individuals with non-binary gender identities.
• The impact of music on job satisfaction and productivity in remote workers.
• The role of music in promoting cultural diversity and understanding in international relations.
• The role of music in promoting cultural awareness and sensitivity in diplomacy.
• The effects of music on emotional regulation and self-esteem in individuals with body dysmorphia.
• The influence of music on cultural identity and mental health in individuals with immigrant grandparents.
• The role of music in promoting cultural understanding and acceptance in global advertising.
• The effects of music on social skills and behavior in individuals with borderline intellectual functioning.
• The relationship between music and cultural representation in the fragrance industry.
• The influence of music on cultural identity and mental health in individuals with mixed-citizenship status.
• The impact of music on creativity and productivity in the creative industries
• The relationship between music and social cohesion in diverse communities.
• The role of music in social justice movements and protests.
• The effects of music on pain management and perception.
• The influence of music on cultural hybridity and globalization.
• The impact of music on social identity and self-esteem.
• The relationship between music and cultural imperialism.
• The role of music in therapeutic settings for children and adolescents.
• The effects of music on language development in bilingual children.
• The influence of music on cultural representation in the media.
• The impact of music on interpersonal relationships and communication.
• The relationship between music and cultural hegemony in the digital age.
• The role of music in community-based initiatives for social change.
• The effects of music on mental health in marginalized communities.
• The influence of music on cultural identity and self-expression.
• The impact of music on academic engagement and success in at-risk students.
• The relationship between music and cultural appropriation in popular culture.
• The role of music in cultural diplomacy and international relations in the 21st century.
• The effects of music on cognitive processing in individuals with attention-deficit/hyperactivity disorder (ADHD).
• The influence of music on cultural hybridity and transnationalism.
• The impact of music on social justice advocacy and awareness-raising.
• The relationship between music and cultural resistance in marginalized communities.
• The role of music in the negotiation of cultural identities in the diaspora.
• The effects of music on language processing and learning in second language acquisition.
• The influence of music on cultural exchange and intercultural communication in the digital age.
• The impact of music on academic achievement in students with disabilities.
• The relationship between music and cultural hegemony in the music industry.
• The role of music in the socialization and empowerment of girls and women.
• The effects of music on physical health in individuals with chronic pain.
• The influence of music on cultural authenticity and representation in the tourism industry.
• The impact of music on the construction of gender and sexuality in popular culture.
• The relationship between music and cultural appropriation in the fashion industry.
• The role of music in promoting cross-cultural understanding and empathy.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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The Top 10 Most Interesting Music Research Topics

Music is a vast and ever-growing field. Because of this, it can be challenging to find excellent music research topics for your essay or thesis. Although there are many examples of music research topics online, not all are appropriate.

This article covers all you need to know about choosing suitable music research paper topics. It also provides a clear distinction between music research questions and topics to help you get started.

Find your bootcamp match

What makes a strong music research topic.

A strong music research topic must be short, straightforward, and easy to grasp. The primary aim of music research is to apply various research methods to provide valuable insights into a particular subject area. Therefore, your topic must also address issues that are relevant to present-day readers.

Also, for your research topic to be compelling, it should not be overly generic. Try to avoid topics that seem to be too broad. A strong research topic is always narrow enough to draw out a comprehensive and relevant research question.

Tips for Choosing a Music Research Topic

• Check with your supervisor. In some cases, your school or supervisor may have specific requirements for your research. For example, some music programs may favor a comparative instead of a descriptive or correlational study. Knowing what your institution demands is essential in choosing an appropriate research topic.
• Explore scientific papers. Journal articles are a great way to find the critical areas of interest in your field of study. You can choose from a wide range of journals such as The Journal of Musicology and The Journal of the Royal Musical Association . These resources can help determine the direction of your research.
• Determine your areas of interest. Choosing a topic you have a personal interest in will help you stay motivated. Researching music-related subjects is a painstakingly thorough process. A lack of motivation would make it difficult to follow through with your research and achieve optimal results.
• Confirm availability of data sources. Not all music topics are researchable. Before selecting a topic, you must be sure that there are enough primary and secondary data sources for your research. You also need to be sure that you can carry out your research with tested and proven research methods.
• Ask your colleagues: Asking questions is one of the many research skills you need to cultivate. A short discussion or brainstorming session with your colleagues or other music professionals could help you identify a suitable topic for your research paper.

What’s the Difference Between a Research Topic and a Research Question?

A research topic is a particular subject area in a much wider field that a researcher chooses to place his emphasis on. Most subjects are extensive. So, before conducting research, a researcher must first determine a suitable area of interest that will act as the foundation for their investigation.

Research questions are drawn from research topics. However, research questions are usually more streamlined. While research topics can take a more generic viewpoint, research questions further narrow the focus down to specific case studies or seek to draw a correlation between two or more datasets.

How to Create Strong Music Research Questions

Strong music research questions must be relevant and specific. Music is a broad field with many genres and possible research areas. However, your research question must focus on a single subject matter and provide valuable insights. Also, your research question should be based on parameters that can be quantified and studied using available research methods.

Top 10 Music Research Paper Topics

1. understanding changes in music consumption patterns.

Although several known factors affect how people consume music, there is still a significant knowledge gap regarding how these factors influence listening choices. Your music research paper could outline some of these factors that affect music consumer behavior and highlight their mechanism of action.

2. Hip-hop Culture and Its Effect on Teenage Behavior

In 2020, hip-hop and RnB had the highest streaming numbers , according to Statista. Without a doubt, hip-hop music has had a significant influence on the behavior of young adults. There is still the need to conduct extensive research on this subject to determine if there is a correlation between hip-hop music and specific behavioral patterns, especially among teenagers.

3. The Application of Music as a Therapeutic Tool

For a long time, music has been used to manage stress and mental health disorders like anxiety, PTSD, and others. However, the role of music in clinical treatment still remains a controversial topic. Further research is required to separate fact from fiction and provide insight into the potential of music therapy.

4. Contemporary Rock Music and Its Association With Harmful Social Practices

Rock music has had a great influence on American culture since the 1950s. Since its rise to prominence, it has famously been associated with vices such as illicit sex and abuse of recreational drugs. An excellent research idea could be to evaluate if there is a robust causal relationship between contemporary rock music and adverse social behaviors.

5. The Impact of Streaming Apps on Global Music Consumption

Technology has dramatically affected the music industry by modifying individual music consumption habits. Presently, over 487 million people subscribe to a digital streaming service, according to Statista. Your research paper could examine how much of an influence popular music streaming platforms like Spotify and Apple Music have had on how we listen to music.

6. Effective American Music Education Practices

Teaching practices have always had a considerable impact on students’ academic success. However, not all strategies have an equal effect in enhancing learning experiences for students. You can conduct comparative research on two or more American music education practices and evaluate their impact on learning outcomes.

7. The Evolution of Music Production in the Technology-driven Era

One of the aspects of music that is experiencing a massive change is sound production. More than ever before, skilled, tech-savvy music producers are in high demand. At the moment, music producers earn about $70,326 annually, according to ZipRecruiter. So, your research could focus on the changes in music production techniques since the turn of the 21st century.

8. Jazz Music and Its Influence on Western Music Genres

The rich history of jazz music has established it as one of the most influential genres of music since the 19th century. Over the years, several famous composers and leading voices across many other western music genres have been shaped by jazz music’s sound and culture. You could carry out research on the influence of this genre of music on modern types of music.

9. The Effect of Wars on Music

Wars have always brought about radical changes in several aspects of culture, including music styles. Throughout history, we have witnessed wars result in the death of famous musicians. If you are interested in learning about music history in relation to global events, a study on the impact of wars on music will make an excellent music research paper.

10. African Tribal Percussion

African music is well recognized for its unique application of percussion. Historically, several tribes and cultures had their own percussion instruments and original methods of expression. Unfortunately, this musical style has mainly gone undocumented. An in-depth study into ancient African tribal percussion would make a strong music research paper.

Other Examples of Music Research Topics & Questions

Music research topics.

• Popular musical styles of the 20th century
• The role of musical pieces in political movements
• Biographies of influential musicians during the baroque period
• The influence of classical music on modern-day culture
• The relationship between music and fashion

Music Research Questions

• What is the relationship between country music and conservationist ideologies among middle-aged American voters?
• What is the effect of listening to Chinese folk music on the critical thinking skills of high school students?
• How have electronic music production technologies influenced the sound quality of contemporary music?
• What is the correlation between punk music and substance abuse among Black-American males?
• How does background music affect learning and information retention in children?

Choosing the Right Music Research Topic

Your research topic is the foundation on which every other aspect of your study is built. So, you must select a music research topic that gives you room to adequately explore intriguing hypotheses and, if possible, proffer practically applicable solutions.

Also, if you seek to obtain a Bachelor’s Degree in Music , you must be prepared to conduct research during your study. Choosing the right music research topic is the first step in guaranteeing good grades and delivering relevant, high-quality contributions in this constantly expanding field.

Music Research Topics FAQ

A good music research topic should be between 10 to 12 words long. Long, wordy music essay topics are usually confusing. They can make it difficult for readers to understand the goal of your research. Avoid using lengthy phrases or vague terms that could confuse the reader.

Journal articles are the best place to find helpful resources for your music research. You can explore reputable, high-impact journal articles to see if any research has been done related to your chosen topic. Journal articles also help to provide data for comparison while carrying out your research.

Primary sources carry out their own research and cite their own data. In contrast, secondary sources report data obtained from a primary source. Although primary sources are regarded as more credible, you can include a good mixture of primary and secondary sources in your research.

The most common research methods for music research are qualitative, quantitative, descriptive, and analytical. Your research strategy is arguably the most crucial part of your study. You must learn different research methods to determine which one would be the perfect fit for your particular research question.

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YELLOW BRICK ROAD MUSIC

Music history project for middle school music.

• September 18, 2019
• art music , composer , history

As my nephews slowly inch their way into middle school, I’ve been thinking more about the kind of music projects they would enjoy. Like all students, they love choice and autonomy. More than that, learning needs to be relevant to their life. With that in mind, I’ve put together a free resource that features choice, imagination, and western art music history. Think of it as a “choose your own adventure” story, except that your students will be devising much of the plot along the way.

• As the introduction, I wrote a scenario that involves time travel, in which a composer from the past is transported to present time. Because who doesn’t love time travel?
• Students choose the composer they want to write about, as well as what happens along the way as they struggle to fix the timeline.
• I give few details about the composer, aside from the fact that they’re not from present time. So, students can use any composer from the past that they choose.
• If your intention is to have them explore composers from Western Art Music History, you can use my Music History Quick Guides as a resource for specific time periods.
• Students should read through the prompt, then follow the instructions to finish telling their story.
• They’ll use a separate piece of paper or a word processing program to complete their actual story.
• You can download the free prompt shown below HERE .

I’ve made this resource editable to fit your needs. Here are some additional ideas, tips, and resources:

• Have them create illustrations for their story, with the details in their drawings counting as proof of their research.
• Have them compose a piece of music in a style similar to the composer, with a written explanation of the methods they used to achieve that style.
• If you have students researching composers from Western Art Music History, these quick guides can help them narrow down their choices and provide background info for their project.
• Composerdiversity.com is another great resource for searching composers.
• If you have students researching composers from popular music, Musicmap is a fantastic tool for them to better understand genres.
• Chances are, you’ll learn a lot about their interests inside and outside of music class. It’s a chance to connect with them on a deeper level.

2 Responses

Thanks!!! Having a tuff time with middle school this year.

I’m glad it was helpful 🙂

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Your membership has expired, you have tri-m advisor level access, creating a middle school general music curriculum from scratch.

/    News Posts    /   Creating a Middle School General Music Curriculum from Scratch

By Toni Garza, sponsored by QuaverE d

Join NAfME today

How do we instill a lifelong respect for music in our middle school music students?

When asked to create a Middle School General Music (MSGM) course for their students, most teachers ask two questions: Why do I need to add another course to my already jam-packed schedule? And what am I supposed to do with middle schoolers in general music? These questions are valid and deserving of discussion, but let’s also look at ways MSGM can be of help rather than a hardship.

iStockphoto.com | monkeybusinessimages

What Is Middle School General Music?  

Perhaps the most exciting and daunting aspect of MSGM is that there is no standard curriculum . Obviously, there are the national standards to which we may adhere, but the content and activities are up to the teacher. This challenges us as educators to find fresh, innovative ways to teach music, and the possibilities are truly endless.

In my experience, MSGM gave me the time I didn’t have in my ensembles to dig deeper into musical concepts with which my students needed more time and practice. A common misconception is that MSGM needs to include a piano lab or iPad stations. While those resources can be valuable assets, I assure you they are not necessary to have a meaningful musical experience.

Why Is General Music Important in Middle School?  

Middle School General Music offers a unique opportunity for educators to stretch their own creativity in planning and instruction. Since MSGM is not a performance-based class, it gives teachers an entirely new group of students to influence. Think of it as educating the next generation of music consumers.

iStockphoto.com | MachineHeadz

Let’s take a closer look at how MSGM brings benefits to teachers and students alike:  

• In MSGM, we have the ability to empower students who may not want to perform but are interested in other aspects of music. This could lead to conversations about musical styles and allow students the opportunity to voice their opinions. In addition, students may share their musical preferences with one another and develop an appreciation for the differences and diversity amongst themselves. This is developmentally appropriate for middle school-aged students who are in the process of discovering their own interests and identity. So MSGM gives teachers the opportunity to reach new students, using a tool that everyone understands and appreciates: music!
• MSGM expands and exposes a larger group of students to music they may otherwise never hear and can also open up fresh, new opportunities that can lead to the discovery of other career paths within the music industry. This is an opportunity to inspire a generation of new music consumers who demand a higher caliber of music on the radio and more importantly, instill a lifelong respect for music in all of our students.

How Do I Set Up My Curriculum?  

In my experience, project-based learning has been the most effective curriculum strategy in MSGM. It requires a lot of hands-off teaching which can be difficult for those of us who are accustomed to conducting a rehearsal. However, presenting your students with tasks and giving them the freedom to define their learning style to achieve a goal can be very empowering. The creativity that emerges from these projects also far exceeds an ensemble rehearsal by giving students a safe space to try new things and be responsible for their own learning.

Does the thought of leaving middle school students alone to be responsible for their own learning sound scary? It is. I was very frightened the first time I implemented a project-based lesson into my classroom. However, I was shocked to find that when I set the parameters and gave my students clearly defined deliverables with specific due dates, they followed through.

How Do I Create an Engaging Project-Based Lesson?  

As the teacher, you know your students best and can decide what project topics will be of most interest. For example, I noticed many of my students resisted listening to various types of music, insisting that any styles other than pop, hip hop, and rock music were “boring.” I wanted to expose them to a variety of styles but knew that genuine interest was necessary to leave a lasting impression, so I asked them an essential question: Which style of music is the most influential? This not only required them to learn about various genres but also to define the term influential and defend their opinion. I gave them project goals such as:

• Learn about at least 5 different styles of music.
• Define the characteristics of influential music.
• From the styles researched, select one style of music that you feel is the most influential.
• Research at least 3 examples of artists and/or composers from your chosen style.
• Present your style and opinion of what makes it the most influential to an audience.

iStockphoto.com | damircudic

There were several other goals and due dates associated with this project. Each group had a checklist to ensure that they were meeting their project deadlines, and they were responsible for completing and submitting each task.

As a class, we also created a rubric defining how each group would be graded. I set the criteria on which they would be graded, but they were responsible for determining what each level entailed. For example, one category for grading was teamwork. The rubric listed several columns and proficiency levels that each group could achieve: Exemplary, Proficient, Emerging, and Needs Improvement. The students were responsible for defining each level, which gave them a voice in the evaluation process. The class was also able to discuss examples of each proficiency level to help them better plan their own project. When it came time to grade their project, I referred back to their own words and examples, giving them a sense of empowerment, ownership, and accountability.

Now that we have the background, let’s create the template. Remember that the beauty of MSGM lies in its flexibility, so please feel free to expand upon these ideas in your own classrooms. Always keep in mind this essential question: How do we instill a lifelong respect for music in our middle school music students?

Download the Creating Middle School Music Curriculum worksheet

About the author:

Did this blog spur new ideas for your music program?  Share them on Amplify!  Interested in reprinting this article? Please  review the reprint guidelines .

The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.

March 3, 2020. © National Association for Music Education ( NAfME.org )

Published Date

March 3, 2020

• Uncategorized

March 3, 2020. © National Association for Music Education (NAfME.org)

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ORIGINAL RESEARCH article

Musical participation and positive youth development in middle school.

• 1 Department of Music Teaching and Learning, University of Southern California, Los Angeles, CA, United States
• 2 Haskins Laboratories, Yale University, New Haven, CT, United States

Introduction: Music is central in the lives of adolescents. While listening is usually the most common form of engagement, many adolescents also learn music formally by participating in school-based and extracurricular programs. This study examined positive youth development (PYD), school connectedness (SC), and hopeful future expectations (HFE) in middle school students ( N  = 120) with four levels of musical participation in school-based and extracurricular music programs. Levels of participation were based on students’ engagement in different music programs, including the Virtual Middle School Music Enrichment (VMSME), a tuition-free, extracurricular program that focuses on popular music education and virtual learning. We also investigated student listening preferences, musical tuition, and daily instrumental practicing.

Method: Study participants completed an anonymous, online survey that contained five self-report measures including the very-brief form of the PYD questionnaire, a scale of school connectedness, and a scale of HFE.

Results: Findings revealed significant differences in PYD scores by grade and gender, and associations between levels of musical participation and competence, a PYD component. Liking music and participation in extracurricular activities predicted scores on SC, and starting formal music education before age 8 predicted scores in HFE. We also found VMSME students to stem from neighborhoods with lower HDI than students in the other study groups, which points to issues of access to formal music education.

Discussion: Findings are discussed in light of earlier research on PYD, extracurricular activities in adolescence, the ubiquity and functions of music in adolescence, and deficit thinking in education.

Introduction

From its early beginnings, research on adolescence has been rooted on perspectives of deficit. “Storm and stress,” “developmental disturbance,” and “crisis” are terms that were used in the past when referring to adolescence (see Lerner, 2007 ; Bowers et al., 2010 ; Shek et al., 2019 ). These terms have accompanied the construction of a pervasive view of adolescents as “problems to be managed” ( Bowers et al., 2010 , p. 720). In light of such a view, a wide range of prevention programs were developed over the years to target problems like depression, delinquency, antisocial behavior, and substance use ( Lerner, 2007 ). This is understandable as it is probably easier to focus on what young people should avoid like violence and drugs, or “not experience” (e.g., mental health issues) than to reach an agreement on experiences and adolescent characteristics that might enhance their lives, and help them thrive ( Bowers et al., 2010 , p. 720). Deficit thinking often hinders our capacity to view the strengths of young people and their potential to contribute positively to their communities. As a dominant paradigm, deficit thinking not only shapes research, practice and policy, but may also fuel a mistrust in young people and, consequently, interfere with “the natural and inherent capacity of human collectives (e.g., cities) to be community” ( Benson, 2007 , p.33).

In the past years, a new approach to adolescent development emerged. Moving away from the dominant paradigm of adolescence as a time of deficit that had been so pervasive in earlier research in psychology, education, developmental science and public health, positive youth development (PYD) focuses on the strengths of young people and their potential to contribute to society ( Bowers et al., 2010 ; Lerner et al., 2011a ; Shek et al., 2019 ). PYD has been conceptualized in multiple ways. Different frameworks and conceptual models have emerged in the literature, all predicated on individual-context relations that promote positive development in youth ( Lerner et al., 2011a ). In this study, we adopted Lerner’s Five Cs Model of PYD as our main theoretical framework ( Lerner et al., 2011b ). This model is not only well supported by empirical work, but also has been applied to the design and evaluation of programs aimed at youth ( Bowers et al., 2010 ; Lewin-Bizan et al., 2010 ).

Theoretical underpinnings: The Five C’s Model of PYD

Grounded on developmental systems theories, the Five Cs Model of PYD posits that positive development happens when the strengths of youth, such as their potential for growth and brain plasticity, are aligned with developmental assets ( Bowers et al., 2010 ). Developmental assets theory, in turn, is based on conceptions of the developing individual, the context in which this individual is situated, and the dynamic interactions between them ( Benson, 2007 ). This theory also takes into account the saliency of developmental processes like identity construction and issues of self-evaluation, autonomy and meaning making in adolescence, and adopts a view of adolescents as agentic beings who act upon and impact their contexts ( Benson, 2007 ). The theoretical construct of developmental assets, therefore, refers to a group of environmental and interpersonal strengths that are known to promote and enhance educational and health outcomes in childhood and adolescence ( Benson, 2007 ).

