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International Journal of Music Education
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MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties

Adena Portowitz

Yehuda Amir Institute for Social Integration in the Schools, Bar-Ilan University, Israel, portowiz{at}mail.biu.ac.il

Pnina S. Klein

Bar-Ilan University, Israel, pninaK{at}mail.biu.ac.il

Research findings confirm positive links between music education, scholastic achievement, and social adaptability, especially among at-risk and special needs children. However, few studies explain how this process occurs. This article presents a didactic approach, which suggests practical ways of enhancing general learning skills while teaching music. Conducted with young children with severe learning difficulties aged 4—10, the MISC-MUSIC (More Intelligent and Sensitive, or Socially Compliant Children) program (Klein, 1996) interconnects the following three components: (1) the content of the music lessons; (2) the creation of educational frameworks that nurture quality, active teacher—child interactions (mediated learning environments), and (3) the choice of relevant, general learning skills (cognitive functions) to be fostered during the music lesson. The article explains the theoretic premises of MISC-MUSIC, cites examples of how this approach was implemented, and reflects on the effectiveness of the program.

Key Words: cognitive modifiability • mediation • MISC • music education

International Journal of Music Education, Vol. 25, No. 3, 259-271 (2007)
DOI: 10.1177/0255761407087263
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