SOUNDSCAPES AND BRUSHSTROKES: THE EFFECTS OF MUSIC ON VISUAL

ARTS AMONG SENIOR HIGH SCHOOL LEARNERS AT, CBGMHS

A Quantitative Research

Presented to the Faculty of the Senior High School Department Cristina B. Gonzales

Memorial High School

Bucay, Abra

In Partial Fulfilment for the Requirement in Inquiries, Investigation, and Immersion

By:

Apuli, Lee James S.

Batoon, Christann A.
Bobias, Carl Lawrence C.
Lajara, JB Alyster V.
Saboy, Jay March Anthony
Quintos, Jerald Jage R.
Amistoso, Ashle Nicole T.
Belen, Trisha Mae B.
Butay, Rinzey Ann T.
Cabbab, Marimar B.
Dela Paz, Rianne R.
Molina, Sheena Mary M.
Purisima, Shaira Mae

2025

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 TABLE OF CONTENST

Acknowledgement …………………………………………………… i

Chapter 1

Background of the study …….……………………………………. 1

Statement of the problem ………………………………………… 2

Hypothesis ………………………………………………………… 3

Conceptual Framework …………………………………………… 4

Chapter 2

Research design and methodology ………………………….…. 5

Population and sampling ………………………………………. 6

Data …………………………………………………………… 7

Procedure ……………………………………………………… 8

Statistical ………………………………………………………. 9

Chapter 3

Presentation, Analysis and Interpretation ………………………10

Chapter 4

Findings ………………………………………………………… 11

Conclusion ……………………………………………………… 12

Recommendation ……………………………………………….. 13

References ……………………………………………………… 14

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 ACKNOWLEDGEMENT

The researchers express their sincere gratitude to the following individuals for their

invaluable support and guidance in completing this study:

Mr. Maito V. Macabeo, Officer in charge of the office of the principal of Cristina B. Gonzales

Memorial High School, for not only granting permission to conduct this research but also for

the insightful suggestion of a Scientific Investigatory Project, which allowed us to thoroughly

explore and develop this product.

Mr. Rex Tubana, our Practical Research 2 teacher, for his consistent advice, effective

teaching, and guidance throughout the study. His willingness to review and improve our paper,

despite his busy schedule, is deeply appreciated.

Mr. Rogelio Marquez Jr., our Inquiries, Investigations, and Immersion teacher, for his

invaluable instructions on improving our manuscript. His patience and clear explanations

significantly enhanced our understanding of the research process.

The research Panellists, Mrs. Jimmy Ann Guillermo, Mr. Gaye Trongco, and Mr. Rex B.

Tubana, for their encouragement, constructive suggestions, and insightful comments that

contributed significantly to the improvement of this work.

For the Fifteen Respondents, the researchers express their gratitude to the fifteen respondents

who generously contributed their time and participation, making this study possible.

For ma’am Rowena Quiday, Kateleen Faye Taculao, and Alona Bermillo, for their diligent

and thorough review of the artworks, ensuring the accuracy and quality of our analysis.

For the Almighty Father, Finally, we offer our profound thanks to the Almighty Father for

bestowing upon us the strength, knowledge, and blessings necessary to complete this study.

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 Chapter I

Background of the Study

Music and visual arts share a dynamic relationship, influencing each other through elements

like rhythm, harmony, and emotion. Many artists utilize music as inspiration, resulting to

innovative art forms. Students listen to music for many reasons and to experience comfort. It

is common for students to listen music for relaxation to release stress or anxiety.

According to Arlington (2020), music is an art that gives pleasure and entertainment, soothes

anxiety and gives calmness on the human brain through mediation. but too loud music can

distract and interfere with concentration. Opinions regarding the influence of music in

classroom vary among experts; some say that it relaxes or motivates students whereas; others

say that it is a distractor. The intersection of music and visual art provides a unique avenue for

emotional resonance and intellectual stimulation. These mediums expand our understanding of

human expression and cultural dialogue through their interplay. A few investigations into

visual imagery content during music listening have begun to shed light on this idea of imagery

consistency across listeners and potential influencing factors

The effects of music in educational settings, such as classrooms, some argue that carefully

selected music can create a more relaxed and conducive learning environment, potentially

enhancing motivation and focus, others maintain that any auditory stimulation beyond the

lesson itself serves as a distraction, impeding students' ability to fully engage with the material.