Developmental assets can be divided into internal (i.e., those related to dispositions, skills, competencies and commitments) and external (i.e., those related to contextual and relational issues within communities). Internal assets include commitment to learning (e.g., achievement motivation, school engagement and attitudes toward school), positive values (e.g., caring, responsibility, honesty), social competencies (e.g., interpersonal and cultural competence, resilience), and a positive identity (e.g., sense of purpose, positive view of one’s future). External assets are support systems (e.g., family support, parental involvement in school, positive family communication, caring school climate), empowerment (e.g., safety, service to others, youth as resources), boundaries and expectations (e.g., family and school boundaries, adult role models, high expectations), and constructive use of time (e.g., creative activities, youth programs; see Benson, 2007 , pp. 7–9).

The positive development that emerges from the alignment of these developmental assets with the strengths of adolescence have been operationalized by five key domains known as “Five 5Cs” ( Lerner et al., 2005 ; Lerner, 2007 ). The Five Cs of PYD emerged from earlier empirical research in adolescence, and from experiences of and language used by practitioners working with young people when defining youth “who are thriving.” Competence, confidence, connection, character, and caring & compassion are the Five Cs of PYD ( Lerner, 2007 ; Bowers et al., 2010 ). Competence refers to positive views of one’s actions in social (e.g., interpersonal skills), academic (e.g., school grades, test scores), cognitive (e.g., decision making and self-regulation) and vocational (e.g., career-related explorations and entrepreneurship) areas. Confidence is an internal sense of positive self-worth and self-efficacy. Connection relates to positive, reciprocal relationships with peers, family members, schools and communities. Character refers to one’s respect for social and cultural norms, integrity and a “moral compass,” as well as standards for correcting behaviors. As Park (2004) suggested, character strengths such as kindness, optimism, hope and social self-control function as a buffer against mental and physical health issues, helping youth thrive. Finally, Caring & Compassion refer to sympathy, empathy and prosociality toward others ( Bowers et al., 2010 ). Development in these five domains over time may lead to contribution, a sixth domain. Contribution expands beyond the self, and is associated with family, community, and civil society ( Acosta et al., 2021 ; Bowers et al., 2010 ). Adolescents who manifest the Five Cs over time are more likely to make contributions to society (i.e., the sixth C), and are also less likely to be on a life journey that is marked by risk and problem behavior ( Bowers et al., 2010 ). While PYD does not postulate happiness as one of its goals, the development of the 5Cs is “consistent with the acquisition of habits that lead to happiness in the eudaimonic sense” ( Romer and Hansen, 2021 , p. 84).

PYD, extracurricular activities and music participation

As noted, PYD has been used in research and as a framework to develop and evaluate programs aimed at young people ( Bowers et al., 2010 ). PYD has also been associated with young people’s participation in organized activities, including extracurricular programs that take place during out-of-school time ( Mueller et al., 2011 ; Ettekal and Agans, 2020 ; Sorsdahl et al., 2021 ). A large number of U.S. children and adolescents participate regularly in one or more forms of organized activities ( Pew Research Center, 2015 ). The term organized activities has been adopted by some scholars when referring to regimented, extracurricular activities that occur outside the school curriculum such as afterschool and youth programs held in schools, churches, community centers and clubs ( Bohnert et al., 2010 ). These programs typically center around athletics, artistic and academic areas, tend to be structured and led by adults, and are typically designed and delivered for youth of similar ages at regular, pre-scheduled times ( Friedman, 2013 ).

Several studies have examined outcomes derived from participation in a wide range of extracurricular program offerings (e.g., Howie et al., 2010 ; Metsäpelto and Pulkkinen, 2014 ; Ilari et al., 2016 ; Zarobe and Bungay, 2017 ; Molinuevo et al, 2010 ). A closer examination of these works suggests that outcomes are associated with demographics, individual/person factors (e.g., motivations and dispositions, interests), peer relations, family influence, and community characteristics and affordances. Because participation in extracurricular activities is multifaceted, their outcomes are also said to be mediated by breadth (number and types of activities), intensity (time devoted to activities), duration (months or years of participation), consistency of participation (regularity of participation) and individual levels of engagement (e.g., emotional, social, physical, cognitive; see Busseri et al., 2006 ; Bohnert et al., 2010 ; Oberle et al., 2019 ).

A solid body of evidence exists to support the association between prolonged participation in extracurricular activities and positive developmental outcomes (e.g., Catalano et al., 2002; Mueller et al., 2011 ). Aside from developing specialized skills in areas like music, dance, sports and academics, sustained participation in extracurricular programs may enhance cognitive, motor and socioemotional skills in children and youth ( Mahoney et al., 2005 ; Fredricks and Eccles, 2006 ; Metsäpelto and Pulkkinen, 2014 ; Hedemann and Frazier, 2017 ; Zarobe and Bungay, 2017 ; Ilari et al., 2019 ). This includes the reduction of boredom and antisocial behaviors, and an increase in self-control, self-esteem and empathy in young people ( Bone et al., 2021 ). Participation in extracurricular programs has also been associated with educational attainment and college admission, civil engagement in adulthood, and social mobility of youth from underserved communities ( Snellman et al., 2015 ). These outcomes have been partly explained in terms of the characteristics and affordances of specific programs, which may allow youth to develop initiative and leadership skills, grit, socioemotional skills, agency and a sense of belonging ( Mueller et al., 2011 ; Snellman et al., 2015 ; Zarobe and Bungay, 2017 ).

Extracurricular music programs may be particularly suitable for PYD, given the associations between musical engagement and psychosocial and emotional wellbeing ( Saarikallio and Erkkila, 2007 ; McFerran et al., 2019 ; OECD, 2021 ), self-regulation ( Krause et al., 2021 ), executive functioning ( Hennessy et al., 2019 ), and community building ( Eerola and Eerola, 2014 ). To date, only a handful of studies have examined adolescent participation in extracurricular music programs through the lens of PYD, most of which through qualitative approaches (e.g., Barrett and Bond, 2015 ; Hickey, 2018 ; Hospital et al., 2018 ). Of the existing studies, none was found to center on a learning model that incorporates digital technologies, popular music, acoustic instruments, and group classes involving a diverse student body. Uncovering the impact of such programs is vital, given the centrality of popular music and digital technologies in adolescence ( North and Hargreaves, 1999 ; Lamont and Hargreaves, 2018 ), recent calls for reform in school music education ( Rinsema, 2017 ; Schmidt, 2017 ), and the disruptions caused by the COVID-19 pandemic to education, and their associated perceptions of learning deficit, particularly in high-needs schools located in underserved neighborhoods ( Lehman et al., 2021 ).

Schooling, music education, and adolescent wellbeing in times of disruption

The United States is recognized worldwide for having a strong tradition in school music education. However, pre-pandemic studies with nationally representative samples suggested that only a fraction of U.S. students (i.e., 21% in 2004 and 24% in 2013) actually participate in high school music programs, with higher participation from affluent students and those attending large schools ( Elpus and Abril, 2011 , 2019 ). A recent study focusing on musical participation of ethnically diverse, middle-school students from predominantly low-income backgrounds revealed similar results. Conducted in Miami, Florida, the study found that only 22% of the entire student body was participating in school music programs ( Alegrado and Winsler, 2020 ). A common finding to these large sample studies is the low participation of students from less affluent backgrounds, and a much higher participation of white and wealthier students in school music programs. Due to the many disruptions caused by COVID-19, it is likely that participation in school music programs has decreased even more, especially in high-needs schools and in specific populations (e.g., students with learning disabilities). Likewise, participation in extracurricular music programs was also negatively affected by the pandemic ( Ilari et al., 2022 ).

Aside from disruptions to schooling, extracurricular program participation and leisure (see Ettekal and Agans, 2020 ), the pandemic has also taken a toll on mental health, raising stress levels and depression in youth ( Ellis et al., 2020 ; Magson et al., 2020 ). A challenge that lies ahead is engaging youth in learning programs that may foster positive development and strengthen their mental health and wellbeing. Although there is no reliable, comparable data on young people’s wellbeing across the world, a report by UNICEF (2020) suggests that a very large number of children and adolescents from 41 predominantly wealthy nations do not have good mental wellbeing, with the U.S. ranking 32nd in the list. Analogously, a recent report by the OECD (2021) found socioemotional skills to have taken a dip in students aged 10–15 years since the outbreak of COVID-19. These findings are troublesome.

At the same time, studies conducted during the lockdowns imposed by the pandemic showed connections between musical engagement and emotional wellbeing in adolescents and adults (e.g., Carlson et al., 2021 ). This is not completely surprising, given people’s uses of music as a technology of the self ( DeNora, 2002 ), and the links between musical participation during adolescence and socioemotional development and wellbeing ( Saarikallio et al., 2014 ). Adolescents not only listen to more music than any other age group ( Bonneville-Roussy et al., 2013 ), but also develop identities around musical practices and preferences ( North and Hargreaves, 1999 ; Campbell et al., 2007 ; Miranda, 2013 ). Pre-pandemic studies suggest a central role of music and arts programs–in and out of schools– in anxiety and depression reduction ( Hedemann and Frazier, 2017 ), and in the promotion of resilience and wellbeing ( Zarobe and Bungay, 2017 ) in young people. Participation in music programs has also been associated with school connectedness ( Eccles and Barber, 1999 ; Eerola and Eerola, 2014 ), a key factor in adolescent mental health and academic success ( Gamboa-Kroesen, 2019 ). It is possible, then, that participation in a music learning program that capitalizes on youth musical preferences and popular music ( Bonneville-Roussy et al., 2013 ), digital affordances ( Valkenburg and Piotrowski, 2017 ), and student agency ( Saarikallio et al., 2020 ) might function as a protective factor during the critical years of middle school, especially in these nihilistic times. To this end, we designed the current study to explore the associations between different levels of participation in music and PYD, school connectedness, and hopes and beliefs about the future in adolescents. Our study focused on the Virtual Middle School Music Enrichment (VMSME) program, an innovative and accessible extracurricular music program that was designed in response to the educational challenges imposed by the pandemic.

The VMSME program

The VMSME Program was launched in summer 2020 through a partnership between the Fender Play Foundation and one of the largest school districts in the United States. Drawing from earlier research in expert learning theory, biomechanics, psychomotor learning, habit-building and motivation, the VMSME program was designed following five main principles: (1) students are initially inspired by the songs they hear and want to learn; (2) learning something new motivates students and keeps them engaged; (3) learning how to play an instrument is a complex psychomotor skill that requires specialized instruction; (4) relatable teachers provide excellent lessons, and (5) students learn in multiple ways and, therefore, require personalized learning tools. In the VMSME program, students are involved in guided, active, “bite-size,” integrated and song-driven learning. Teachers work with students from the first step – how to hold an instrument – all the way through fundamental skills, chords, technique and playing a wide range of songs.

The VMSME program offers middle school students a unique music learning experience through the provision of musical instruments, access to a music learning app called Fender Play, and group online music lessons with credentialed teachers, all free of charge. Interested students sign up to receive instruments at their home for the program on a “first-come, first-serve” basis. Aside from being tuition-free, the VMSME program is also unique in that it focuses on popular music education delivered through an online platform. Weekly music classes are offered for mixed groups of students who attend different schools in the district; students from widely different neighborhoods meet regularly and learn together in the same virtual class. Classes are offered in guitar, electric guitar, electric bass and ukulele, with teachers taking advantage of digital “breakout rooms” to focus on both individual technique and small group activities. Students are also encouraged to perform with their peers, and to record and submit recordings of their playing to their teachers, and for virtual concerts. The Fender Play app includes a carefully-designed learning sequence, and students have many choices of songs to play in terms of musical genres and styles. The Fender Play app also helps with practicing and progress tracking, and includes a video library with tutorials and performances. Since its inception, the program has been made available to more than 15,000 middle school students in a large U.S. metropolis, with a recent expansion into an “in-person” ukulele program in partnership with Grammy award winners. This new program is held in a specific neighborhood for elementary school students, reaching a wider age group. It should be noted that the school district served by the VMSME program caters to a large number of Latino/a students (73.8% in 2022–2023, according to official data), one of the populations marked by low participation in school music education (see Elpus and Abril, 2019 ; Alegrado and Winsler, 2020 ).

Purpose of the study

The purpose of this study was to examine PYD, school connectedness, and hopeful future expectations in middle school students with four levels of musical participation in school-based and extracurricular music programs, with a special emphasis on the VMSME program. The levels of participation were: (1) VMSME only, (2) VMSME and school music programs, (3) in- and out-of-school music programs but no VMSME; and (4) no participation. We also investigated PYD, SC, and HFE as a function of student grade level, reported gender, and socioeconomic background.

Materials and methods

Participants.

One hundred and eighty-six middle-school students attending public schools in a large urban center participated in the online survey. Included in the final analysis were 120 students (59 males, 51 females, 4 non-binary, 6 prefer not to answer), who completed the entire survey. Students ranged in age from 11 to 14 years (Median age  = 12 years), and were attending 6th ( n  = 56), 7th ( n  = 33), and 8th ( n  = 30) grades. Most students were of Latino ethnicity (52%), along with White (11%), African-American (3%), Asian-American (11%), and mixed-race/other (27%). This is largely consistent with the racial/ethnic makeup of the school district ( Fingertip Facts, 2022 ).

Participating students came from 52 different middle schools (out of a total of 77) located in multiple neighborhoods and cities served by the school district. We used the American Human Development Index (HDI) corresponding to the neighborhoods and cities where the schools were located as an estimate of student socioeconomic status. The American HDI is a composite score of human development that includes three dimensions: life expectancy, educational attainment and median earnings. HDI scores in our study ranged from 2.26 (very low) to 9.24 (very high), with a mean score of 5.19 ( SD  = 1.50). In 2021, the American HDI scores for the state and county where the study took place were 5.85 and 5.43, respectively. 1

Consistent with earlier works on extracurricular program participation and human development ( Bohnert et al., 2010 ), we adopted a person-centered approach (see Oberle et al., 2019 ) to sort study participants into groups. A person-centered approach takes into account “the ways in which multiple variables are configured within individuals rather than the relative standing of individuals on multiple variables” ( Good et al., 2011 , p. 539). Based on the combinations of types and levels of musical participation reported by our participants, four study groups were devised: (1) VMSME: Students participating exclusively in this program ( n  = 69); (2) COMB: Students enrolled in combinations of VMSME and one or more in-school music programs ( n  = 16); (3) INOUT: Students participating in one or more music programs, in- and/or out-of-schools, but not in VMSME ( n  = 32); and (4) NM: Students not participating in any music education program ( n  = 3). Hereinafter, we refer to these study groups, respectively, as VMSME, COMB, INOUT, and NM.

Over 97% of our sample ( n  = 117) played one or more musical instruments, with plucked string instruments (electric guitar, acoustic guitar and electric bass and ukulele) being the most popular ( n  = 101), followed by keyboards ( n  = 24), bowed strings ( n  = 20), woodwinds and brass ( n  = 17), and percussion ( n  = 5). Among all students enrolled in the VMSME program ( n  = 85), the acoustic guitar was played by the majority (54%), followed by the electric guitar (22%), electric bass (13%), and the ukulele (11%). A small number of students (24%) participated in school-based music programs, and these included band ( n  = 11), orchestra ( n  = 7), general music ( n  = 5), Mariachi ( n  = 3), music technology classes ( n  = 3), and other (e.g., keyboard classes, jazz, n  = 8). A large number of students in the COMB (62.7%) and INOUT (50.1%) groups began learning a musical instrument before middle school, whereas about 70% of students in the VMSME group picked up their instruments in middle school. This suggests that the VMSME program was likely a first opportunity for many middle-school students to engage with instrumental music education.

The following measures were used in our study:

• The PYD – very short form (PYD-VSF, see Geldhof et al., 2013 ) is an abbreviated, self-report with 17 items using a 5-point Likert scale (1 = strongly disagree, 5 = completely agree). Participants are asked to rate their agreement with statements like “All in all, I am glad that I am me” (confidence) and “I do very well in my class work at school” (competence). The PYD-VSF yields individual scores for each of the five components of PYD and a composite score. PYD-VSF© Tufts University 2022. All rights reserved. Used with permission.

• The out-of-school time (OST) structured activity ( National Mentoring Resource Center, n.d. ), is an abbreviated scale of student extracurricular activities in schools, community centers, religious centers and others. It contains 4 items, and asks respondents to report time spent in different types of extracurricular activities over the past 6 months.

• The school connectedness (SC) subscale from the Hemingway Measure of Adolescent Connectedness ( Karcher, 2003 ), measures engagement, enjoyment and success in school. This subscale includes 6 statements (e.g., “I feel good about myself when I am at school”), and respondents are asked to state how true they are for them, using a 5-point scale (1 = not at all, 5 = very true).

• An adapted version of the Hopeful Future Expectations Scale (Institute for Applied Research in Youth Development, 2022) containing 4 questions about student expectations towards the future (e.g., chances of being safe) using a 5-point scale (1 = very low, 5=very high). HFE © Tufts University 2022. All rights reserved. Used with permission.

• A 12-item, researcher-developed demographic profile on age, gender, ethnicity, SES/school location, grade, musical background, musical preferences, and music education experiences, in and out of schools.

Data analysis

Analyses were performed using SPSS Statistics 28.0. We began with a descriptive analysis to explore participants’ engagement in music and in different types of extracurricular activities (OST). Next, we examined if there were group differences in PYD, SC, HFE, and OST using independent-samples t -tests, one-way analyses of variance (ANOVAs), and linear regression models. For the analysis of OST and age at the commencement of formal music education, we utilized non-parametric tests (i.e., Kruskal–Wallis H -test, Mann–Whitney u -test) since the dependent variables were ordinal. With ANOVAs, in the cases where the assumption of homogeneity of variance was violated (as assessed by Levene’s test of homogeneity of variances, p  < 0.05), we used the Welch ANOVA with the Games-Howell post-hoc test.

Multiple regressions were then performed to examine the variables that best predicted students’ PYD, SC, and HFE scores. Variables shown to have significant bivariate relationships with any of PYD, SC, and HFE from the preliminary analysis were entered as potential predictors in the regression models. Predictor variables that were categorical (i.e., grade, gender, and music participation) were dummy-coded. All assumptions for multiple regression were tested prior to the analysis. There was independence of residuals, as assessed by Durbin-Watson statistics with values between 1.69 and 2.23. The assumptions for linearity and homoscedasticity were met, as assessed by visual inspection of plots of studentized residuals versus unstandardized predicted values. The tolerance values used for checking multicollinearity between independent variables were above 0.8. SPSS Casewise Diagnostics detected one outlier whose standardized residual was slightly greater than 3 standard deviations in PYD Confidence, Caring, and Connection; however, we kept the outlier, as it had little effects, as seen when the analysis was run with and without the case.

Students’ musical participation, preferences and liking

Most participants (98%) were involved in one or more musical activities, in and out of schools, with a large number reporting that they practiced their instruments daily, but for less than an hour (77%). Only a small number of participants reported daily instrumental music practice for more than 2 h (4%). When asked to rate their overall liking for music using a scale of 1 to 5, with 5 being “I love music,” over 85% rated 4 or 5. Students’ high levels of musical engagement were also evident in the amount of time that they spent listening to music, as over 50% reported listening to music daily for more than 3 h. Their musical preferences and taste were very eclectic, involving a wide range of genres and styles, such as K-pop (e.g., BTS, Blackpink), rap, heavy metal, pop, indie, and Western classical music (see Figure 1 ). Interestingly, of a total of 152 responses, 20% were related to artists and bands from the 1990s or earlier (e.g., AC/DC, Beatles, Queen) which suggests some links to parents’/caregivers’ listening preferences and “reminiscence bump” ( Krumhansl and Zupnick, 2013 ). Because the Fender Play app offered a variety of genres and styles for students to select from, including “older” pop tunes, it is also possible that VMSME students learned this repertoire through participation in the program.

Figure 1 . Students’ musical preferences.

Participation in extracurricular activities

Most students in our sample participated in extracurricular activities offered at schools, outside of regular school hours (62%). Some students also participated in extracurricular activities in community spaces (e.g., Boys & Girls Club, YMCA; 35%), religious facilities (33%), and other settings (30%). A Kruskal–Wallis H test revealed no significant differences on levels of participation in extracurricular activities between study groups.

PYD, SC, and HFE

We first calculated mean scores and standard deviations for PYD, SC, and HFE ( Table 1 ) and compared them with earlier findings. Previous studies from different parts of the world (e.g., Malaysia: Abdul Kadir and Mohd, 2021 ; Philippines: Buenconsejo et al., 2022 ; Spain: Gomez-Baya et al., 2022 ; United States: Tyler et al., 2020 ) that have employed the PYD-VSF or PYD-SF (PYD short form; Geldhof et al., 2013 ) reported the following range of mean scores for its subcomponents: Competence, 3.19 to 4.16; Confidence, 3.64 to 4.62; Character, 3.85 to 4.16; Caring 4.07 to 4.45; Connection, 3.67 to 4.17. Mean scores from our study were comparable, given that our participants scored 3.52 ( SD  = 0.82) on Competence, 3.83 ( SD  = 0.91) on Confidence, 4.20 ( SD  = 0.57) on Character, 4.38 (0.61) on Caring, and 3.98 ( SD  = 0.64) on Connection.

Table 1 . Means and standard deviations for PYD, SC, and HFE.

Next, we examined if any group differences existed on PYD, SC, and HFE due to demographic variables (i.e., grade, gender, HDI) and levels of participation in extracurricular activities (i.e., OST scores). A one-way Welch ANOVA revealed significant differences on Overall PYD (composite) scores, Welch’s F (2, 57.824) = 4.104, p  = 0.022, η 2 = 0.088; and on PYD components: Confidence , Welch’s F (2, 56.724) = 6.844, p  = 0.002, η 2 = 0.113; Caring , Welch’s F (2, 62.174) = 4.293, p  = 0.018, η 2 = 0.088; and Connection , Welch’s F (2, 56.866) = 3.278, p  = 0.045, η 2 = 0.059. A Games-Howell post hoc analysis showed that 6th graders had higher scores for Confidence than 7th graders (95% CI (0.03 to 0.88), p  = 0.032), and also scored higher on Overall PYD (95% CI (0.03 to 0.72), p  = 0.028) and Confidence (95% CI (0.17 to 1.25), p  = 0.008) than 8th graders. Seventh graders scored higher on Caring (95% CI (0.08 to 0.86), p  = 0.014) than 8th graders. In addition, we found significant differences for Overall PYD scores, F (2, 117) = 3.574, p  = 0.031, Confidence , F(2, 117) = 5.689, p  = 0.004, η 2 = 0.089 and Connection , F(2, 117) = 5.808, p = 0.004, η 2 = 0.095, between different gender groups. A Tukey post hoc analysis revealed that students who self-identified as non-binary or who chose not to report their gender scored significantly lower than students who identified as females on Overall PYD (95% CI (−0.89 to −0.52), p  = 0.023) and Connection (95% CI (−1.13 to −0.22), p  = 0.003), and lower than males on Confidence (95% CI (0.08 to 0.86), p = 0.014) and Connection (95% CI (−1.03 to −1.00), p  = 0.015).

There were no significant differences on SC and HFE due to the demographic variables; however, linear regressions showed that levels of participation in extracurricular activities held at schools (outside of regular school hours) significantly predicted students’ scores of SC, F (1, 110) = 5.822, p  = 0.017, adjusted R 2  = 0.042, and HFE, F (1, 110) = 12.970, p  < 0.001, adjusted R 2  = 0.097. We found no significant relationships between HDI and PYD, SC, and HFE scores.

We also checked whether there were any differences on PYD, SC, and HFE scores due to music-related variables (i.e., levels of music participation, age at the beginning of formal music education, music liking, hours spent on music practicing, hours spent listening to music). Students who were participating in one or more musical programs, in and out of schools, were included in the analyses ( n  = 117). A significant difference was found for PYD Competence , Welch’s F (2, 37.155) = 5.160, p  = 0.011, η 2 = 0.066, and for HFE, F (2, 112) = 4.251, p  = 0.017, η 2 = 0.079. A Games-Howell post hoc analysis revealed that INOUT students rated themselves significantly higher for Competence than VMSME students (95% CI (0.12 to 0.79), p  = 0.005). We also found a significant difference on HFE due to the age when students first began their formal music education, F (2, 112) = 3.180, p  = 0.045, η 2 = 0.053. Students who started to learn instrument(s) before age 8 scored higher than those who began at ages 8–11 years (95% CI (0.02 to 0.66), p  = 0.036). Lastly, a linear regression revealed that how much students liked music significantly predicted their scores on SC, F (1, 114) = 4.659, p  = 0.033, adjusted R 2  = 0.031.

Additionally, an independent-samples t-test revealed that VMSME students tended to come from schools located in lower HDI neighborhoods, compared to COMB and INOUT students, t (114) = 2.086, p  = 0.039. Furthermore, VMSME students tended to participate in fewer extracurricular activities at schools than their COMB and INOUT peers, U  = 1146.5, z  = −2.298, p  = 0.022, d  = −0.310, and also tended to begin formal music instruction at later ages (i.e., over 12 years), U  = 2161.0, z  = 2.829, p  = 0.005, than COMB and INOUT students. It seems evident that the VMSME program has been effectively serving students who might not have access to music learning in schools through curricular and afterschool programs.

Predicting PYD, SC, and HFE

Multiple regressions were performed to examine which variables might predict students’ PYD, SC, and HFE scores. Table 2 presents the unstandardized regression coefficients and standard errors of all regression models. Predictor variables included three music-related variables (i.e., music liking, hours spent on daily music practice, level of music participation), one extra-curricular activity-related variable (i.e., OST1), and two demographic variables (i.e., grade and gender) that showed significant bivariate relationships with any of the criterion variables from the preliminary analyses. Music participation, grade, and gender were dummy-coded, with VMSME students (music participation), 6th or 8th graders (grade), and female students or those who self-identified as non-binary and chose not to report their gender (gender) being the base variables.

Table 2 . Multiple regression analyses of predictors of PYD, SC, and HFE.

In the analysis of PYD, the multiple regression model significantly predicted scores in four of its subcomponents, Competence , F (6, 105) = 2.459, p  = 0.029, adjusted R 2  = 0.073; Confidence , F (6, 105) = 2.450, p  = 0.029, adjusted R 2  = 0.073; Caring , F (6, 105) = 2.683, p  = 0.018, adjusted R 2  = 0.083; and Connection , F (6, 105) = 3.986, p  = 0.001, adjusted R 2  = 0.139. Three of the PYD sub-components, Confidence , Caring , and Connection, were significantly predicted by the demographic variables grade and/or gender. None of the music-related variables significantly predicted these PYD sub-components, except for Competence which was predicted by students’ level of music participation.

The multiple regression model also predicted scores for SC, F (6, 105) = 2.989, p  = 0.010, adjusted R 2  = 0.097. Participation in extracurricular activities measured by OST1 ( t  = 2.118, p  = 0.037) was the significant predictor, with students with higher participation in extracurricular activities at schools feeling more connected to school than those who were not. Similarly, the regression model significantly predicted scores for HFE, F (6, 105) = 3.981, p  = 0.001, adjusted R 2  = 0.139. In addition to students’ participation in extracurricular activities ( t  = 2.998, p  = 0.003), level of music participation also emerged as a significant predictor ( t  = −2.079, p  = 0.040) for HFE scores. Specifically, COMB and INOUT students were likely to score higher on HFE than VMSME students.

In this study, we adopted a person-centered approach (see Oberle et al., 2019 ) to explore the associations between PYD, SC, and HFE in adolescents with different levels of participation in school-based and extracurricular music programs. We were particularly interested in the experiences of adolescents participating in the recently-created VMSME program, which focuses on popular music and online classes for mixed groups of students. We also investigated PYD, SC, and HFE as a function of grade level, gender, and socioeconomic background.

Contrary to earlier research that suggested an increase in PYD scores over time (e.g., Lewin-Bizan et al., 2010 ), we found younger students to show higher scores for some PYD components than their older peers. Sixth grade students scored higher for overall PYD than 8th graders, and also showed higher scores for Confidence than their 7th and 8th grade counterparts. Additionally, 7th grade students scored higher for overall PYD than 8th graders. These findings can be interpreted in at least three different ways. First, studies that found an increase in PYD scores usually adopted a longitudinal design ( Lewin-Bizan et al., 2010 ), whereas we used a cross-sectional design. Therefore, it is possible that our results were impacted by the nature of our study. Second and on a related note, it is possible that the decrease in PYD scores by grade levels reflected different developmental trajectories of PYD, as seen in earlier longitudinal studies. Lewin-Bizan et al. (2010) , found four distinct patterns for PYD scores in U.S. adolescents over time (i.e., decreasing, increasing-to-stable-moderate, increasing/decreasing, and increasing-to-stable-high). Similarly, in a study that adopted a person-centered approach, Good et al. (2011) found different patterns of stability and change in adolescent development over time, which reinforces the role of individual differences. Although the design of the present study does not allow one to make claims about developmental trajectories and stability/change in adolescent responses, we suspect that differences in PYD scores could have been due to these factors. It is possible that students in 8th grade who took part in our study were undergoing different developmental trajectories than their 6th and 7th grade peers, as reflected in their PYD ratings. Third, our study centered on the experiences of middle school students. Middle school is known to be a difficult time for students as they grapple with the transition from childhood to adolescence and new social pressures. It is during the middle school years that early adolescents work toward “fitting in.” In this search to find their niche, adolescents calibrate and organize their social identities ( Graham, 2018 ). Unsurprisingly, the role of peers peaks in middle school, and so do vulnerability and peer victimization ( Graham, 2018 ). Most 8th grade students in our study had spent a considerable time immersed in online learning due to the pandemic, with limited social interaction with peers. Perhaps their lower scores for overall PYD and Confidence reflected challenges to adapt to their first and final year of middle school upon returning to in-person learning.

Gender differences for Overall PYD and specific components that emerged in our data are also worthy of commentary, as they partially mirror earlier findings. For example, Chauveron et al. (2015) , who studied Scottish 7th grade students, found males to score higher in Confidence and Competence, and females to score higher on Character and Caring . Zimmerman et al. (2008) , who analyzed data from the longitudinal 4-H study, found females to score higher on overall PYD than males. Gomez-Baya et al. (2022) , in turn, found Spanish males to score higher on Confidence and Competence . and females to show higher scores for Connection, Caring, and Character . Yet, a limitation of these studies was their focus on the gender binary. In our study, students were able to choose from multiple gender categories. Students who chose the categories “non-binary” and “prefer not to answer” were grouped together and found to score lower than females on overall PYD and C onnection , and lower than males on Confidence and Connection. While these findings are in agreement with earlier works that showed higher scores for Confidence in males ( Chauveron et al., 2015 ; Gomez-Baya et al., 2022 ), and higher scores for overall PYD in females ( Zimmerman et al., 2008 ), they are also of concern. Given recent findings on high levels of depression and suicidality rates in LGBTQ+ and non-gender conforming students ( Rawlings and Espelage, 2020 ; Ancheta et al., 2021 ), it is central that future research using PYD as a framework move beyond the gender binary. Findings from these studies will not only contribute to our understanding of PYD in adolescence, but will also inform the development of programs and policy for all young people.

It was also interesting that students in the INOUT and COMB groups scored higher for Competence than VMSME students. Competence refers to positive views of one’s actions in social, academic, cognitive, and vocational areas ( Bowers et al., 2010 ), including agentic and adaptive decision-making skills ( Romer and Hansen, 2021 ). This finding does not come as a complete surprise if we consider the novelty of the VMSME program. Additionally, some participants in the INOUT and COMB groups were enrolled in private lessons and/or playing in small ensembles where there is comparatively more individual attention than in large group classes. Many of these participants also had more years of formal music education than their VMSME counterparts. The latter came from lower HDI areas and were attending fewer extracurricular programs in schools than their peers in the INOUT and COMB groups. Because intensity and breadth of extracurricular programs play a role in the development of positive attributes in youth ( Busseri et al., 2006 ), it is possible that the differences in Competence scores between VMSME, and INOUT and COMB students were more reflective of socioeconomic issues and time in programs, rather than the characteristics of the music programs themselves. Future studies could disentangle these issues by examining the development of Competence and other PYD components in music students from the VMSME and other music programs using a longitudinal design, controlling for participation time, and program breadth and intensity.

By giving access to instruments and music classes for students from low HDI areas, a population that is often left out of school music programs (see Elpus and Abril, 2011 ; Alegrado and Winsler, 2020 ), the VMSME program contributed to the democratization of music education in the studied school district. This is also evidenced by the fact that INOUT students, who were participating in one or several music programs, showed higher ratings for Competence and HFE than the VMSME group. Participation in COMB and INOUT programs also predicted student scores on HFE, an adolescent strength that is theorized to partly assist with achieving future goals ( Schmid et al., 2011 ). This finding not only reinforces the central role of VMSME as an enrichment program (and not a substitute for in-school music programs), but also hints at the idea that more time spent in music programs—in and out of schools—may contribute to the development of one’s hopeful expectations toward the future. We hypothesize that prolonged participation in music programs can, indeed, lead to enhanced and positive expectations toward the future, due to the many links between music learning, skill development, character building ( Hallam and Cuadrado, 2018 ), and socioemotional development and emotional regulation ( Saarikallio and Erkkila, 2007 ; McFerran et al., 2019 ; OECD, 2021 ). Formal music education has also been associated with the development of self-regulation ( Krause et al., 2021 ), which is another predictor of PYD in adolescence ( Schmid et al., 2011 ). Our finding that students who started their formal music education before age 8 scored higher on HFE supports this hypothesis.

Participation in extracurricular activities in schools predicted scores on School Connectedness. This is not surprising, given earlier research that links extracurricular activities to student positive experiences in schools (e.g., Eccles and Barber, 1999 ; Romer and Hansen, 2021 ). Music liking also predicted scores on SC, which could possibly be explained by student emotional regulation through music listening ( Saarikallio and Erkkila, 2007 ; McFerran et al., 2019 ) and identity work ( North and Hargreaves, 1999 ; DeNora, 2002 ; Miranda, 2013 ; Lamont and Hargreaves, 2018 ). Music has been defined as a “badge of identity” in adolescence ( North and Hargreaves, 1999 ), with musical preferences playing significant roles in friend selection and group affiliation ( Franken et al., 2017 ). Musical preferences have also been associated with externalizing behaviors in adolescence ( Franken et al., 2017 ). It is possible that through the expression of their eclectic musical preferences (as seen in Figure 1 ), our participants found ways to express and regulate their emotions, and developed intrapersonal skills during the challenging years of middle school. That is, music may have served as a protective factor (see Miranda, 2013 ), helping to strengthen student confidence and connections with their schools. While this explanation is in line with earlier research ( Eerola and Eerola, 2014 ), it could be further explored.

Finally, we would like to highlight the role of the VMSME program in promoting access to music education, and opportunities for middle-school students to experience diversity and inclusion. Aside from a focus on popular music, instrumental learning and the use of an educational app, a central characteristic of the program was the delivery of online music lessons by credentialed music teachers for mixed groups of students from different neighborhoods. This aspect of the program was not only praised by its music teachers and students, but is actually vital in our current context. Due to the pandemic, schools went on lockdown, depriving young people from physical and, in many cases, social contact with same-age peers for several months, at a time when peer groups are central ( Graham, 2018 ). Additionally, public schools, particularly in urban areas, are often siloed. With the exception of occasional athletic, artistic or academic competitions, there are few opportunities for students from different schools to interact. By bringing together students from different neighborhoods, the VMSME may have also contributed to student social identity development. Middle school students have been shown to develop more complex social identities and more positive attitudes toward outgroups when they participate in extracurricular programs that are diverse ( Graham, 2018 ). While this study did not investigate social identity development in the context of VMSME, this is another point for future exploration.

Concluding remarks

In this study, we found students who participated in multiple forms of music education (including the VMSME program) and for longer periods of time to score high on Competence (a component of PYD) and on HFE. Participation in extracurricular activities in schools and liking music also predicted students’ SC. These findings add to the body of literature on the role of curricular and extracurricular music programs in adolescent development as they relate to the acquisition of specialized skills, emotional regulation and character building ( Hallam and Cuadrado, 2018 ), and student positive connections to schools ( Eccles and Barber, 1999 ; Eerola and Eerola, 2014 ; see also Weiss et al, 2017 ). Our findings also align with the idea that through music programs, adolescents may regulate and work through emotions and engage in identity work, developing positive views of their selves and the future. Music programs that capitalize on young people’s strengths and agency ( Lerner et al., 2011a ; Mueller et al., 2011 ) and musical engagement and preferences ( Bonneville-Roussy et al., 2013 ), may be particularly suitable for PYD during the challenging middle school years, and we encourage scholars to scrutinize these programs and their potential outcomes.

Macro-time issues ( Bronfenbrenner and Morris, 2006 ) are also worthy of commentary, given their impact on our data and their implications for education. Our study was conducted in the aftermath of a global pandemic that produced devastating effects on schooling, socialization, and mental health. The pandemic reinforced deficit thinking in education, as seen in the increase of narratives of learning loss that place the blame on individuals, children and adolescents alike ( Lehman et al., 2021 ). Several reports have described how students who were socially and/or economically-disadvantaged and those with disabilities were disproportionately affected by the educational inequalities generated and exacerbated by the pandemic ( Jandrić and McLaren, 2021 ). Yet, most responses and solutions proposed to mitigate the educational problems caused by the pandemic have been steeped in a neoliberal educational paradigm, through “econometric forms of analysis” ( Jandrić and McLaren, 2021 ). Following this logic, some schools have reduced or even cut their music programs, replacing them with remedial courses in language arts and mathematics. But as our study suggests, music programs may play a protective role in adolescence. In light of these results, it appears that schools and districts may need to revise approaches to learning that center on deficit models. Attention to the well-established links between youth activity involvement and PYD ( Mueller et al., 2011 ) can assist in the design of programs that could help to mitigate some of the educational losses that were exacerbated by the pandemic. A focus on the development of PYD competencies in schools (see Gomez and Ang, 2007 ) is also in alignment with the central tenets of positive psychology ( Seligman, 2010 ), including the acquisition of habits that may lead to eudaimonia ( Romer and Hansen, 2021 ). Music may assist in the acquisition of such habits, given its prominent role in the lives of adolescents ( Miranda, 2013 ; Lamont and Hargreaves, 2018 ). As one participant expressed in a post-study communication with the research team:

Music is the closest thing to a time machine that we will ever have. When we want to transport ourselves into another time or place, we can listen to music or play our instruments, and feel those emotions. Being in the music program has helped me find myself, my peace, and my place in school (7th grade student).

Limitations and future directions

Despite our recruitment efforts, our study sample was composed predominantly by students who liked and were invested in music, most of which enrolled in the VMSME program. The vast majority of our participants were learning music formally through one or more in-school and/or extracurricular music programs. Additionally, our sample included a large number of students in grade 6, and fewer students in grades 7 and 8. Although this particular sample offered rich information about music learning during the middle school years, future studies could include a larger contingent of students including those in elementary and high school programs and students who are not learning music formally. The adoption of a person-centered, longitudinal, pre- and post-test design, could also help to uncover issues of stability and change in adolescents’ PYD development, as well as shed light on youth developmental trajectories ( Good et al., 2011 ; Oberle et al., 2019 ). And as our data suggested, it is also vital that future research move beyond heteronormativity, to better represent the identities of today’s students.

Due to privacy issues, we were not able to collect data on music program attendance or school grades, which could have offered additional insights into PYD, HFE and SC in middle school students. By gathering such information, future research could offer a more granular view of student experiences as they relate to musical participation and PYD. Concerning the VMSME program, future studies could also examine the uses of educational apps in relationship to student musical self-efficacy and PYD scores, including its role in the development of Confidence and Competence. Other studies have found these two components to be central to adolescent mental health and wellbeing (e.g., Tomé et al., 2021 ); hence their relevance in current times. Because individual differences including personality traits have been associated with music learning experiences (see Corrigall et al., 2013 ), we further suggest that future studies include measures of personality.

Finally, it is important to highlight that our study was conducted in 2022, when the world was still under the impact of a global pandemic. Future studies could offer comparative views of adolescent musical participation and PYD over time. Such information will not only help us situate adolescent development in social and historical perspectives, but will also inform curriculum development and educational policy.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving human participants were reviewed and approved by USC IRB (protocol # UP21-00906) and the Research Office of the School District where the study took place. Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin. Participating students also signed assent forms.

Author contributions

BI designed the study, collected and analyzed data, and worked on manuscript preparation. EC assisted with data collection and analysis, and manuscript preparation. All authors contributed to the article and approved the submitted version.

This study was partially funded by the Fender Play Foundation (AWD-00005768) and by USC’s Advancing Scholarship in the Humanities and Social Sciences (ASHSS-2022) grant to BI. The Fender Play Foundation assisted in the liaison with the schools for the purpose of participant recruitment. The Fender Play Foundation grant assisted with research assistant stipend and publication fee.

Acknowledgments

We are grateful to Michael Karcher (University of Texas San Antonio), Richard Lerner and Mary Buckingham (Institute for Applied Research in Youth Development, Tufts University) for granting permission to use the study measures. Our gratitude is extended to the School District and to all participating students.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: positive youth development, popular music education, middle school, extracurricular activities, adolescence, music

Citation: Ilari B and Cho E (2023) Musical participation and positive youth development in middle school. Front. Psychol . 13:1056542. doi: 10.3389/fpsyg.2022.1056542

Received: 28 September 2022; Accepted: 21 November 2022; Published: 18 January 2023.