The potential for music to either enhance or detract from the learning experience depends

heavily on factors such as volume, genre, and the individual student's preferences and

sensitivities. Therefore, the integration of music into educational settings requires careful

consideration of its potential benefits and drawbacks, acknowledging the diverse perspectives

and individual needs of students. A balanced approach that recognizes both the potential for

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distraction and the potential for therapeutic benefit is crucial for maximizing the learning

experience (Arcavi, A., & Isoda, M. 2017).

One of the difficulties students have in current surroundings with too many distractions is

focusing on their studies. One of their strategies for escaping the noisy environment and

distancing oneself the distracting distractions has been to listen to music. As a study conducted

by Hodges (2020), aid for more concentrated concentration or as a way to decompress from

their academic pursuits, students choose to listen to music while they read or even study. It is

common to see students with their headphones plugged in when they wonder the campus or

wait for friends or lectures in any academic setting. Students typically listen to music to pass

the time, reduce anxiety, or avoid crowds.

Based on Arlington (2024) music has always wielded a profound influence over visual arts.

Artists frequently draw inspiration from the harmonies and rhythms they perceive, transposing

these onto their artistic mediums. These blend of music and visual arts yields a multi-sensory

encounter for both the creator and the observer. Essentially, art serves as a direct transmutation

of music onto canvas or any chosen medium, capturing not only auditory elements but the

emotions kindled by music. Through the interplay of music and visual arts, artists invoke the

essence of imagination, crafting works that deeply resonate with viewers.

Music has the power to ignite creativity and relaxation when combined with art. Most

common muses for artists, infusing their work with rhythm and harmony. As you explore these

extraordinary connections between art and music, may you be inspired by the profound ways

these two mediums intertwine and bring beauty into our arts and lives (Charerie A., 2021).

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 Gage (2018) discusses the dynamic interplay between music and visual art, noting that

artists to incorporate musical concepts into their visual works, resulting in innovative

multimedia experiences that engage audiences on multiple sensory level. Another study

indicated that the style of accompanying music affects how they perceive paintings with music

making artworks more beautiful. In addition, multimedia artist often combines music and

visual arts to create immersive experiences that engage multiple senses simultaneously. This

dynamic relationship has given rise to innovative forms of art, such as audio visual installations

where music and visuals interact in real-time. For example, abstract painters like Wassily

Kandinsky where profoundly influenced by their ability to perceived colors and shapes in

response to musical sounds. Kandinsky’s paintings often reflect his belief in the synesthetic

experiences where colors correspond to specific musical notes or emotions.

Previous work by DepEd Complex, Meralco Avenue, Pasig City (2023), suggests that

Music and art share a profound connection that has been explored and celebrated throughout

history. This relationship is evident in the ways that music has influenced various art

movements and individual artists. For instance, the rhythm, mood, and harmony of music have

been translated into visual expressions, creating a new layer of experience for the audience.

The work of modern artists like Stuart Davis and Piet Mondrian showcase this influence, as

they incorporated the essence of jazz and other musical genres into their paintings, blending

rhythmic vibrancy with visual spectacle.

In a study conducted by Brattico E. and Pearce M. (2013) it states that listening to music

while creating art will help artists derive deeper meaning and enhances creativity to both

representational and abstract artworks, it can motivate students to engage more deeply with

their work. Music can evoke strong emotions that influence artistic decisions however the same

piece of music may evoke different emotional states. A body of literature suggests a positive

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relationship between intense formal study of music and the visual arts and higher performance

levels.

The music chosen for the activity can greatly affect the outcome. For instance, upbeat music

may lead to vibrant and dynamic artwork while slower tunes might produce bad work, or it can

be opposite. This variability can complicate the research outcomes.

Emotional responses to music very greatly between individuals based on personal

preferences, cultural background, and prior experiences. This variability extends to how music

influences creative processes, making it difficult generalized findings (Husian2019). For

example, one student may find fast-paced music energizing and inspiring, while another

student may find it distracting.

According to the study of Beridge K.C., Kringelbach M.C. (2020), the emotional impact

of music on individuals is a significant factor influencing their subsequent responses to other

stimuli, including visual art. Their research suggests that pre-existing negative emotional states

can be exacerbated by exposure to music, particularly music with emotionally charged

qualities. Consequently, participants in a visual arts study who are already experiencing

negative emotions may find their mood further negatively impacted by the presence of music.