Reviewed by:

Copyright © 2023 Ilari and Cho. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Beatriz Ilari, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

10 Cool Music Activities For Middle School

Are you looking for musical ways to engage your middle school students?

Do you get tired of the attitude you get from this challenging age?

I’ve taught music to all ages of learners, from infants to seniors (not the high school kid, either!), and the most challenging to me are those middle school students.

They walk a fine line between being too old to make the “baby” music and being too immature to handle the more complex and coordinated music activities.

I’ve asked around to love who love that age group and pulled on my own experience to come up with these 10 cool  music activities for middle school  to use in your class right now.

Middle school music activities need to leverage their interest in “mature” material while acknowledging and allowing them to explore their own personal interests and work in their peer groups. My favorite activities include:

Create A Body Percussion Performance

Research an interesting musician, record funny voices, write a rap, compose a movie or video game soundtrack, build a beatbox, learn to play piano, musical instrument bingo, discover a new culture of music.

Let’s look at each of these briefly. 

Save time with these 60 FREE Music Resources to use in your room right away!

Stop searching the whole internet to find good activities. I’ll help you cut to the chase with my favorite 60 FREE resources.

Table of Contents

I’ll give a brief description and links to resources for each of these elements. 

You may be able to find other resources along with the same type of activities and if you do, go for it! 

These are just the ones I and the others I talked to tend to use. 

Disclaimer:  Links in this article may be affiliate in nature, which means we earn a small commission if you click and purchase at no extra cost to you. Thanks for supporting our content! 

Middle schoolers do like to move, get creative, and work together. 

But they need some inspiration to do so first. They also need some structure. 

I start this activity by showing them some Stomp videos. 

This video is one I enjoy, and so do my middle school students: 

Afterward, we do a discussion on how they built their beats and what instruments they chose to use. 

Then, I split students into groups of 3-5 and ask them to come up with their own. 

If my students need more structure, I’ll give them some cards with pre-made rhythms on them to choose to use. 

Otherwise, I like to let them get as exploratory as possible. It’s more interesting that way! 

Then, we record their presentations or simply share them with the other groups. 

If they feel like getting advanced, you can always have them come up with choreography while they make the moves. 

Nothing gets a middle schooler more engaged than letting them choose what they get to do. 

I often do a unit where students may do research on one of their favorite musicians or an interesting musician from a broad list. 

Note:  Always approve the musician before they start to do the research. 

If you feel more comfortable, consider making your students use  SafeSearch  to do their research. 

This way, the material they see is always school-appropriate. 

Then, have students present in some way. 

It can be as simple as Google Slides (which most kids know how to use now anyway) or get creative by asking them to make a video of themselves acting as the musician would. 

Let them have fun! 

This one is just plain silly, but I love it and so do the students. 

Assign a list of nursery rhymes or children’s books with a strong, steady beat. 

Yes, you heard me right. 

Then, ask them to memorize or practice saying the words in tempo. 

Hold on, don’t skip ahead to the next one yet. 

Now, have them record themselves using the  Voice Spinner  on Chrome Music Lab or another voice-altering program. 

Then, they get to explore making their voices sound funny. 

Some of the results are downright hilarious. 

Yeah, rap is here to stay. 

There are some I like (hello, Hamilton!) and much I don’t. 

But just because we don’t like it doesn’t mean we can’t use our students’ interest to motivate them. 

Ask your students to write a school-appropriate rap in small groups or on their own. 

I’ll readily admit: I’m not the best at coming up with this plan on my own, so I use  this one  to help me out. 

Pick a short video or simple video game to feature. 

Remove the soundtrack (or just hit mute!). 

Ask the students to compose their own using GarageBand or Flat.io or something. 

They love to engage in stuff like this, especially since they’ll feel some ownership. 

Use this  Paint Composer  program for a retro video game sound.

Beatboxing and building layers is another great way to get some creativity going. 

Whether you build layers or use an automatic one like  Incredibox , it’s fun for the middle school students to build and share some cool patterns. 

Playing piano is something pretty much every person in the world wants to do. 

With the technology and programs out there, it’s never been easier. 

I’ve used  Flowkey  with a ton of success. 

The learning tools are easy to use, and they have thousands on thousands of lessons for all ability levels. 

Bingo is a blast, and I think it’s critical for students to know what the different instruments are. 

I hate when I hear a student describe how awesome a saxophone sounds, only to realize they were actually talking about a tuba. 

There are a ton of these programs and printables out there. 

This one  is my favorite free one. 

Middle school students love competition, especially if it’s couched in engaging online and digital formats. 

Kahoot  is my favorite of these to use, and most of the features are free. 

Check it out at the link. 

Along the same line of researching a musician, it’s great to have students team up to research and present about different cultures of music. 

Use the same resources, yes, including YouTube. 

You’ll be surprised what you may learn too! 

Cultures to consider are: 

• Irish/Celtic
• African (it’s not all one style, check out the different tribes and areas)
• Native American (same thing as with African)
• Pacific Islander
• Central American

Obviously, there are many more, but this should get you started. 

Final Thoughts

This age level is tough for a lot of teachers, but hopefully, these music activities for middle school give some ideas on how to start some units and projects with higher levels of engagement. (You may also want to check out our music activities for high school .)

If you’re looking for other activities, check out more in this series: 

• 11 Great Music Activities For Toddlers
• 11 Easy Music Activities For Preschool
• 8 Inspirational Music Activities For Elementary Students

Zach VanderGraaff

Zach VanderGraaff is a K-5 music teacher in Michigan with 12 years of experience. He's the President of the Michigan Kodaly Educators and founder of the Dynamic Music Room.

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Music Activities For Middle School: Mind Maps, Task Cards, Crafts, Games, Video Lessons, And Resources

March 20, 2024 //  by  Eileen Zajac

Middle school music can be quite the class! Middle schoolers are going through a lot of change and for some of them, confidence in the singing department just isn’t it. Finding games and activities that everyone in your middle school class will feel comfortable playing can be challenging.

Thankfully, the veteran music teachers at Teaching Expertise have put together a list of 25 unique and overall, very engaging activities for your middle school music classroom.

So if you’ve been tirelessly searching for activities, we can ensure you’ll find something if not multiple things on this list to bring into your classroom.

1. Music Mind Map

Mind maps are a great way for students to show everything they know about a topic or subject. Using Mind Maps throughout the year or as an informal assessment will help to develop your music students’ understanding.

Learn More: Pinterest

2. Music Creator Task Cards

These task cards can be used in any music classroom. It’s a popular music activity in the middle school music classroom. In the early days of the school year be sure to have a demonstration in a class of exactly to use these task cards. That way, students can be independent throughout the year.

Learn More: That Music Teacher (Instagram)

3. Learn Clef Notation

If your middle schoolers love card games, then this is the perfect way to teach the Clef Note. Sometimes difficult concepts can be rigorous to teach, but not through a fun game like this. Download the game for more detailed instructions!

Learn More: Musical Interactions (Instagram)

4. Music is Art

Taking time to create art in the music classroom may hold more benefits for children than we’re aware of. Having students create their own music charts around the classroom will not only get them to practice the shapes of different notes but will also make the classroom more inviting overall.

Learn More: Colorfully Playing the Piano (Instagram)

5. Music Dice

Bring some dice games into your music education! As a middle school music teacher, it can often be challenging to find engaging aspects of music. Thankfully, these music dice will be a great way to practice 3-8 notes.

Learn More: Rivian Creative (Instagram)

6. Let Them Play!

If your school doesn’t necessarily have a large selection of musical instruments, that’s okay! Work with students to come up with some creative ideas to improvise different musical instruments. See what sounds they can come up with and what notes they can actually follow.

Learn More: Bourne Ms. Music (Instagram)

7. Music Twister

Music twister probably works best in small groups. Incorporate this game into some of your music lessons. Students will love getting all twisted up and you’ll love that they know exactly where to play their hands and feet!

Learn More: Baroque Music Teacher (Instagram)

8. Rhythm Dice

Have students make rhythm patterns using these dice. The dice are simple enough to make – just purchase a bag of blank dice, like these , and draw different notes on them. Have students roll the dice and make a rhythm! These can be used in small groups or with the entire class.

9. Close Listening

Help your students boost their musical skills by boosting their listening skills. You can create different close listening graphic organizers for various genres of music. Integrate them into your classroom for performance or for a performance found on Youtube! Your students will love it.

Learn More: Cathy’s Choir Class (Instagram)

10. Music Books

Even your oldest students will appreciate listening to a story. Whether you’re in a digital classroom or a real classroom these books are a great intro to building a strong and positive classroom environment.

Learn More: 23 Music Books for Kids to Get Them Rocking to the Beat!

11. Musical Artist Research

As funny as middle schools may be, researching is an important part of the overall education for children. Bringing it into the music classroom has many advantages for children. One of them simply being, understanding the history of music.

Learn More: Singing Along with Mrs. P. (Instagram)

12. Musician of the Month

Introducing your pupils to different musicians throughout history is an important part of middle school music education. With this in mind, why not dedicate a wall solely to this? Hang a few ready-made posters or rope your pupils in by having them craft their own!

Learn More: PinIMG

13. Creative Classroom

Bringing all of your student’s creative sides out might just be one of the most rewarding feelings. Give your students a project they’ll be excited about, like coloring and decorating these music notes!

Learn More: Teachers Pay Teachers

14. Melody Match

Help your students show their knowledge with this melody match activity. Students will love that they can show off everything they’ve learned throughout the unit. This will also help you to know and understand exactly where students are in their knowledge.

Learn More: St. Benedict Preparatory School

15. Rumble Ball

Rumble ball is one of those cool music activities that students will be constantly asking to play. Although in the video, Rumble Ball is played with certain instruments, it can easily be modified to fit the equipment that you have in your middle school music classroom.

Learn More: World Drum Club

16. Pass the Beat

This game is definitely challenging, but in a way that students will love. If your students enjoy battle music activities this might be a good one for transitions or if there’s a bit of time left at the end of class.

Learn More: Joel Copeland

17. Rhythm Cups

Middle schoolers went absolutely crazy for the “cup song” a few years back, who am I kidding, they’re still obsessed with that rhythm. Spice up your music classroom by giving different groups, different rhythm cups to learn! These rhythms are pretty easy to learn and even easier to perform.

Learn More: Music Room UK

18. One Hit Wonders Lesson

Teaching your students about One Hit Wonders is so much fun! Have students create their own One Hit Wonder books. This project will include research and bring out your student’s creative side!

Learn More: The Fun Music Company

19. Rhythm 4 Corners

Four corners is a game that all grade levels look forward to playing. Your older students will have found different ways to be more and more stealthy throughout the game. Making it that much more challenging.

Learn More: Becca’s Music Room

20. Draw to Music

Play some music and have your students comprehend what they’re hearing into a beautiful drawing. Switch the music to intensely different songs to get a lot of variety in the artwork. It will be beneficial to students to listen and be able to comprehend what they hear in a drawing. It will also be super interesting and exciting to compare student interpretations.

Learn More: Kerri Bevis

21. Music Discussion

If you have a music classroom that doesn’t have many materials, creating lessons can be invigorating at times. In this case, it’s important to just get your kiddos to chat about music. Use these cards to initiate musically revolved conversations.

Learn More: Word Wall

22. Music Elements

Help your students with understanding their music elements with this fun and engaging online game. Students can complete this independently, in small groups, as homework, or as a whole class.

23. Extra Beat Take a Seat

This game is so much fun! It’s especially fun for middle school classrooms that are tricky to get engaged in. Have students follow along with the video and have fun! Make it challenging or make it a competition within the classroom.

24. Music Class Escape Room

Escape rooms have seriously become more and more exciting for students. Bring an escape room into your classroom for a fun music game that will both aid students in their understanding of different musical terms and also help them to be a little more engaged.

Learn More: Midnight Music

25. Music Note Yahtzee

This is where those white dice  will come in handy yet again! Make your dice with different music notes on them. Have students roll the dice and play an all-time favorite class game – Yahtzee. This game is both easy to learn and even easier to play, perfect for the middle school classroom.

Learn More: Mrs. B Music Room

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Exciting Research Topics for Middle Schoolers to Fuel Curiosity

Working on the phonological skills by teaching phonemic awareness to the advanced level

What is the goal when de escalating crisis behavior at school ?

Middle school is a time of burgeoning curiosity and the perfect opportunity for students to engage in research that not only educates them academically but also cultivates skills for the future. By encouraging young learners to explore topics they are passionate about, educators and parents play a pivotal role in their intellectual development and the growth of their intrinsic motivation. This blog post outlines a diverse range of research topics suited to the inquiring minds of middle school students, giving them the freedom to deepen their understanding of various subjects while honing critical thinking and independent study skills.

Uncovering the Mysteries of History

Middle schoolers often find history fascinating, particularly when learning about the past from distinct perspectives. Here are some intriguing historical research topics to consider:

• The Unsung Heroes of the Civil Rights Movement: Apart from the well-known leaders, students can explore the contributions of lesser-known figures who played a significant role in the struggle for equality.
• The Impact of Ancient Civilizations on Modern Society: Researching the ways in which the Greeks, Romans, Egyptians, or other ancient societies have influenced contemporary culture, politics, and technology offers a broad canvas for exploration.
• Everyday Life in Different Historical Periods: Focusing on the routines, customs, and technologies that shaped people’s daily lives in times gone by can provide valuable insights into societal norms and individual experiences.

Science and the Natural World

The sciences are a playground of wonder, with an infinity of topics waiting to be explored. Here are some research ideas that can nurture a love for discovery and experimentation:

• Climate Change: Effects and Solutions: Investigating the causes and potential solutions to this global challenge can make students aware of their role in protecting the planet.
• The Wonders of the Solar System: Encouraging a study of the planets, their moons, and the vast expanse of space they inhabit can ignite dreams of interstellar exploration.
• Biodiversity and Ecosystem Conservation: Researching the variety of life on Earth and strategies to protect and sustain ecosystems can foster a sense of environmental stewardship.

Literature, Language, and Creative Expression

Language and literature are potent forms of human expression, allowing students to explore complex ideas and emotions. Here are some topics that bridge the gap between art and academia:

• Interpreting Classic Literature for Modern Relevance: Encouraging the study of timeless works can lead to discussions on their contemporary significance and the evolution of societal values.
• The Structure and Evolution of Language: Investigating the origins and changes in language over time can be a rich area of study, especially when paired with the examination of cultural shifts.
• The Intersection of Art and Literature: Exploring how visual arts and writing intersect to convey messages and emotions can be a fertile ground for interdisciplinary research.

Mathematics and Logic Puzzles

The precision and patterns found in mathematics can be both satisfying and thought-provoking. Middle school students often enjoy the thrill of solving problems and unraveling puzzles. Here are some mathematical research topics that can engage students’ analytical minds:

• Famous Mathematical Conjectures: Researching unsolved problems, such as the Goldbach conjecture or the Riemann hypothesis, can introduce students to the excitement of open questions in mathematics.
• The Application of Math in Various Industries: Investigating how mathematical principles underpin fields like music, art, sports, and technology can illuminate the subject’s real-world utility.
• The History of Mathematical Discoveries: Tracing the lineage of mathematical concepts through different cultures and periods can showcase the universality and timelessness of mathematics.

Social Sciences and Human Interaction

Studying human behavior and society can help students develop empathy and a deeper understanding of the world around them. Here are some social science research ideas to explore:

• The Impact of Social Media on Friendships and Relationships: Research could focus on positive and negative effects, trends, and the future of social interaction.
• Cultural Traditions and Their Meanings: Investigating the origins and contemporary significance of customs from various cultures can foster respect for diversity and a global perspective.
• The Psychology of Decision Making: Exploring the factors that influence human choices, from cognitive biases to social pressures, can provide insights into individual and collective behavior.

Technology and Innovation

Middle schoolers are often tech-savvy and interested in the latest gadgets and advancements. Here are some technology and innovation research topics to tap into that curiosity:

• The Impact of Gaming on Society: Research could examine how video games influence education, social issues, or even career choices.
• Emerging Technologies and Their Ethical Implications: Encouraging students to study technologies like artificial intelligence, gene editing, or wearable tech can lead to discussions on the ethical considerations of their use and development.
• Inventions That Changed the World: Chronicling the history and influence of significant inventions, from the wheel to the internet, can provide a lens through which to view human progress.

By providing middle schoolers with the opportunity to conduct meaningful research in a topic of their choosing, we not only deepen their education but also equip them with the skills and passion for a lifetime of learning. This list is just the beginning; the key is to foster curiosity and guide young minds toward engaging, challenging, and diverse research experiences. Through such explorations, we empower the next generation to think critically, communicate effectively, and, most importantly, to nurture their innate curiosity about the world.

Implementing Research Projects in the Classroom

Encouraging middle school students to undertake research projects requires a strategic approach to ensure sustained interest and meaningful outcomes. Here are some methods educators can employ:

• Mentorship and Support: Pairing students with teacher mentors who can guide them through the research process, provide feedback, and encourage critical thinking is essential for a fruitful research experience.
• Cross-Curricular Integration: Linking research topics to content from different subjects helps students appreciate the interconnectedness of knowledge and develop versatile learning skills.
• Use of Technology and Media: Incorporating digital tools for research, presentation, and collaboration can enhance engagement and teach essential 21st-century skills.
• Presentation and Reflection: Allocating time for students to present their findings nurtures communication skills and confidence, while self-reflection activities help them internalize their learning journey.

These strategies can create a robust framework within which students can pursue their curiosities, leading to a more personalized and impactful educational experience.

What is a good topic to research for middle school?

A good topic for middle school research could delve into the Role of Robotics in the Future of Society . Students can explore how robotics may transform jobs, healthcare, and everyday life. They can examine the balance between automation and human work, predict how robots could augment human abilities, and discuss the ethical dimensions of a robotic future. This inquiry not only captivates the imagination but also encourages critical thinking about technology’s impact on tomorrow’s world.

What are the 10 research titles examples?

• The Evolution of Renewable Energy and Its Future Prospects
• Investigating the Effects of Microplastics on Marine Ecosystems
• The Influence of Ancient Civilizations on Modern Democracy
• Understanding Black Holes: Unveiling the Mysteries of the Cosmos
• The Impact of Augmented Reality on Education and Training
• Climate Change and Its Consequences on Coastal Cities
• The Psychological Effects of Social Media on Teenagers
• Genetic Engineering: The Possibilities and Pitfalls
• Smart Cities: How Technology is Shaping Urban Living
• The Role of Nanotechnology in Medicine: Current Applications and Future Potential

Fascinating Facts About Middle School Research Topics

• Interdisciplinary Impact : Research projects in middle school often blend subjects, such as the integration of art and mathematics when exploring patterns and symmetry, which helps students discover the interconnectivity of different fields of knowledge.
• Skill Building : Engaging in research equips middle schoolers with advanced skills in critical thinking, problem-solving, and time management, which are beneficial across their academic journey and beyond.
• Diversity in Content : Middle school research topics are notably diverse, ranging from examining the role of robotics in society to exploring the psychological effects of social media, catering to a wide array of student interests and strengths.
• Tech Savvy Learning : Technology-based research topics, such as the influence of smart cities or the impact of augmented reality in education, are deeply relevant to tech-savvy middle school students, making learning more engaging and relatable.
• Cultural Relevance : Researching topics like cultural traditions and their meanings encourages middle schoolers to develop a global perspective and fosters a deeper understanding and appreciation for the diversity within their own school community and the world at large.

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Analysis and research on the influence of music on students’ mental health under the background of deep learning

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

This paper makes a detailed analysis and discussion on the impact of music appreciation on college students’ mental health and the influence of music appreciation on students’ mental health, mental energy and mental structure. There has long been the idea of music promoting people’s mental health, as well as related research in the field of music psychology. For this specific group of primary and secondary school students, it should be said that it is relatively rare to consider using music education to promote their mental health. This paper summarizes the advantages of deep learning over shallow learning, explains the necessity of introducing deep learning, and describes the data representation of deep learning and several typical deep learning models. This study adopts the method of multi-evidence to conduct in-depth research and analysis. On the basis of in-depth study and research, this paper analyzes and studies the impact of music on students’ mental health, so as to lay a foundation for future research on students’ mental health. In terms of influencing factors and strategies to promote students’ in-depth learning, we should apply the research results to specific teaching situations with the help of advanced digital technology, and strive to combine theory with practice. The research shows that college students’ mental health is an important part of quality education in Colleges and universities, and music education plays an important role in the implementation of quality education.

Introduction

With the gradual advancement of quality education concept in schools, more and more attention has been paid to the influence of music on students’ mental health in teaching. Music becomes a channel for students to go to mental health, which allows them to cultivate students’ aesthetic sentiment, enlighten their wisdom, enhance their psychological quality, enhance their aesthetic taste and construct their own spiritual framework during their growth. With the deepening of research, deep learning has not only increased a lot of related research, such as neural network, learning process, classroom teaching, etc., but also the interdisciplinary research on deep learning has developed rapidly, such as pedagogy, physics, mathematics and other disciplines. Under the background of core literacy-oriented curriculum reform, a large number of primary and secondary schools are putting in-depth learning into specific curriculum teaching practice. With the popularization of higher education, music, as an important aspect of quality education, gets more and more attention. Many colleges and universities include music appreciation in humanistic quality education courses, and put forward higher requirements for music appreciation courses. Music, as a kind of culture, has a long history in the longitudinal direction, and is vast in the horizontal direction. It plays an extremely important role in the quality of talents ( Awais et al., 2020 ). Mental health, as an important index reflecting personal health, has been paid more and more attention in social functional departments, such as education, life and production, and has been vigorously publicized and popularized as an important part of humanistic care. The mental health of college students is one of the focuses of the current society. It is a way worth exploring to use music to adjust the mental state of college students. The mental health of college students is one of the focuses of the current society. Using music to adjust the mental state of college students is a way worth exploring ( Nachmani et al., 2018 ). With the deepening of research, deep learning has attracted the attention of researchers in the field of education. Educational researchers have found that “learning can also be divided into depth and depth” and that deep learning is an effective way to deeply process knowledge and information and improve learning efficiency. Therefore, developing deep learning has become an important measure of contemporary learning science. At the same time, society requires citizens to master accurate information and have the ability to deal with it, so as to serve the contemporary society. Deep learning means that on the basis of understanding, learners learn new ideas and knowledge critically, integrate them with the original cognitive structure, connect many ideas with each other, and transfer existing knowledge to new situations, so as to make decisions and solve problems. At present, digital, networked and mobile new learning methods have emerged one after another and become popular. Even because of the misuse of new learning tools and technologies, some learning activities only stay at the shallow learning level, so the network is even considered as a hotbed for shallow learning, which is not suitable for deep learning activities. At present, the rapid development of economy and the fierce competition in the information society also bring great social pressure to their lives. For the current college students, they cannot bear such great pressure. This invisible pressure makes them prone to excessive self-esteem, stronger self-inferiority, easy self-centeredness, emotional, weak sense of responsibility and other psychological problems, which lead them to commit crimes easily ( Kaluarachchi et al., 2021 ).

The early study of in-depth learning showed concern for the learning process, learning methods and learning results. At the same time, from the perspective of psychological research, the concept of learning quality with “understanding” as the core was put forward, and it was tried to describe it in a measurable way. Under the background at that time, the research trend of learning process, learning methods, learning results and quality and teaching effectiveness was a positive and concrete attempt to respond to the educational problems in the social change from the micro-level of classroom teaching, taking the educational process as the research foothold. In terms of computational complexity of network structure, when a network structure with depth k can express a certain function compactly, when a network structure with depth less than k is used to express the function, it may be necessary to increase the number of computational factors of exponential scale, which greatly increases the computational complexity. Generally speaking, for a given number of training samples, if there is a lack of other prior knowledge, people prefer to use a small number of computing units to establish the “tight expression” of the objective function to obtain better generalization ability. When the network depth is not enough, this tight expression may not be established at all. Because theoretical research shows that the function that can be compactly expressed by the network with depth K sometimes requires exponential growth of computing units when expressed by the network with depth k – 1.

In this paper, the corresponding research methods are established to analyze and explain it. In the research of deep learning, the corresponding model diagram and algorithm formula are established. In the research of music’s influence on students’ mental health, data graph and other methods are established to analyze it.

The main contribution of this paper is to conduct in-depth research and analysis of its research by using multi-evidence method. And use the method of demonstration to study and explain its research. On the basis of in-depth study, this paper analyzes and studies the impact of music on students’ mental health. Lay a foundation for the future study of students’ mental health. This paper summarizes the advantages of deep learning over shallow learning, explains the necessity of introducing deep learning, describes the data representation of deep learning and several typical deep learning models, such as convolutional neural network, DBN, and stack self-coding network, explains the reasons that may lead to the difficulties of deep learning training, introduces effective training methods, and from the aspects of initialization method, the selection of network layer and activation function, model structure This paper summarizes the new progress of deep learning research in recent years from four aspects: learning algorithm and practical application.

This paper is divided into five sections. The first section of this paper expounds the research background of the influence of music teaching on students’ mental health. The second section makes an empirical analysis of how to use network technology to support and promote deep learning. The third section studies the basic connotation of deep learning. The content of deep learning algorithm is described. Section “results and analysis” studies the influence of music on students’ mental health, and describes the research on the influence of music appreciation on students’ mental health. Section “summary” summarizes the full text. This paper summarizes the advantages of deep learning over shallow learning, and explains the necessity of introducing deep learning.

Related work

At present, the importance of education informatization is insufficient, and there is no in-depth understanding of the positive role of university informatization construction on the development of higher education. The traditional management concept and mode of thinking have seriously restricted the construction and development of university informatization. Theoretical research results are divorced from reality. This is mainly because most of the technical personnel engaged in design are not the front-line personnel of education, which leads to the disconnection between the designed works and education. The speed of information technology updating is fast. To give full play to the benefits, we must have high-quality information management personnel. Education informatization requires technical personnel who can be responsible for the design and maintenance of information systems, as well as the integration and development of various management software. Although there are many talents in this field in ordinary colleges and universities of science and technology, most of them are in teaching posts and do not engage in business management. How to avoid the complementary connection of information systems and avoid the phenomenon of “information fortress.” How to correctly and reasonably apply information technology to the process of education informatization has not been well solved. In view of many problems in the current process of educational informatization, learning research groups have conducted descriptive empirical research on how to use network technology to support and promote deep learning. However, with the increasing attention paid to this problem, with various new learning methods constantly emerging, faced with worries and doubts about superficial and impetuous learning caused by fast-food, fragmentation and miniaturization of learning, It is necessary to deeply analyze and understand the essential connotation of deep learning, and further explore the theoretical basis of deep learning from the perspective of learning science and learning psychology, which has practical theoretical significance for understanding and understanding deep learning, revealing its mechanism and forming promotion strategies. Deep learning is more expressive than shallow learning, and the increase of depth makes the local optimal solution of non-convex objective function the main factor causing learning difficulties. From the perspective of the relevance and complexity of research topics, there are differences in the starting time of deep learning research, as well as the disciplines involved in early research (educational psychology and higher education were the earliest in countries, and educational technology was the first to introduce deep learning research in China), and the relevance and complexity of research topics are quite different. From any angle, we can see that deep learning puts forward new requirements for students’ learning. It emphasizes that learning is a kind of learning different from the past. It is no longer aimed at exams, nor is it limited to simple and mechanical copying of knowledge. Instead, it requires learners to grasp, apply, synthesize, analyze and evaluate, and be able to solve practical problems in life situations and form higher-order thinking goals.

In the research, Kresovich et al. think that the potential psychological adjustment of music is very crucial, which not only edifies students’ sentiment, but also promotes the emotional communication among students, makes the interpersonal relationship among students more harmonious, cultivates the ability of mutual assistance and assistance, and promotes the healthy development of students’ mind and body ( Kresovich et al., 2021 ). Hense et al. think that music education is not only a means of art teaching, but also plays a significant role in psychological adjustment and treatment. Therefore, music education should play an active role and value in disease treatment in college music education. Colleges and universities should proceed from the reality of students’ mental health, endow colorful music teaching activities with the function of psychological adjustment, and widely apply them to the practice of college students’ mental health work ( Hense et al., 2018 ). Kegelaers et al. think that music itself has a power that other arts cannot match and surpass, and this power contains very powerful emotions. This is also a very clear affirmation of the function of music in numerous literatures ( Kegelaers et al., 2021 ). Wang et al. thinks that the “anxiety” caused by the pressure of study, employment and competition has become a major psychological problem that plagues higher vocational students ( Wang and Agius, 2018 ). According to Terry et al. the psychological adjustment function of music for students cannot be realized only by passive appreciation. On the contrary, passive music appreciation must be expanded into active music rhythm and interactive and cooperative music-themed activities, so that students can rediscover their own values and abilities, reconfirm themselves and accept themselves in the process of listening, discussing and expressing music, so that they can play music effectively ( Terry et al., 2020 ). Sharma et al. thinks that the stimulation provided by music satisfies the “id”. The “ID” is the primitive instinct, the most inaccessible part of the personality, and the powerful one, which includes the survival drive and sexual drive of human instinct. When the ID is not satisfied, the individual will breed anxiety and produce a tense state. The satisfaction that the ID needs can eliminate the tension and make the individual feel happy ( Sharma et al., 2020 ). Wang et al. think that learning is the process of learners’ complex information processing activities and cognitive construction. In essence, deep learning is a process of constructing the meaning of structural and non-structural knowledge, and it is also a complex information processing process. It is necessary to effectively and finely process the activated prior knowledge and the acquired new knowledge, that is, from awareness and analysis to synthesis, application and assimilation ( Wang et al., 2020 ). The purpose of in-depth learning is to develop higher-order thinking ability and realize meaningful learning. Its core idea embodies important concepts in cognitive science such as understanding, construction, transfer, problem solving and reflection. Ballenberger et al. think that deep learning is no longer just the similarities and differences of learning methods and strategies, but that there are significant differences in the understanding and criticism of meaning, the connection and construction of knowledge, and the migration and application of learning. The understanding of this difference has also prompted researchers to explore the essential characteristics of deep learning from the perspectives of memory mode, knowledge system, focus and learning motivation ( Ballenberger et al., 2018 ).

Deep learning research

Research on the basic connotation of deep learning.

In the 1990s, the deep learning research continued from the earlier research, which was reflected in the concern for learning results and learning process. The research at this stage mainly focuses on the topics of education, academic performance, learning strategies, learning perception and learning outcomes from the perspective of self-construction of psychological learning, while the research topics such as students, knowledge, motivation, science, classroom, mode and differences in learning quality also frequently appear. In the process of problem-solving learning, learners still pay attention to the explanation of functional level, but it includes a wider range of explanatory information, as well as more structured information and internal mechanisms. They try to understand the causal relationship between phenomena through the qualitative relationship between parts and recall association. Deep learning method tries to find the internal structure of data and the real relationship between variables. A large number of studies have shown that the way of data representation has a great influence on the success of training and learning. Good representation can eliminate the influence of changes in input data that have nothing to do with learning tasks on learning performance, while retaining useful information for learning tasks ( Ascenso et al., 2018 ; Jensen and Bonde, 2018 ). Among the views on self-construction and social construction of learning, it is worth paying attention to the debate between the two research camps of symbolic processing and situational cognition for nearly 20 years. The cognitive theory of symbol processing is an important research of modern cognitive psychology. The cognitive theory of orientation symbol processing emphasizes the decisive role of knowledge on behavior and cognitive activities. It emphasizes the holistic study of cognitive processes. And “mental activity like computer” is taken as its metaphorical basis. With the method of computer simulation, a large number of simulation studies have been carried out on cognitive problems such as perceptual attention, memory and problem solving. Important progress has been made in revealing the nature and mechanism of human cognition. However, due to the limitations of metaphor itself, there are serious deficiencies in this study. The former pays attention to the processing structure of brain and thinking symbol representation, emphasizes the understanding of people’s inner mental process and the transformation characteristics of individual input and output, and pays no attention to the external environment; The latter pays attention to the structure of the external world and how it constrains and guides human behavior, emphasizing the role of history, social interaction, culture and environment, while weakening the importance of internal cognition. In order to show the overall research situation of deep learning in recent years more clearly and grasp the development trend of deep learning research, this research is based on the full-text database of Chinese academic journals in CNKI database, and adopts the method of literature analysis. Deep learning is a learning process characterized by the mental state of advanced thinking. Therefore, this paper focuses on the deep learning methods, deep learning motivation and deep learning strategies adopted by learners in the learning process. Through the statistical analysis of the frequency of high-frequency keywords, the co-cited matrix is generated, and through the advanced statistical processing such as cluster analysis, multi-dimensional scale analysis, factor analysis and social network analysis, different forms of visual graphics are drawn. According to its research, the corresponding model diagrams are established for analysis, as shown in Figures 1 , ​ ,2 2 .

Model diagram of deep learning system.

Deep learning operation model diagram. (A) Model distillation and (B) privileged features distillation.

In-depth study has stepped into the fast lane, the research results have gradually increased, and the research contents have become richer and richer. Build a virtual learning community in cyberspace, use instructional video resources or other software tools for visual learning, or conduct simulation experiments in virtual situations. Online collaborative learning, blended learning, mobile learning, and ubiquitous learning have become possible. Information-based teaching is a bilateral educational activity that educators use the current educational media, information resources and educational technology methods. The whole teaching process adheres to the teaching concept of taking learners as the main body and taking ability as the standard, “learning by doing and teaching by doing”. Information-based teaching design refers to, in order to achieve certain teaching goals, according to the characteristics of students, the theme of course content and environmental conditions. Make full use of modern information technology and resources, take learning as the center, and scientifically arrange each link and element in the teaching process, so as to realize the optimization of the teaching process. Based on the theoretical analysis and practical consensus of deep learning, it can be seen that deep learning is to solve the problems related to learning in the increasingly complex environment from the perspective of integration in explaining the rationality and experience of learning essence. Deep learning emphasizes the essence of learning. When deep learning becomes the consensus and normal state of educational practice and the essence of learning returns, the name of “deep learning” may return to “learning” instead of emphasizing “depth”. It is worth mentioning that deep learning is relative to false learning and mechanical learning, and the latter two are not what school teaching should be ( Sakalle et al., 2021 ; Sundaresan et al., 2021 ). Each computing layer of the network is composed of multiple feature maps, and each feature map exists in the form of a two-dimensional plane. The neurons in the plane share the same weight set under constraints. Deep learning is a new multi-layer neural network learning algorithm. This paper analyzes the advantages of this algorithm, and on the basis of summarizing the current research situation, puts forward the existing problems in the current research. On the basis of the analysis model of deep learning constructed by the latter, the research status is summarized. As the process of deep learning mainly includes situation creation, knowledge construction, problem solving and reflective evaluation, correspondingly, these four cognitive theories also explain deep learning from these four angles. Although each has its own emphasis, it is not absolutely independent. At the same time, there are some connections among these four cognitive theories. Constructivism theory comprehensively expounds deep learning from the perspectives of learning process, results, conditions, etc. Situational cognitive theory, distributed cognitive theory and metacognitive theory also enrich and develop the related research of constructivism from many aspects. The idea of metacognition runs through all the processes of deep learning, and is involved in constructivism theory, situational cognition theory and metacognition theory. In the research, a corresponding model diagram is established to analyze it, as shown in Figure 3 .

Model diagram of deep learning level.

Human’s learning activity is an extremely complex system, and the study of human learning phenomenon and its essential law has always been the focus of human attention for a long time. Looking back at the long course of study and research, human beings’ exploration of learning phenomena has experienced three changes: the tradition of philosophical research, the tradition of scientific psychology based on laboratory and the tradition of multidisciplinary integration research that focuses on natural situations. A systematic and scientific learning theory has gradually formed, and gradually turned to the study and scientific research that pays more attention to complex learning phenomena in real situations. In the research of deep learning, the corresponding data tables are established for analysis, such as Tables 1 , ​ ,2 2 .

Data sheet of deep learning research.

Deep learning specific analysis data table.

The deep learning method research includes four aspects: strategy research, teaching mode, environment design and model design. Among them, strategy research refers to various strategies and methods to promote deep learning, including information technology support strategy, learning evaluation strategy and blank space strategy. In order to meet the needs of their own development, deep learners will actively learn knowledge and skills. However, shallow learners only accept information passively in order to complete the task.

Research on deep learning algorithm

In-depth study is interwoven with people’s way of understanding things based on rationality and experience. In the debate between self-construction and social construction of learning, cognitive objectivism moves toward the opposite side, and the irrational, socialized and contextualized parts of learning activities are gradually discovered. It can be seen from the main co-cited researchers in deep learning research that during this period, the key researchers not only include the teaching field, but also the research in multimedia learning, Computer Supported Cooperative Learning (CSCL) and other fields have received sudden attention. While discussing the advantages of information technology in promoting deep learning, people also found some problems such as learners’ cognitive load in this process. Deep learning has become a hot field in modern education. In the early stage of its development, it did not pay enough attention to it, and there is still a certain gap between the interpretation and practical application of deep learning in countries. The integration of information technology and deep learning is not high. Scholars pay more and more attention to the integration of information technology and deep learning. Improving classroom efficiency and realizing deep learning through information technology has become a hot topic ( Babini et al., 2020 ; Cheah et al., 2020 ). Content analysis refers to a scientific research method that objectively, systematically and quantitatively describes the research content of a certain field, so as to deeply grasp the research status and content of the research field. Cite Space is an application software developed based on Java platform. Because it is suitable for multivariate, time-sharing and dynamic complex network analysis, it has become the most distinctive and influential information visualization software in the field of information analysis. Scientific and reasonable teaching strategies are the foundation and guarantee to make deep learning a reality. Deep learning teaching strategy is a suggestion to adjust teachers’ ideas and teaching behaviors based on the problems existing in deep learning. The research scope of deep learning mainly focuses on formal learning field and well-structured problem field. The formal field of study mainly refers to the classroom. However, learning also happens in most areas of informal learning. Informal learning, as an extension of formal learning, plays an important role in understanding and supplementing the knowledge learned in class. In the deep learning model, the convolutional neural network limits the network structure by using the local connection of the receiving domain. Another feature of convolutional neural networks is the sharing of weights. There are a lot of connected weights in the graph, but because the neurons in the same hidden layer share the same weight set, the number of free parameters is greatly reduced. The feature detection layer of convolutional neural network learns through training data, avoiding explicit feature extraction, but implicitly learning features from training data. Moreover, the neurons on the same feature mapping surface have the same weights, and the network can learn in parallel, which is also an advantage of convolutional neural network over other neural networks. The network structure of convolutional neural network is closer to the actual biological neural network, and it has unique advantages in speech recognition and image processing, especially in the field of visual image processing, and good results have been obtained. In the research, the corresponding algorithm formulas are established for analysis, such as formulas (1) – (4) plus (5) , (6) .

The method of random initialization is adopted for the deep neural network. The gradient-based optimization makes the training result fall into the local extreme value, but the global optimal value cannot be found. The numerical optimal solution (minimum value) trained by gradient descent method is almost equal to the analytical solution. When the parameter x to be optimized is initialized to different values, the final corresponding optimal solution (minimum value) is also different. This shows that the position of the optimal solution (local minimum) obtained by the iteration of the gradient descent algorithm is closely related to the initial value of the parameters to be optimized. With the deepening of the network structure, it is more difficult to get good generalization performance, which makes the learning result of the deep neural network after random initialization even worse than that of the shallow structure neural network with only one or two hidden layers. For deep learning, unsupervised learning and semi-supervised learning are the key components of a successful learning algorithm. Unsupervised learning makes the parameters of supervised learning enter a suitable preset area, and a good solution can be obtained by gradient descent in this area. Unsupervised learning is used in each layer of deep structured neural network to decompose a problem into several sub-problems related to the extraction of multiple representation levels, and visual learning support is provided at appropriate stages. From the perspective of visualization, the teaching process has gone through two stages, namely, the process of concretizing abstract knowledge and the process of expressing concrete knowledge in abstract concepts ( Dang et al., 2020 ; Fang, 2021 ). The subject of the former is mainly teachers (learners may also participate in it), that is, teachers create a learning environment including information technology to provide visual learning support for learners; The main body of the latter is learners, that is, learners abstract the concrete content into concepts and models, and express them visually. In the interpersonal field, relevant strategies include: setting up cooperative research groups, and in most schools, the research groups are carried out continuously and daily; providing internship opportunities is a way for students to strengthen and cooperate their skills in off-campus situations. Because both of them focus on the cognitive level of learning, they pay less attention to the emotional level and social and cultural attributes of learning. Especially from the perspective of “complex learning environment” it is still necessary to deeply integrate the cognitive, social and technical aspects of learning. Therefore, it is still worth further discussion to apply the above two classification theories to the evaluation of deep learning. In the research, the corresponding algorithm formulas are established for analysis, such as formulas (7) – (10) plus (11) .