This heightened negativity could then significantly skew their perception and evaluation of the

visual artwork, leading to biased or less objective assessments.

Based on the studies of Abril C. (2018) engaging with music during visual art creation can

lead to decreased concentration, potentially hindering the quality of the artwork. Some artists

report that while music enhances their experience, it may detract from the art's quality. The

artist might experience difficulty maintaining a consistent level of detail, struggle with creative

flow, or make more errors due to divided attention.

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 Listening to music while creating art involves multitasking, which can strain cognitive

resources. According to North end Hargreaves (2020), simple task may benefit from

background music due to increased arousal, while complex tasks may suffer due to cognitive

interference.

Integrating music and visual art risks over simplification. Artists may interpret music too

literally, creating artwork that merely mimics the music’s narrative instead of offering a

genuine understanding can lead to superficial imitations of music styles, where the music

overshadows the visual art. Furthermore, individual taste in music is subjective and can

influence interpretation, potentially leading to inconsistencies or a lack of universal appeal in

the artwork. Other challenges include unintentional cultural appropriation, misinterpretations,

difficulties in conveying the music’s time-based qualities, and over-reliance on synesthesia

(blending senses). These issues, combined with the subjective nature of musical taste, can

hinder the artwork’s overall impact and effectiveness (Brooks, M., 2020).

According to the study of Andrei C. et al. (2015), research focuses on the interaction

between music and visual arts. Their finding that music’s emotional intensity can overshadow

the delicate aesthetic emotions in creating visual arts. This suggest that the impact of music can

distract the mind of the artist while creating an art.

Despite the growing interest in the relationship between music and creativity, there is still

a lack of empirical studies specifically examining how music influences the visual art-making

process of SHS Students and this is the first study in the locale. Most of the existing research

about the relationship of music and visual arts focuses on general creativity and professional

artists, leaving a gap in understanding how students particularly does in different strands like

ABM and STEM, respond to music while creating visual arts. Additionally, although

researches indicates that music has an influence on artistic decisions like the selection of colors,

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brush, strength, and overall mood in the artwork, limited research exists that compares the

impact of varying music genres on these aspects. There is also limited understanding about

whether learners from different academic strands respond to music-induced creativity

differently. To bridge these gaps will enable educators and researches to further comprehend

the use of music to among students of different cognitive and academic orientations.

This study explores how music affects the visual arts of Senior High School Learners at

Christina B. Gonzales Memorial High School. It aims to understand how music influences their

creative processes and artistic expressions. The research also seeks to provide insights that

promote the integration of arts into their academic fields, supporting the students’ goals and

interests.

STATEMENT OF THE PROBLEM

This study titled The Effects of Music on Visual Arts among Senior High School Learners in

CBGMHS will determine the effect of music on visual arts. Specifically, it will seek to answer

the following questions:

1. What is the level of visual arts performance of the students without the use of music?

2. What is the level of visual arts performance of the students using music?

3. Is there a significant difference on the visual arts performance of the students with and
without music?

SCOPE AND DELIMATION

This experimental study was conducted at Cristina B. Gonzales Memorial High School in

Bucay, Abra during the 2024-2025 school year. The study’s focus is evaluating the impact of

music on the visual arts performance of senior high school students. Fifteen students each from

the ABM and STEM strands participated, forming the control and experimental groups

respectively. The control group created artwork without music, while the experimental group

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incorporated music into their artistic process. The findings will analyze the differences in

artistic output between the two groups.

RESEARCH HYPOTHESIS

There is no significant difference in visual arts performance between students who

create art with music and student who create art without music.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE (IV) DEPENDENT VARIABLE (DV)

MUSIC INTERVENTION LEVEL OF VISUAL ARTS

PERFORMANCE

The independent variable in the context is the “music intervention”, which refers to the

intended action or treatment, such as listening to any types of music before or during the visual

arts performance. This manipulation is designed to observe its potential effect on the dependent

variable. The dependent variable, in turn, is the “level of visual arts performance”, which could

be assessed through metrics like creativity, technical skill, emotional expression, or accuracy

in execution. The goal is to explore whether exposing artists to music interventions influences

their performance outcomes.

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 Chapter II

METHODOLOGY

This chapter presents research design, population and sampling, data gathering instrument,

data gathering procedure and data analysis that will be used by the researchers in this paper.