The deep neural network has a deep non-local learning structure, and it can learn the features in the data set with great changes from fewer samples, showing stronger feature recognition ability than the kernel method. At the same time, the learning process of RDFM method solves the over-fitting problem caused by too strong learning ability due to the introduction of regularization factors. According to Fisher’s criterion, the depth structured neural network is used to improve the discrimination of features. Deep neural network has a deep nonlocal learning structure and learns the characteristics of data sets with great changes from fewer samples. It shows stronger feature recognition ability than kernel method. At the same time, due to the introduction of regularization factor in the learning process of rdfm method, the problem of over-fitting caused by strong learning ability is solved. Experiments are carried out on various types of data sets, and the results show the necessity of using unsupervised regularization in the fine-tuning stage of deep learning. Experiments on image classification and learning low-dimensional representation of images with the depth unsupervised self-coding model realized by this nonlinear transformation method show that these transformations are helpful to learn the depth structure neural network with at least five hidden layers, which proves the effectiveness of the transformation, improves the speed of the basic random gradient learning algorithm, and helps to find a better generalized classifier. Deep neural networks such as convolution DBN and stack self-coding network have been used in speech and audio data processing, such as music artist genre classification, speaker identification, speaker gender classification and speech classification, etc., and very good learning results have been obtained ( Koops and Kuebel, 2021 ). DBN and stack self-coding network have shown good performance in a single image recognition task, successfully used to generate a compact and meaningful image retrieval representation, and have been used in large-scale image retrieval tasks with very good results.

Results and analysis

Study on the influence of music appreciation on students’ mental health.

The form of music appreciation teaching is mainly characterized by listening and appreciating, and the music works, because of its own structural style, are in the form of tension, which causes the conscious person to have a specific psychological reaction. Interpersonal relationship refers to the relationship between people established and developed in interpersonal communication, which reflects the contact degree of people in the depth, closeness, coordination and other psychological aspects. The vast majority of contemporary college students are only children, and they have developed the habit of self-centered thinking and dealing with problems. They show no cooperative spirit, no broad mind, and haggle over every ounce when dealing with others. Even though they are aware of the importance of interpersonal relationships, they often find it difficult to get along with others for various reasons. Music maintains mental health by promoting harmonious interpersonal relationships. Every one of us lives in the society, not an isolated existence, and personal mental health is inseparable from the society. The comprehensive functions of music appreciation are reflected in picture appreciation, field appreciation, self-appreciation and creative appreciation. Music appreciation can promote individuals’ mental health and alleviate their negative emotions. This conclusion has been confirmed by many psychological studies. In modern society, a large number of people are in a tense state of life, so physical and mental relaxation plays a great role in mental health. However, not every kind of music can make people relax. Music that can make people relax should generally meet the following requirements: the rhythm is less than the heartbeat, and the rhythm changes little. Music can include flutes, strings, guitars, etc., preferably concertos with soft melodies. With the formation of human self, there is a need to be cared for by others, that is, in one’s life, one hopes to feel warmth, care, sympathy, respect, recognition, etc. from related people. Listening to music can cultivate students’ sentiment, make them have noble spiritual realm, broader vision and mind, cultivate their image memory, creativity, imagination and observation, improve their understanding, perception, emotion and other abilities, and form a correct aesthetic view. Psychological energy is the psychological power, which can make people realize their subjectivity and needs, the courage, impulse willpower, feelings and emotions with various characteristics, etc. Psychological energy can affect the balanced and coordinated development of the dynamic system of human psychology, and it is the key. The psychological energy of college students exists in the form of tension, and the sound of music also stimulates the appreciators in the form of tension. The two kinds of tension combine and influence each other, so that students’ psychological energy can move and play smoothly. The sound of music forms a complete musical work through its constituent elements, such as loudness, pitch and timbre. Music stimulates human sensory organs through various elements of sound. In the teaching of music appreciation, teachers guide students to have emotional experience of music, and guide students to comprehend and feel through all kinds of information and details in music, so that students can integrate their emotions into music. At present, college students are full of energy, rich in knowledge and mature in physiology, and their emotional world is very colorful.

This paper investigates a vocational and technical college and a conservatory of music. These schools are representative, objective and universal, and they are all higher vocational colleges. The investigation lasted 4 months. Thousand questionnaires were distributed to the students of the above four schools, and 900 were recovered, with a recovery rate of 90%. Among them, there are 900 valid questionnaires, with an effective rate of 100%. In the study, the corresponding data graphs are established for analysis, as shown in Figures 4 – 6 .

Data map of music appreciation influence.

Music appreciation data map.

Data map of music appreciation research.

From the above data graph, it can be known that music appreciation has a great influence on psychological activities, up to about 54.3%. Personality is composed of three parts: id, ego and superego. I am the original self, which refers to the original self, including all the basic desires, vitality and impulses required for production. As the source of psychological energy, the ID only needs to be happy and avoid suffering. Happiness is the fundamental principle of the ID’s behavior, completely outside the social moral norms. The psychological energy of self is mostly consumed in the suppression and control of id. Anything that can become conscious is in the self, but it also exists in the unconscious in the self. It is the existence and awakening of self-consciousness. Self can separate desire from fantasy, endure tension and compromise, and change with time. In music appreciation, the appreciator’s self will be strengthened. Music appreciation teaching is a way to further deepen the influence of personality. On the basis of the original value of music, the harmonious development of people’s psychology can be further realized. Idealized personality must be the result of highly harmonious development of internal psychology. Pursuing truth, goodness and beauty also points out the direction for realizing the harmony of internal psychology. Superego is an ideal part of personality structure and a perfect self. I strive for perfection, and it does not care about reality or happiness. Because of the guidance of the superego, the heart will achieve a harmonious state, thus enabling people to live better in real life. Music appreciation can provide a beneficial direction for college students’ superego. Music appreciation is an important part of aesthetic education. To complete music appreciation education with high quality, the most direct thing is to have an excellent music appreciation teacher. An excellent music teacher should have all the excellent qualities of all teachers, including solid basic music skills and professional accomplishment. We should also have many other excellent qualities, such as innovative spirit, profound knowledge, correct aesthetics, etc. Teachers who have graduated from music colleges are more concentrated in their professional fields, and lack relevant knowledge of psychology. Teachers who have graduated from local comprehensive universities and normal colleges also have the same problems to varying degrees. Music psychology is based on general psychological phenomena, and constantly evolves in the process of the emergence, occurrence and development of music consciousness. Music psychology is not innate. It needs to gradually form music consciousness and psychological process with personality characteristics in the actual music activities and education, and in the process of continuous improvement of the brain. The process of continuous learning and acceptance in the growth stage is also the process of the formation of musical psychology. From infancy to adulthood and then to old age, it has experienced the whole process of occurrence, development and decline. Teachers of music majors should master and understand certain knowledge of psychology if they want to improve the mental health of higher vocational college students through music. Under the guidance of the syllabus of music education, corresponding teaching plans and requirements should be formulated for higher vocational college students of the same grade or different grades, so that students can study systematically in a planned way. In the teaching of music appreciation, we should learn from the advanced music ideas, and integrate the most advanced teaching ideas in the world into our own teaching methods, so as to enrich our teaching content and make our teaching methods more vivid. Music appreciation teachers can get the latest music ideas and know the latest research results by reading the latest professional music journals and magazines, so as to serve their own music appreciation teaching.

The psychological impact of music education on students

To study students’ mental health, we have to talk about psychology. Psychology is a subject with many branches. Psychology and music psychology provide theoretical basis for music education to solve students’ mental health problems from different angles. In the early stage, young people can not only look at themselves objectively, but also express themselves clearly, defend themselves sensitively, and cherish themselves, forming a rational self-consciousness. The ideal self and the realistic self are still facing the crisis of division, and self-affirmation and self-denial often conflict. Chronic anxiety symptoms develop slowly, but persist, usually for a long time. In terms of emotional disorders: I often feel distressed, self-reproached, always think of the disadvantages and exaggerate the difficulties when something happens. No moaning, often accompanied by fatigue, chest tightness, shortness of breath, irritability, sensitivity, frequent anxiety, loss of hands and feet, upset, restless, rubbing hands and feet, an unbearable discomfort, anxiety about one’s health, head swelling, face fever, etc. The fierce competition for talents in modern society often leads to college students’ involuntary study pressure and employment pressure, which gather in their hearts and cause obvious anxiety. Accordingly, college students will have the need to seek to relieve their inner pressure and anxiety. Music education is undoubtedly a “good medicine” to relieve college students’ psychological pressure. Music teaching can teach students about the height, intensity, timbre, melody, harmony, rhythm and other aspects of music, so that students can have a more comprehensive understanding of music, and then they can choose their own music independently, and enjoy their body and mind with the help of music. Excellent music plays a positive role in shaping a sound personality. With the help of classroom teaching and extracurricular music activities, music teaching provides a platform for college students to contact and appreciate excellent music works. In the research, the corresponding data graphs are established for analysis, such as Figures 7 – 9 .

Data map of music education impact.

Data map of music education impact effect.

Data map of music education research and analysis.

The beauty of music lies in being able to depict an exciting artistic conception through the intangible emotion of music. Compared with other arts, music is closer to nature, it is easier to express one’s feelings, and it can make the appreciator’s mind deeply moved, which can exert a subtle influence. As an auditory art, music exists through auditory feelings. Let students feel the aesthetic effect in listening, which can better promote students’ imagination beauty, and make music exert great influence on their minds through image, so that students’ body and mind are in a benign and healthy state of development. Because music originated from a long time ago in human society, it was originally for human beings to express their emotions and vent their bad emotions, so music is called “the language of emotions”. Music can penetrate into the deepest part of the soul with the strongest power. If the way of education is suitable, they will infiltrate the soul with beauty and beautify it. If there is no such proper education, the soul will be ugly. Undoubtedly, good music teaching methods can help middle school students enrich their inner feelings and perfect their personality charm. It can also enable middle school students to feel the wonder and beauty of the world. For many middle school students, the emotions conveyed by good music are like guides, leading middle school students’ thoughts to a positive perspective. Listening to good music often can make middle school students calm down and learn cultural knowledge, and can sublimate students’ emotions. Implementing music education is a pleasure in itself, and under its influence, students’ pressure from all sides will be relieved and released, thus reducing their anxiety in learning. One of the standards of mental health is to have good interpersonal relationships. People with mental health can always keep good contact with the society and others, and can correctly know and understand the society and others. Music appreciation teaching is also aesthetic education. Teachers should, according to the characteristics of the times, the age of students and other factors, on the premise of maintaining the richness of classroom teaching content, choose works with strong ideological content and typical representative significance for students to enjoy. Music psychology is a branch of psychology that studies and explains people’s music experience and music behavior from primitive (newborn) to advanced level, based on psychological theory, absorbing physiology, physics, genetics, anthropology, aesthetics and other related theories, and adopting the method of experimental psychology.

Music is closely related to students’ mental health. Music education can promote students’ mental health, enable students to relax themselves, express their feelings, release bad emotions, build harmonious interpersonal relationships, and help students establish a good mental health system. In terms of influencing factors and strategies to promote students’ deep learning, we should apply the research results to specific teaching situations with the help of advanced digital technology, and strive to combine theory with practice. The mental health of college students is an important part of quality education in colleges and universities, and music education plays an important role in the implementation of quality education. It is diversified, multi-faceted, multi-level and repeated to influence and educate people. The effects of music appreciation on college students’ mental health are analyzed and discussed in detail in this paper: the effects on college students’ mental health, mental energy, psychological structure and so on. The idea that music promotes people’s mental health has existed for a long time, and the related researches in the fields of music psychology, music therapy and music education psychology have become quite mature systems. However, for the specific group of primary and secondary school students, it should be said that it is relatively rare to consider using music education to promote their mental health. This paper summarizes the advantages of deep learning over shallow learning, explains the necessity of introducing deep learning, describes the data representation of deep learning and several typical deep learning models, such as convolutional neural network, DBN and stack self-coding network, explains the reasons that may cause difficulties in deep learning training, introduces effective training methods, and summarizes the new progress of deep learning research in recent years from four aspects: initialization method, selection of network layers and activation functions, model structure, learning algorithm and practical application. However, this study lacks large-scale data for training, and obtains a large number of more representative characteristic information. So as to classify and predict the samples, and improve the accuracy of classification and prediction. Therefore, there are certain limitations, and further analysis is needed in the future.

Data availability statement

Author contributions.

TW: conceptualization, methodology, formal analysis, writing—original draft. YZ: conceptualization, validation, data curation, writing—original draft. MY: methodology, validation, data curation, writing—original draft. All authors contributed to the article and approved the submitted version.

Research and practice of general education of Aesthetic Education in Colleges and Universities from the perspective of “Internet +” (SJGZ20210071).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

The authors thank Mudanjiang Normal University for its help in their work.

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6 Music Research Opportunities for High School Students

By Tom Gurin

Fulbright Scholar; music composer, historian, and educator

5 minute read

Music research is an exciting, multidisciplinary, and dynamic field. In general, this field of study aims to reveal new theories and perspectives on how music works, could work, or has worked in the past. For example, as a music historian and composer, I am currently studying the stories behind twentieth-century compositional practices in the United States and France, and creating new music that reflects and builds on those stories.

What is music research? 

There are hundreds of angles from which to launch a music research project. Music research can explore one or more related subfields, including music technology, music history, music theory, music composition, music cognition, acoustics, musical instrument design, and more. Recent publications of note have explored (among other topics) the effect that live music concerts produce on the brain when compared to recorded music, the relationships between music and politics during the Jim Crow Era, and practical research through experimental music composition.

How can I get involved in music research as a high school student?

With all of the possible approaches to music research, there are countless ways for high school students to participate. For example, when I was in high school, you could build your own musical instrument and compose a piece of music for yourself to perform on it. Or, you could design a cognitive study that explores why we perceive some music as happy and some as scary (or some variation). For these types of projects, it would probably be helpful to work with a mentor in the field of music research. 

In this case, reaching out to Polygence is a great first step to get matched with an expert! Through one of our programs, you’ll be able to work directly with a music researcher like me to guide you through the process. Click here to learn more and apply now!

Express Your Creative Side

Interested in visual arts, music, or literature? We can match you with an expert mentor who will help you explore your creative streak!

Here are six opportunities for you to explore music research through music composition, technology, and analysis.

6 Exciting Music Research Opportunities for High School Students

1. university of michigan: girls in music & technology (gimat).

Eligibility criteria: high school students (grades 9 - 12; (open to students of all gender identities)

Location: Ann Arbor, MI

Program timeline: August 5 – August 16, 2024 

Cost: $500 

Application deadline: February 1, 2024 

Link: https://smtd.umich.edu/engagement-outreach/youth-programs/girls-in-music-technology/

Music technology, as a field, has been historically male-dominated. This program at the University of Michigan is open to all. Still, it aims to support girls who are interested in applying technology to music through electronic performance and composition, computer programming, production, and more. At the end of the two-week session, participants present their work during an open showcase. The program, which is run through the Department of Performing Arts Technology , has been introducing high schoolers to sound engineering and music technology since 2017.

2. UCLA Summer Global Jazz Intensive

Eligibility criteria: high school students (grades 9-12)

Location: Los Angeles, CA

Program timeline: one week (June); estimated based on the previous year

Cost: $1,200

Application deadline: TBA 

Link: https://schoolofmusic.ucla.edu/academics/summer/special-summer-programs/summer-global-jazz-intensive/

This week-long intensive course, led by faculty of the Herb Alpert School of Music, is the nation’s first workshop in global jazz studies for high school students. In addition to private lessons with faculty and guest artists, participants engage with topics in progressive performance and composition based on the global jazz repertoire.

3. Interlochen Composition Summer Program

Eligibility criteria: high school students (grades 9 - 12)

Location: Interlochen, MI

Program timeline: June 23 – August 4, 2024 

Cost: $10,080

Application deadline: January 15, 2024

Link: https://www.interlochen.org/music/camp-programs/high-school/music-composition

Interlochen is one of the country’s most well-known high schools for music and the arts. Several of my friends and colleagues attended the school and have gone on to successful careers as professional musicians. Through Interlochen’s summer program in music composition, students get to study composition techniques, music history and twentieth-century analysis, music theory, orchestration, as well as topics in music technology.

4. Juilliard Extension: Music Theory Courses

Eligibility criteria: ages 14-18

Location: Online

Program timeline: spring; January 20 – April 28, 2024 

Cost: varies

Application deadline: January 4, 2024 

Link: https://www.juilliard.edu/stage-beyond/juilliard-extension/music-theory-and-ear-training-high-school-students

For high school students interested in the field of music theory, mastering the fundamentals through Juilliard Extension (open to high school students around the world) is a great way to get a head start on college-level studies. A variety of online courses are available for students at different levels, including basic ear training, model composition, and analysis of eighteenth- and nineteenth-century harmony and form.

5. University of North Carolina School of the Arts (UNCSA): Summer Composition/Music Technology Intensive

Eligibility criteria: ninth grade to college sophomores

Location: Winston-Salem, NC

Program timeline: June 23 - July 13, 2024 

Cost: $3,613 

Application deadline: May 15, 2024

Link: https://www.uncsa.edu/summer/music-summer-intensives/composition-music-technology/index.aspx

The School of the Arts is uniquely positioned as a high school-, undergraduate-, and graduate-level conservatory. They have a stellar reputation, and I have personally worked with several talented musicians who got their start there and one who is now teaching there! Their Summer Composition/Music Technology Intensive is designed for students who have some experience composing music using tools like Noteflight (for typesetting) or Garageband (Digital Audio Workstations). No previous composition training is required to apply; the program is tailored to fit individual students’ experience levels.

6. Berklee College of Music BIAAE Music History Class

Eligibility criteria: arts program for people with disabilities

Location: Boston, MA and online (hybrid format)

Program timeline: twelve 60 minutes classes on Saturdays during the spring and fall semesters 

Cost: $400 per semester

Application deadline: varies

Link: https://college.berklee.edu/BIAESN/music-history-class-music

This music history class at Berklee is designed to teach students with disabilities about composers from various time periods and cultural backgrounds. The program’s faculty includes researchers in accessible arts education, including autism specialists and professionals concentrating in Social-Emotional Learning.

Other Music Opportunities for High School Students

If you are a high school student interested in completing a personal research project in the field of music, meet with a mentor from Polygence to get personalized advice and guidance throughout the entire process! In addition to research projects in music history or technology, you also have the option to work on a creative project like an original musical composition, film score, or musical instrument design. For more information, check out our music project ideas for high schoolers !

Related Content:

10 Best Music Competitions for High School Students

10 Music Passion Project and Research Ideas For High School Students  

  7 Reasons Why Research Mentorship is Important for High School Students  

15 Arts and Humanities Research and Passion Project Ideas For Middle and High School Students

Explore the Fine Arts through research

Polygence pairs you with an expert mentor in your area of passion: literature, drama, film making, theatre, writing, poetry. Together, you create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

Exploring Exciting Research Topics for Middle School Students

Are you searching for the best research topics for middle school? If yes, then your search ends here with the best ever research topics for middle school.

Research is an essential aspect of learning, and it is never too early to introduce it to students. Middle school is an excellent time for students to start learning how to conduct research and develop critical thinking skills. By engaging in research projects, students can explore various topics in-depth and develop a deeper understanding of them.

Additionally, research projects can help students develop crucial skills such as time management, organization, and communication. This guide will provide examples of research topics for middle school students and offer tips on how to identify research topics and access scholarly sources. With this guide, students can discover the exciting world of research and the many benefits it offers.

Importance of research topics for middle school students

Table of Contents

Have a close look at the importance of research topics for middle school students.

Develop critical thinking skills

Research topics encourage students to analyze information, think critically about issues and topics, and make informed decisions. This helps them develop their ability to assess evidence and draw conclusions.

Enhance academic skills

Research projects help students develop essential academic skills such as reading, writing, and critical thinking. These skills are critical for success in high school, college, and beyond.

Prepare for high school and beyond

Research projects prepare students for the more in-depth research assignments they will encounter in high school and beyond. It also prepares them for the rigors of college-level research.

Foster creativity

Research projects can provide students with opportunities to explore creative ways of presenting information and engaging with their topic. This can include using technology, art, or multimedia presentations to showcase their findings.

Encourage curiosity

Research projects can encourage students to ask questions, investigate, and discover new information about topics that interest them. This helps them develop a love of learning and become lifelong learners.

Develop time management skills

Research projects require planning and organization, and can help students develop time management skills. This prepares them for managing their time and workload in high school, college, and beyond.

Promote collaboration

Research projects can be done individually or in groups, allowing students to collaborate, share ideas, and learn from one another. This helps them develop teamwork skills and learn to appreciate diverse perspectives.

Increase engagement

Research topics that are relevant and interesting to students can increase engagement and motivation in learning. This can help students become more invested in their education and develop a deeper understanding of the topic.

Improve communication skills

Research projects can help students develop communication skills, such as presenting findings and participating in discussions. This helps them become better communicators and prepares them for future academic and professional pursuits.

Encourage lifelong learning

Research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives. It helps them develop a sense of intellectual curiosity and a desire for continued personal growth.

Benefits of engaging in research projects

Have a close look at the benefits of engaging in research projects.

Enhances critical thinking skills

Research projects not only require students to gather information but also to analyze, synthesize, and evaluate it from various sources. These skills are essential for developing critical thinking skills, which are crucial for academic and real-life situations.

Promotes problem-solving skills

By engaging in research projects, students learn to identify problems, develop hypotheses, and test them. Through this process, they acquire problem-solving skills, which are essential for academic success and life beyond school.

Develops creativity

Research projects often require students to think outside the box and come up with innovative solutions. This encourages creativity, which is a valuable skill for success in many areas of life, from science to the arts.

Improves communication skills

Research projects often require students to present their findings in written or oral form, which helps improve their communication skills. The ability to communicate effectively is crucial for academic and professional success.

Boosts confidence

Successfully completing a research project can give students a sense of accomplishment and boost their confidence in their abilities. This, in turn, can lead to greater motivation and engagement in learning.

Provides hands-on learning experiences

Research projects allow students to apply what they have learned in the classroom to real-world situations, providing hands-on learning experiences. This can help students connect what they learn in school to the world around them.

Encourages independent learning

Research projects require students to work independently and take ownership of their learning, which encourages self-directed learning. This is a valuable skill that can help students become lifelong learners.

Builds research skills

Engaging in research projects helps students build research skills, such as conducting literature reviews, designing research studies, and analyzing data. These skills are essential for success in college and many careers.

Prepares for college and career

Research projects provide valuable experience that can prepare students for college and careers that require research and critical thinking skills. These skills are highly valued by colleges and employers.

Fosters a love of learning

Engaging in research projects can foster a love of learning and curiosity about the world around us. This can lead to a lifelong passion for learning and exploration.

Research Topics for Middle School

Have a close look at research topics for middle school.

STEM Research Topics

Here are some STEM research topics that middle school students can explore:

• Renewable energy sources and their impact on the environment
• The effects of pollution on local ecosystems
• Investigating the properties of different types of soils
• Building and testing a simple machine or robot
• The effects of different types of fertilizers on plant growth
• The relationship between exercise and heart rate
• The chemistry of food preservation
• The physics of roller coasters and amusement park rides
• Investigating the efficiency of different types of insulation materials
• The effects of music on the brain and body

How to Identify a STEM Research Topic

Have a close look at how to identify a stem research topic.

Identify your interests

Think about what subjects interest you in STEM, such as biology, chemistry, physics, engineering, or computer science.

Explore current events

Look at recent news articles or scientific journals to see what topics are currently being researched and discussed in STEM fields.

Consider problems and challenges

Think about problems or challenges in the world that could be addressed with STEM research, such as climate change, renewable energy, or medical advancements.

Brainstorm ideas

Write down any ideas that come to mind based on your interests and the topics you have explored. Consider how you could approach these topics from a STEM perspective.

Research existing studies

Look at existing research studies in your area of interest to see what has already been done and what gaps still exist that you could explore.

Consult with experts

Seek guidance from teachers, professors, or professionals in STEM fields to help you identify potential research topics and provide resources.

By following these steps, you can identify a STEM research topic that aligns with your interests and has the potential to contribute to the field.

Benefits of STEM Research Projects

Engaging in STEM research projects can offer a variety of benefits for middle school students, including:

Development of critical thinking skills

STEM research projects require students to analyze data, identify patterns, and draw conclusions, which enhances their critical thinking abilities.

Hands-on learning experiences

STEM research projects provide opportunities for students to apply what they have learned in the classroom to real-world situations, which offers hands-on learning experiences.

Preparation for future careers

STEM research projects can prepare students for careers in science, technology, engineering, and math, as they develop skills relevant to these fields.

Fostering creativity

STEM research projects often require students to think outside the box and come up with innovative solutions, which fosters creativity.

Development of research skills

Engaging in STEM research projects helps students build research skills, such as designing experiments, collecting and analyzing data, and drawing conclusions.

Collaboration

STEM research projects can be done individually or in groups, allowing students to collaborate, share ideas, and learn from one another.

Improvement of communication skills

STEM research projects often require students to present their findings in written or oral form, which helps improve their communication skills.

Boosting self-confidence

Successfully completing a STEM research project can give students a sense of accomplishment and boost their self-confidence in their abilities.

Encouragement of lifelong learning

STEM research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives.

Social Science Research Topics

Examples of social science research topics for middle school students:

• The impact of social media on mental health.
• Gender inequality in education and the workplace.
• The effects of poverty on child development.
• The relationship between stress and physical health.
• The role of parenting styles in child behavior.
• The effects of bullying on mental health and social relationships.
• The impact of immigration policies on families.
• The influence of media on body image and self-esteem.
• The relationship between personality and academic achievement.
• The effects of technology on social relationships.

How to identify a social science research topic:

To identify a social science research topic, you can follow these steps:

Identify a broad area of interest

Begin by thinking about the general field of social science that interests you the most. This could be psychology, sociology, anthropology, economics, political science, or any other related field.

Narrow down the focus

Once you have identified a broad area of interest, narrow down your focus to a specific topic or issue within that field. For example, if you are interested in psychology, you might focus on a specific mental health condition or treatment.

Consider current events

Look at current events or issues that are receiving a lot of attention in the news or media. Consider how you can apply social science research methods to study these topics in more depth.

Talk to your teachers, professors, or other experts in the field to get ideas for research topics. They may be able to provide you with valuable insights and suggestions.

Conduct a literature review

Conducting a literature review involves reading published research studies, articles, and books related to your topic. This will help you understand what research has already been done in the field and identify any gaps or areas that need further exploration.

Refine your research question

Once you have identified a topic of interest, refine your research question by making it more specific and focused. This will help you to develop a clear research plan and stay on track during your project.

Benefits of social science research projects

Have a close look the benefits of social science research topics.

Improved critical thinking skills

Social science research projects require students to analyze and evaluate information from various sources, which helps develop their critical thinking skills.

Enhance problem-solving skills

Through research, students can identify problems and find solutions by gathering and analyzing data, developing hypotheses, and testing them.

Develop empathy

Social science research projects often require students to explore topics related to human behavior and interactions, which can help them develop empathy and understanding for others.

Foster a love of learning

Engaging in social science research projects can foster a love of learning and curiosity about the world around us.

Develop research skills

Social science research projects allow students to develop important research skills such as conducting literature reviews, designing research studies, and analyzing data.

Enhance communication skills

Social science research projects often require students to present their findings in written or oral form, which can help improve their communication skills.

Promote civic engagement

Social science research projects can encourage students to become active and engaged citizens by exploring issues related to society and government.

Expand cultural awareness

Social science research projects can help students understand and appreciate different cultures, beliefs , and perspectives.

Prepare for college and career

Social science research projects provide valuable experience that can prepare students for college and careers that require research, critical thinking, and communication skills.

Humanities Research Topics

Examples of humanities research topics for middle school students:

• The impact of art and music on society
• The history and cultural significance of traditional dress
• The role of religion in shaping world events
• The influence of ancient civilizations on modern society
• The significance of oral history in preserving cultural traditions
• The portrayal of gender roles in literature and media
• The impact of social media on interpersonal communication
• The role of government in promoting human rights
• The significance of historical landmarks in shaping national identity
• The portrayal of mental health in literature and media.

How to identify a humanities research topic

Have a close look at how to identify a humanities research topics.

Brainstorm topics

Begin by brainstorming ideas that interest you or your students. This can include topics related to literature, history, art, philosophy, or culture.

Narrow down the ideas

Once you have a list of potential topics, start narrowing them down by considering the available resources, the level of complexity, and the relevance to current events or personal interests.

Conduct preliminary research on the narrowed-down topics to ensure that there is enough information available and that the topic is suitable for a research project.

Consider different perspectives

Humanities topics often involve multiple perspectives and interpretations, so it’s essential to consider different viewpoints and debates related to the topic.

Consult with teachers or librarians

Ask for input from teachers or librarians who specialize in humanities subjects. They may have ideas for topics, recommended resources, or can help guide students towards a suitable topic.

Refine the topic

Once a suitable topic has been identified, refine it further by clarifying the research question, determining the scope of the project, and outlining the research methodology.

Benefits of humanities research projects

Have a close look at the benefits of humanities research projects.

Developing critical thinking skills

Humanities research projects require students to analyze information, form opinions, and develop arguments, which helps them to think critically.

Enhancing creativity

Humanities research projects often require students to think creatively about how they present their findings and engage with their topic.

Improving communication skills

Humanities research projects often involve written or oral presentations, which help students to develop their communication skills.

Encouraging curiosity

Humanities research projects can encourage students to ask questions and explore new topics, fostering their curiosity.

Developing empathy

Humanities research projects often involve examining different perspectives and cultures, which can help students to develop empathy and understanding for others.

Preparing for higher education

Humanities research projects provide students with valuable research skills and a foundation for more advanced research projects in high school and college.

Increasing engagement

Research topics that are relevant and interesting to students can increase engagement and motivation in learning.

Encouraging lifelong learning

Humanities research projects can foster a love of learning and encourage students to continue exploring new topics throughout their lives.

Interdisciplinary Research Topics

Examples of interdisciplinary research topics for middle school students:

• How does climate change affect biodiversity?
• The impact of technology on society and culture.
• The role of music in mental health.
• How do food and nutrition affect brain development and academic performance?
• The history and science of flight.
• How does social media influence body image and self-esteem?
• The connection between art and science in creating visual illusions.
• The impact of sports on physical and mental health.
• The psychology and biology of addiction.
• The history and science of ancient civilizations.

How to identify an interdisciplinary research topic

Have a close look at how to identify an interdisciplinary research topic.

Look for common themes or issues

Think about topics that overlap between different subjects. For example, climate change is a topic that can be explored in science, social studies, and literature.

Identify the questions

Once you have identified a common theme or issue, think about the questions that arise from it. What do you want to learn or investigate about this topic?

When exploring interdisciplinary topics, it’s important to consider different perspectives from different subjects. For example, if you’re researching climate change, you might want to explore the scientific causes and effects, the social and economic impacts, and the ethical and moral considerations.

Brainstorm possible connections

Consider how the different subjects you’re interested in can connect to the topic you want to explore. For example, if you’re interested in exploring the history of music, you might look at how different historical events influenced music and how music, in turn, influenced history.

Refine your topic

Once you have some possible connections, refine your topic by focusing on a specific aspect or question. This will help you narrow your focus and make your research more manageable.

If you’re having trouble identifying an interdisciplinary research topic, consider consulting with your teachers or librarians. They may be able to offer guidance or suggest resources that can help you identify a topic.

Benefits of interdisciplinary research projects

Have a close look at the benefits of interdisciplinary research projects.

Encouraging creativity and innovation

Interdisciplinary research topics often require students to approach problems from different angles and find creative solutions by combining knowledge from different fields.

Enhancing critical thinking and problem-solving skills

Interdisciplinary research requires students to analyze and synthesize information from various sources, think critically, and solve complex problems.

Promoting collaboration and teamwork

Interdisciplinary research often involves working in teams, which fosters collaboration, communication, and teamwork skills.

Providing a broader perspective

Interdisciplinary research allows students to gain a more comprehensive understanding of a topic by examining it from multiple perspectives.

Developing research skills

Interdisciplinary research projects help students develop research skills, such as conducting literature reviews, collecting and analyzing data, and presenting findings.

Preparing for future academic and career opportunities

Interdisciplinary research projects provide students with valuable experience and skills that can prepare them for future academic and career opportunities that require interdisciplinary approaches.

Resources for Conducting Research

There are various resources available for middle school students to conduct research. Here are some examples:

School Library

The school library is a great resource for finding books, academic journals, and other resources on a wide range of topics. Librarians can also provide guidance on how to find and evaluate sources.

Online Databases

There are several online databases that provide access to academic journals, magazines, and other scholarly sources. Examples include JSTOR, Project MUSE, and Academic Search Premier.

Google Scholar

Google Scholar is a search engine that allows you to find scholarly articles, books, and conference papers. It can be a useful tool for finding academic sources on specific topics.

Public Library

Public libraries also offer access to a wide range of resources, including books, databases, and other materials. They may also offer research assistance and guidance.

Government Websites

Government websites can be a great resource for research on topics such as history, social studies, and science. Examples include the Library of Congress, the National Archives, and the National Science Foundation.

Online Archives

Many organizations and institutions maintain online archives of historical documents, images, and other resources. Examples include the Smithsonian Institution, the National Archives, and the Digital Public Library of America.

Interviews and Surveys

Conducting interviews and surveys can be a valuable way to gather information for research projects. This can involve reaching out to experts in a particular field or surveying individuals to gather data.

Online Learning Platforms

Online learning platforms, such as Coursera and edX, offer courses on a wide range of topics. These courses often provide access to readings, videos, and other resources that can be useful for research projects.

How to access scholarly sources

Accessing scholarly sources can be done through various means, including:

Using academic search engines

There are several academic search engines available that provide access to scholarly sources. Some popular examples include Google Scholar, JSTOR, and PubMed. These search engines allow users to search for academic articles, journals, and other research papers.

Using academic databases

Many universities and libraries offer access to academic databases, such as EBSCO and ProQuest, which contain a vast collection of scholarly sources. Students can check with their school or local library to see if they have access to such databases.

Checking library catalogs

Most libraries have a catalog that contains information about the books and other materials they have available. Students can use these catalogs to search for scholarly sources, such as books, journals, and other publications.

Contacting experts

Students can contact experts in their field of study or a related field to ask for recommendations for scholarly sources. Experts may be able to suggest relevant academic articles, books, or other resources.

Using interlibrary loan services

If a student cannot find a specific scholarly source at their own library, they can use interlibrary loan services to request the material from another library. This service allows libraries to share materials with one another, giving students access to a wider range of scholarly sources.

It is important to note that some scholarly sources may require payment or subscription access. However, many sources are available for free or can be accessed through a library’s subscription.

In conclusion, research projects provide middle school students with an opportunity to explore various subjects in depth, develop their critical thinking skills, and gain a better understanding of the world around them.

STEM, social sciences, humanities, and interdisciplinary research topics offer a broad range of options for students to choose from, and there are various resources available for conducting research, including online databases and access to scholarly sources.

By engaging in research projects, students can improve their academic performance, enhance their problem-solving abilities, and gain valuable experience that will benefit them in the future.

Therefore, we encourage all middle school students to take advantage of these opportunities and engage in research projects that interest them.

Frequently Asked Questions

What is the purpose of research topics for middle school students.

The purpose of research topics for middle school students is to encourage students to explore their interests, develop critical thinking skills, and learn how to conduct research. It also helps them to understand the importance of research in various fields and how it can contribute to solving real-world problems.

How do I choose a research topic for middle school?

Choosing a research topic for middle school involves identifying your interests, brainstorming ideas, and considering the resources available to you. You can start by thinking about a subject that you are curious about or passionate about, and then narrowing down your focus to a specific aspect or question you want to investigate.

What are some tips for conducting research as a middle school student?

Some tips for conducting research as a middle school student include developing a research question, finding reliable sources, taking thorough notes, organizing your information, and citing your sources properly. It’s also important to plan your time wisely and seek help from teachers or librarians if you need assistance.

Can middle school students access scholarly sources online?

Yes, many scholarly sources are available online and can be accessed by middle school students through databases provided by their school or public libraries. Some popular databases for middle school students include JSTOR, ProQuest, and EBSCOhost.

How can research projects benefit middle school students in the long term?

Research projects can benefit middle school students in the long term by developing important skills such as critical thinking, problem-solving, communication, and time management. It also prepares them for future academic endeavors, and exposes them to potential career paths or fields of interest.

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206 Middle School Research Topics: Original Ideas List

As middle schoolers prepare to go to high school, they are introduced slowly to essay and research writing. They are sometimes given homework that involves picking suitable topics and writing on them. However, it should be noted that i t is not easy to write a research paper for a high grade. Middle schoolers in their preteen age are taught how to be creative, air out their opinions and conduct little research. It helps make them critical thinkers and prepares them for more writing tasks as they advance in their education. This article will help middle schoolers understand what is expected of them when asked to write an essay or research on a topic. It will also expose them to different areas where they can write and many research topics for middle school they can pick from.

What Should Be In A Middle School Research Paper?

Middle school research papers are often not required to be extended. They are in a unique position where they move from writing simple pieces to more detailed essays and research papers. This is the foundation where they learn to write excellent papers as they transcend to high school and eventually college. Writing an essay in middle school is not very different from writing in other stages. Some steps to get you started are

• Understanding the Assignment :Before you begin, you should understand your teacher’s expectations when turning in your finished work.There will be rules and procedures to follow. Know the format the essay is supposed to be written in, and keep the due dates in mind. If you do not understand any aspect of the assignment, please ask for clarification, as this will help you deliver a clear and concise essay at the end.
• Do Your Pre-Writing :Start with brainstorming on middle school research topics to determine what you would like your essay to be about. There are many options to pick from and several general subjects to break down into topics you want.

Pick up to three topics when you first brainstorm. From there, you can select the best one to write on. When you find a topic, start writing all you know about it. Create a rough paper where you jot down information from your research that will be useful in your essay. Feel free to write freely, as this will be your first draft, and you have the chance to edit it as you go.

• Edit Your Work : Editing is essential. It helps give your paper structure. From your rough work, take out parts that are not necessary and add details you think you missed. This is where you should be detailed and try to make your work as neat and correct as possible. You are almost at the end of writing the paper.When you are sure your paper is good, it is time to proofread. Check for spelling and punctuation errors. One expert way to do this is to read the report from the bottom up, and this can help you spot any spelling errors.
• Citations and References : Your teacher would have given you a format to write references for your work. Ensure that you are following the prescribed format.References will highlight the sources of the information gathered to make your essay.

What Can Middle Schoolers Write About?

There are many general subjects that middle schoolers can write about in their assignments. Streaming from what they have been taught in the classroom or their experiences outside class. Some issues that can create good middle school research paper topics include:

Science : This broad aspect covers earth science, geology, physical science, life science, and genetics. Science research paper topics for middle school will encourage the students to be interested in growth and learning how things work. Social Studies : This will involve learning about their history, other people’s cultures, human interaction, family, etc. This will create fun research topics for 6th graders, learning about life and how relationships work. Literature : This is the best time to learn about books and works of art. The literature will provide many topics to research for middle school students.

There are many more aspects that middle school students can research and write papers on. Discover more than 200 interesting research topics for middle school students below. However don’t worry if the assignment seems too difficult for you. You are only at the beginning of the path and our cheap research writing service will be happy to get you through with your paper.

Good Research Topics For Middle School

Students who have no experience writing papers and are looking for good research topics to work on are in luck. The topics below are suitable for all middle schoolers and can create detailed essays.

• Should students be compelled to wear a specific uniform?
• Textbooks or tablets: which is better to read from?
• Obesity in American youth: Causes and solutions.
• Should boys and girls be allowed to play on the same athletics team?
• Should young people be allowed to play violent video games?
• Impact of continuously playing violent video games.
• When can we say someone is spending too much time in front of the screen?
• Listening to music during class: Does it disturb concentration?
• How to recognize harmful content on the internet?
• Should all businesses be compelled to recycle?
• What is the appropriate punishment for students who engage in cyberbullying?
• Should school hours be adjusted to later in the morning?
• Should our scientists be allowed to test drugs on animals?
• Why do people’s behavior change in different settings?
•  Is sex education important?
• Different types of poetry and how they came about.
• What to do if you are being bullied on the internet.
• How to have healthy self-esteem.
• Why does the human body need sleep?
• Insect repellents, are they helpful?
• Why did dinosaurs go extinct?
• What is skateboarding?
• The effects of tobacco on the body.
• Artificial tanning: Risks and benefits.
• What is spam email? Where does it come from, and how can we stop it?
• What is a desert mirage? How does it affect people?
• What are penguins? Where do they stay, and what do they eat?
• When and how was America created?
• Who are some well know and inspirational women?
• Who are some famous inventors?
• What famous inventions helped in shaping human existence?
• Steps you can take to protect yourself from scammers online.
• What is a cryptocurrency, and why is it so popular?
• What did the invention of the mobile phone do to change the world?
• How to handle stress from school.
• How can issues in the family affect a child?
• Is your school working hard enough to prevent bullying?
• Should we use mobile phones and tablets in class?
• Does technology make you smarter?
• What is an unhealthy life, and what are the effects?
• Is there any benefit of doing homework?
• What is video game addiction, and how to stop it?
• What is a museum, and what can be found in it?
• What can we do to reduce climate change?
• Is soda suitable for children?
• Does everyone have to go to college?
• Comparing homework and class assignments.
• What is physical education?
• How the internet has changed our life
• What is peer pressure?
• What effect has global warming had on the environment?
• What is racism?
• What is a healthy diet?
• Should students be able to pick what they learn?
• Do movies depict what happens in real life?
• Is arts a vital part of the school curriculum?
• What are the challenges students face?
• How do we conserve energy in our homes?
• What is pop culture?
• Should parents monitor their children’s social media?

Fun Research Topics for Middle School

Writing an essay shouldn’t always be stressful or tedious. These topics will make writing papers fun. The topics below can hold the researcher’s attention for a long time as they work on completing their project.

• How should celebrities who break the law be punished?
• What is bulletproof clothing made of?
• All there is to know about hip-hop.
• What do we know about ninjas?
• Do lie detector tests work?
• What are the ingredients contained in a hotdog?
• Sharks, how do they hunt, and what do they eat?
• How do search engines work?
• Some fascinating extinct animals, and what happened to them?
• How to manage time effectively.
• How does insufficient sleep affect the brain?
• How to let go of bad habits?
•  How do parents help us grow?
• How to become a better writer.
• Are dogs and cats enemies?
• Why do parents punish children for bad behavior?
• What is the best punishment for naughty kids?
• Is magic real?
• How to save money effectively?
• What is self-development?
• How to motivate yourself to be a better student?
• When should you begin to earn money?
• What’s the secret of having a successful life?
• How not to become a game addict.

Middle School Research Project Ideas

Research shouldn’t always end as essay writing. Sometimes, you need hands-on projects to keep the middle schooler busy. The list below can serve as an ideal hub for research ideas for middle school students and work as interesting essay topics.

• Investigating what life is like inside a beehive.
• Steps in creating a movie.
• How do our brains store memories and retrieve them when we need them?
• What is a landform?
• What are some important holidays around the world, and who celebrates them?
• What are some significant symbols used in world holidays?
• Creating an ecosystem: what’s the process involved?
• Research on some exotic underwater creatures.
• What is a meteor?
• How to build a crossword puzzle.
• What is advertising: create a short advertisement campaign.
• Write the story of your life.
• Create a calendar highlighting critical events in your life.
• Create your family tree.

Science Research Topics for Middle School

Science is an exciting part of our lives. Because of science, the quality of our lives has increased, and there are many more inventions to come. These topics can engage the curious mind of the youngster and introduce them to science-related subjects to work on.

• Earthquakes: Its causes and effects.
• Computer viruses. What are they, and how do they spread?
• Evolution of human beings.
• Are human beings still evolving?
• What is alchemy?
• What is a black hole? How is it formed?
• What is a submarine? Who uses them, and how do they work?
• What is the cause of tornadoes?
• What is a sinkhole, and how do they form?
• Research on one of the planets in the solar system.
• Understanding glaciers and icebergs.
• What are volcanoes, and how do they form?
• The different types of volcanoes and what causes them.
• Who are the most famous scientists, and what are they famous for?
• What are the components of airplanes that make them fly?
• What are fossils, and what do they teach us?
• How do genetics and DNA affect how we look?
• Why does the moon change color and shape sometimes?
• What is a Lunar eclipse?
• What is pollution?
• The different types of pollution and what can be done to curb them?
• Can fruits play a part in medicine?
• What is flooding?
• What is an ecosystem?
• What measures do butterflies take to defend themselves?
• Different types of butterflies.
• What is a skeleton, and why is it an essential part of the body?
• How many bones are in a skeleton? Which are the most important?
• Who is a marine biologist?
• What is the connection between a marine biologist and the weather?
• What are the risks marine biologists face when they dive?
• Different types of fossils?
• Are whales still hunted?
• What is scientific research, and who conducts it?
• What is the job of the nervous system?
• Understanding the concept of hibernation?
• What are the necessities plants need to grow?
• Who are the people who study dinosaurs?
• Mammals and reptiles: Similarities and differences.
• Why don’t human beings float?
• What is a prism, and what does it do?
• What gives humans the ability to lift heavy things?
• What factors can cause earthquakes?
• How is wind measured?
• What differentiates a planet from a star?
• What is a galaxy? What galaxy is the earth?
• Who is an astronaut, and what is their job?
• What is a waterfall?
• Do plants drink water?
• Why do oil and water not mix?
• What is microbiology?
• How can we preserve our natural resources?
• Discuss the advantages and disadvantages of exploring space.
• What are bacteria, and how useful is it to humans?
• The similarities between temperature and heat.

Other Topics to Research for Middle School

We cannot run out of topics for middle schoolers, as several aspects are available to look at. Here are some other topics that can jump-start your essay writing process.

• Is it advisable for students to be with their cell phones all day?
• Should the minimum age for getting a driving license be raised?
• The differences between homeschooling and standard schooling: which is better?
• Does social media have a positive or negative impact on teenagers?
• Going vegan, is it good for your health?
• Who is a Monk, and what is his lifestyle/routine?
• How did humans domesticate cats and dogs, and why?
• How is America helping endangered animals?
• How is climate change affecting us?
• What are the effects of video games on teenagers and children?
• Do Athletes make good models?
• Who is to blame for the number of homeless people in America?
• Should we have shorter school weeks?
• Should parents monitor websites visited by their children?
• What is cybercrime?
• What can we don’t protect our environment?
• Instant messaging, do they affect literacy?
• What are the most effective ways of achieving academic excellence?
• What is a good movie that influenced us in 2023?
• Are tests a good way of judging a student’s intelligence?
• How does music help us feel better?
• How to choose the best research project ideas for middle school students.
• Why is it important to learn multiple languages?
• Do learning techniques affect behavior?
• Bullying and its effects on mental health.
• All you need to know about distant learning
• Should prayer be part of school activities?
• Do we need math formulas in real scenarios?
• When should students start undergoing leadership training?
• How to write a good essay.
• How does night vision work?
• What is the solar system?
• What is Nasa, and what do they do?
• What is a natural disaster, and what can cause one to happen?
• What is the process of becoming a president of the United States?
• How many presidents has the United States had?
• What are some of the responsibilities and privileges of the president?
• Learning about Vice Presidents and First Ladies of the United States.
• Is social media dangerous for children?
• Does the location where you grow up affect who you become?
• What is a participation trophy? Is it necessary?
• Should there be a screen time limit for children?
• What are the responsibilities of a government to its citizens?
• What is a curfew, and why do kids have them?
• Is grounding an effective punishment?
• Should physical education be necessary for everyone?
• What are some advantages of knowing how to read?
• How can cell phones be used productively while in class?
• What are the qualities of a good leader?
• What are hobbies, and what do they do for us?
• Should less homework be given to students?
• What is summer school? Does it help students?
• What age is appropriate for children to be left alone at home?

If You Need Paper Writing Help

There are many ways to brainstorm ideas for your middle school homework. The research project ideas for middle school and the topics listed above will make it easier to begin. After picking a suitable topic, the next step is writing the entire paper. This will involve a lot of research and fact-finding to get accurate information for your paper. It doesn’t end at research, as you still have to write a great essay to score high marks. This could be a daunting task for many students. Don’t be afraid to get research paper help from our professional writers. After attending class, you may not have adequate time to write your essay yourself, if this is your situation, it’s okay to search for help on the internet. A quick google search for “write my paper” will result in several websites promising to write the best essay for you. However, you need to make your research before hiring an online writer for your assignment. If you need someone to write your assignment, we can be of help. We provide fast, reliable, custom paper writing services that can be completed online. Our services are available to every student, including university, middle school, high school, and college students. Our team of writers consists of professionals and teachers who are always available to ensure that you meet your deadlines. Contact us with a message “ do my research paper for me ” and enjoy the perfect result!

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In the U.S., 180 days of school is most common, but length of school day varies by state

School has started in most of the United States. On average, K-12 public schools will be in session close to 180 days this year, according to a Pew Research Center analysis of  data from the Education Commission of the States .

But as with many things involving public education, there is considerable state-by-state variation in how much schooling children will receive – and even how much time constitutes a day of school.

Every state sets rules for the minimum amount of time school must be in session. The minimum is usually some combination of days and hours per year and hours per day; state policies also establish how much, if any, non-instructional time – such as lunch, recess and class changes – can count toward those minimums. Individual districts set their own calendars based on those statewide rules, unless they obtain a waiver.

The most common way that states regulate instructional time is to set a minimum number of days for the school year; 38 states and the District of Columbia do so. The majority of those states (27 of 38), along with D.C., mandate 180 instructional days, making it the closest thing the country has to a national norm.

To better understand how school instructional time varies across the United States, Pew Research Center analyzed information on state laws and regulations compiled by the  Education Commission of the States , a nonprofit research organization that serves education policymakers throughout the country. We double-checked the ECS data against the relevant state statutes, rules and policies, updating it as necessary.

Many states’ rules differ depending on grade level, so we chose to look at annual and daily instructional time requirements for four specific grade levels: kindergarten (half-day and full-day, when appropriate), fourth grade, eighth grade and 11th grade. The idea was to get a sense for how instructional time at standard, five-day-a-week public schools compares at each of the major levels of K-12 education – kindergarten, elementary school, middle school and high school. That said, states vary considerably in how much, if any, non-instructional time (such as lunch, recess and class changes) can count toward those minimums.

Some states set separate requirements for how many days or hours districts must schedule versus how many they must operate . (The difference often reflects built-in days for teacher training, weather-related closures and the like.) In such cases, we used the minimum number of days or hours districts must schedule to meet their state’s calendar requirements.

While most of this analysis is based on 2023 data, we also examined similar data for five earlier years. The 2013 and 2014 compilations were also published by the Education Commission on the States. Data for 1989, 2000 and 2018 came from the  National Center for Education Statistics . While these earlier datasets provided some illuminating context, they proved too different from one another to permit direct year-over-year comparisons.

Which states require the fewest school days? The most?

Seven states set minimums less than 180 days, with Colorado having the lowest requirement at 160 days. Four states require more than 180 days, with Kansas as the leader. The Sunflower State mandates 186 days for kindergarten through 11th grade (and 181 days for 12th grade). Overall, the average requirement, among the states that have one, is 179 days.

A minimum school year of 180 days has been the norm for a long time. In August 1989, 33 states and D.C. had 180-day requirements, according to  a 1992 report from the National Center for Education Statistics . Only one state required more school days that year (Ohio, with 182), while 12 required fewer. The remaining states either had no minimum day requirement or set a range of 175 to 180 days.

How many hours in a school day – or a school year?

Besides setting a minimum number of days, states can regulate school time by mandating a certain number of hours or minutes per school year. Thirty-nine states have these types of laws or policies, according to the Education Commission of the States. (Some states, in fact, give districts the option of meeting either type of minimum – by days or time per year. Oklahoma, for instance, allows school districts to schedule 180 standard school days or spread out 1,080 hours over 165 days.)

In a majority of those states (26 of 39), annual time minimums vary by grade level. For example, South Dakota sets an annual minimum of 875 hours per year for fourth graders but requires 962.5 hours of school for eighth graders.

Across all states that specify annual time minimums, the average for fourth graders is 997.8 hours per school year. For 11th graders, the number of hours required in a school year ranges from 720 hours (including lunch) in Arizona to 1,260 in Texas (though that state expresses its requirements in minutes, not hours). The average requirement for 11th graders, among the 39 states that have one, is 1,034.8 hours per year.

Another option is to require a certain number of hours or minutes per school day, which 29 states and D.C. do. In 16 of those states, the requirements vary by grade level. In Pennsylvania, for example, the minimum length for a school day is 2.5 hours for kindergarten, 5 hours for first through eighth grades, and 5.5 hours for ninth through 12th grades.

For eighth graders, the school day can contain as few as 3 hours in Maryland and Missouri, or as many as 6.5 in Tennessee. New Hampshire and Oregon, intriguingly, set  maximums  for the length of the school day – in the case of eighth graders, 6 hours in New Hampshire and 8 hours in Oregon. And as with annual time requirements, states vary on how and whether to count lunch, recess and other non-classroom time.

Texas is unique in that it only sets a minimum number of  minutes  in the school year – 75,600, or 1,260 hours, including intermissions and recess – which districts are free to distribute as they choose. In the past, however, Texas mandated 7 hours per school day, including intermissions, recesses and other non-instructional time. If Texas school districts continue to follow that older convention, that would work out to a school year of … 180 days.

Minimum number of hours in a school year, 2023

Minimum number of hours in a school day, 2023.

About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

About half of americans say public k-12 education is going in the wrong direction, what public k-12 teachers want americans to know about teaching, what’s it like to be a teacher in america today, race and lgbtq issues in k-12 schools, most popular.

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Two key brain systems are central to psychosis, Stanford Medicine-led study finds

When the brain has trouble filtering incoming information and predicting what’s likely to happen, psychosis can result, Stanford Medicine-led research shows.

April 11, 2024 - By Erin Digitale

People with psychosis have trouble filtering relevant information (mesh funnel) and predicting rewarding events (broken crystal ball), creating a complex inner world. Emily Moskal

Inside the brains of people with psychosis, two key systems are malfunctioning: a “filter” that directs attention toward important external events and internal thoughts, and a “predictor” composed of pathways that anticipate rewards.

Dysfunction of these systems makes it difficult to know what’s real, manifesting as hallucinations and delusions. 

The findings come from a Stanford Medicine-led study , published April 11 in  Molecular Psychiatry , that used brain scan data from children, teens and young adults with psychosis. The results confirm an existing theory of how breaks with reality occur.

“This work provides a good model for understanding the development and progression of schizophrenia, which is a challenging problem,” said lead author  Kaustubh Supekar , PhD, clinical associate professor of psychiatry and behavioral sciences.

The findings, observed in individuals with a rare genetic disease called 22q11.2 deletion syndrome who experience psychosis as well as in those with psychosis of unknown origin, advance scientists’ understanding of the underlying brain mechanisms and theoretical frameworks related to psychosis.

During psychosis, patients experience hallucinations, such as hearing voices, and hold delusional beliefs, such as thinking that people who are not real exist. Psychosis can occur on its own and isa hallmark of certain serious mental illnesses, including bipolar disorder and schizophrenia. Schizophrenia is also characterized by social withdrawal, disorganized thinking and speech, and a reduction in energy and motivation.

It is challenging to study how schizophrenia begins in the brain. The condition usually emerges in teens or young adults, most of whom soon begin taking antipsychotic medications to ease their symptoms. When researchers analyze brain scans from people with established schizophrenia, they cannot distinguish the effects of the disease from the effects of the medications. They also do not know how schizophrenia changes the brain as the disease progresses. 

To get an early view of the disease process, the Stanford Medicine team studied young people aged 6 to 39 with 22q11.2 deletion syndrome, a genetic condition with a 30% risk for psychosis, schizophrenia or both. 

Kaustubh Supekar

Brain function in 22q11.2 patients who have psychosis is similar to that in people with psychosis of unknown origin, they found. And these brain patterns matched what the researchers had previously theorized was generating psychosis symptoms.

“The brain patterns we identified support our theoretical models of how cognitive control systems malfunction in psychosis,” said senior study author  Vinod Menon , PhD, the Rachael L. and Walter F. Nichols, MD, Professor; a professor of psychiatry and behavioral sciences; and director of the  Stanford Cognitive and Systems Neuroscience Laboratory .

Thoughts that are not linked to reality can capture the brain’s cognitive control networks, he said. “This process derails the normal functioning of cognitive control, allowing intrusive thoughts to dominate, culminating in symptoms we recognize as psychosis.”

Cerebral sorting  

Normally, the brain’s cognitive filtering system — aka the salience network — works behind the scenes to selectively direct our attention to important internal thoughts and external events. With its help, we can dismiss irrational thoughts and unimportant events and focus on what’s real and meaningful to us, such as paying attention to traffic so we avoid a collision.

The ventral striatum, a small brain region, and associated brain pathways driven by dopamine, play an important role in predicting what will be rewarding or important. 

For the study, the researchers assembled as much functional MRI brain-scan data as possible from young people with 22q11.2 deletion syndrome, totaling 101 individuals scanned at three different universities. (The study also included brain scans from several comparison groups without 22q11.2 deletion syndrome: 120 people with early idiopathic psychosis, 101 people with autism, 123 with attention deficit/hyperactivity disorder and 411 healthy controls.) 

The genetic condition, characterized by deletion of part of the 22nd chromosome, affects 1 in every 2,000 to 4,000 people. In addition to the 30% risk of schizophrenia or psychosis, people with the syndrome can also have autism or attention deficit hyperactivity disorder, which is why these conditions were included in the comparison groups.

The researchers used a type of machine learning algorithm called a spatiotemporal deep neural network to characterize patterns of brain function in all patients with 22q11.2 deletion syndrome compared with healthy subjects. With a cohort of patients whose brains were scanned at the University of California, Los Angeles, they developed an algorithmic model that distinguished brain scans from people with 22q11.2 deletion syndrome versus those without it. The model predicted the syndrome with greater than 94% accuracy. They validated the model in additional groups of people with or without the genetic syndrome who had received brain scans at UC Davis and Pontificia Universidad Católica de Chile, showing that in these independent groups, the model sorted brain scans with 84% to 90% accuracy.

The researchers then used the model to investigate which brain features play the biggest role in psychosis. Prior studies of psychosis had not given consistent results, likely because their sample sizes were too small. 

Vinod Menon

Comparing brain scans from 22q11.2 deletion syndrome patients who had and did not have psychosis, the researchers showed that the brain areas contributing most to psychosis are the anterior insula (a key part of the salience network or “filter”) and the ventral striatum (the “reward predictor”); this was true for different cohorts of patients.

In comparing the brain features of people with 22q11.2 deletion syndrome and psychosis against people with psychosis of unknown origin, the model found significant overlap, indicating that these brain features are characteristic of psychosis in general.

A second mathematical model, trained to distinguish all subjects with 22q11.2 deletion syndrome and psychosis from those who have the genetic syndrome but without psychosis, selected brain scans from people with idiopathic psychosis with 77.5% accuracy, again supporting the idea that the brain’s filtering and predicting centers are key to psychosis.

Furthermore, this model was specific to psychosis: It could not classify people with idiopathic autism or ADHD.

“It was quite exciting to trace our steps back to our initial question — ‘What are the dysfunctional brain systems in schizophrenia?’ — and to discover similar patterns in this context,” Menon said. “At the neural level, the characteristics differentiating individuals with psychosis in 22q11.2 deletion syndrome are mirroring the pathways we’ve pinpointed in schizophrenia. This parallel reinforces our understanding of psychosis as a condition with identifiable and consistent brain signatures.” However, these brain signatures were not seen in people with the genetic syndrome but no psychosis, holding clues to future directions for research, he added.

Applications for treatment or prevention

In addition to supporting the scientists’ theory about how psychosis occurs, the findings have implications for understanding the condition — and possibly preventing it.

“One of my goals is to prevent or delay development of schizophrenia,” Supekar said. The fact that the new findings are consistent with the team’s prior research on which brain centers contribute most to schizophrenia in adults suggests there may be a way to prevent it, he said. “In schizophrenia, by the time of diagnosis, a lot of damage has already occurred in the brain, and it can be very difficult to change the course of the disease.”

“What we saw is that, early on, functional interactions among brain regions within the same brain systems are abnormal,” he added. “The abnormalities do not start when you are in your 20s; they are evident even when you are 7 or 8.”

Our discoveries underscore the importance of approaching people with psychosis with compassion.

The researchers plan to use existing treatments, such as transcranial magnetic stimulation or focused ultrasound, targeted at these brain centers in young people at risk of psychosis, such as those with 22q11.2 deletion syndrome or with two parents who have schizophrenia, to see if they prevent or delay the onset of the condition or lessen symptoms once they appear. 

The results also suggest that using functional MRI to monitor brain activity at the key centers could help scientists investigate how existing antipsychotic medications are working. 

Although it’s still puzzling why someone becomes untethered from reality — given how risky it seems for one’s well-being — the “how” is now understandable, Supekar said. “From a mechanistic point of view, it makes sense,” he said.

“Our discoveries underscore the importance of approaching people with psychosis with compassion,” Menon said, adding that his team hopes their work not only advances scientific understanding but also inspires a cultural shift toward empathy and support for those experiencing psychosis. 

“I recently had the privilege of engaging with individuals from our department’s early psychosis treatment group,” he said. “Their message was a clear and powerful: ‘We share more similarities than differences. Like anyone, we experience our own highs and lows.’ Their words were a heartfelt appeal for greater empathy and understanding toward those living with this condition. It was a call to view psychosis through a lens of empathy and solidarity.”

Researchers contributed to the study from UCLA, Clinica Alemana Universidad del Desarrollo, Pontificia Universidad Católica de Chile, the University of Oxford and UC Davis.

The study was funded by the Stanford Maternal and Child Health Research Institute’s Uytengsu-Hamilton 22q11 Neuropsychiatry Research Program, FONDEYCT (the National Fund for Scientific and Technological Development of the government of Chile), ANID-Chile (the Chilean National Agency for Research and Development) and the U.S. National Institutes of Health (grants AG072114, MH121069, MH085953 and MH101779).

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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