RESEARCH DESIGN

This study will utilize experimental type of research. Experimental research is a type of

research method used to investigate the interaction between independent and dependent

variables, which can be used to determine a cause-and-effect relationship. This type of research

allows for a clear understanding of how music affects creativity in visual arts.

POPULATION AND SAMPLING

The respondent of this study entitled The Effect of Music on Visual Arts among SHS

Learners of Cristina B. Gonzales Memorial High School. The researchers chose random

sampling in this research, we the researchers chose 15 of ABM and STEM students to

participate in the study.

DATA GATHERING INSTRUMENT

The data gathering instrument used by the researchers is the rubric that was implemented

for assessing artwork. This rubric employs a four-point scale across five distinct criteria:

Originality & Creativity, Imagination, Idea Development, Harmony, and Effort/Craftsmanship.

A score of 4 points (Excellent) indicates a high level of achievement in that particular area,

while 3 points (Good) signifies proficient execution. A score of 2 points (Fair) suggests that

the artwork meets basic requirements but could benefit from further development. A score of

1 point (Needs Improvement) identifies areas where significant improvement is necessary. The

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maximum possible score per artwork is 20 points and will find out the mean or the average,

reflecting the sum of the scores across all five criteria.

DATA GATHERING PROCEDURE

The researchers will send a letter to the school principal to get approval to conduct the

research. Then, the selected students from ABM and STEM 12 Students will create artwork

under controlled conditions, both with and without music. The music will be played and

researchers will document participant outputs. The output will be judge using the adopted

rubrics. The teachers will assess the output using the rubrics.

STATISTICAL TREATMENT

The following statistical tools will be used in analyzing the data.

1. Mean – This will be used to determine the average scores of the visual arts created by SHS

learners with music and without music based on the rubrics.

2. T-test – This will be used to compare the means of the two groups (visual arts created with

music and visual arts created without music) to determine if there is statistically significant

difference between them.

Mean score interpretation table:

RANGE OF MEANS INTERPRETATION

3.25-4.00 EXCELLENT

2.50-3.24 GOOD

1.75-2.49 FAIR

1.00-1.74 NEEDS IMPROVEMENT

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 Chapter III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the statistical data relative to the problems posted in the statement

of the problem. The corresponding analysis and interpretation of data are incorporated in this

portion of the study.

Problem 1. What is the level of visual arts performance of the students without the use of

music?

Table 1. Level of Visual Arts Performance of the Students Without the Use of Music

Level of Visual arts Frequency (f) Percentage (%)

Performance
Excellent 3 20%

Good 9 60%

Fair 3 20%

TOTAL: 15 100%

Based on the study shown, the level of visual arts performance without the use of music

is predominantly Good, with 60% of students achieving this level. A significant portion 20%

achieved a Fair rating suggesting potential challenges impacting their performance, while 20%

achieved an Excellent rating, indicating exceptional aptitude and maybe prior experience or

natural skill for visual arts, the respondents may have exceeded expectations due to natural

ability or a great interest in the subject area. No students received a Needs Improvement rating.

These particular findings implies that the level of visual arts performance by the students

without music is Good. It means that they have a generally good level of visual arts

performance without music, but a significant portion (20%) achieved a Fair rating, suggesting

that some students may have faced challenges affecting their focus. This could be due to various

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factors like noisy environment or other barriers that prevented their concentration during the

activity. The analysis shows that environmental factors, such as noise and distractions, may be

at play. This provides a credible explanation for the 20% which interpreted as “fair” score.

Perhaps some students lack prior experience, have different techniques or styles, or even face

personal challenges affecting their focus to their visual arts performance. According to the

study of Vartanian O. (2021), artist become overly reliant on something that can calm them

(like playing music) and relaxes their mind as a source of inspiration or basis on doing

drawings, arts, and activities. This reliance can impede their development as independent visual

artist, reducing their ability to express themselves without external stimulation. While the study

of Fredrick O. (2021), contradicts with this study findings, it states that making art without

music can be really beneficial. When there’s no music playing, it creates a more calm and quiet

space. Without a background noise of music it will help the artists focus better and concentrate

more on the details of their work. Without the distraction of music, they can become more

aware of their own thoughts and feelings, which can actually make their art more expressive

and personal. Giving your mind a chance to remain calm and truly engage with the creative

process will create a more creative art piece. More attentive observation, more accurate

motions, and a greater comprehension of the materials that being used in creating art are all

made possible by this silent period. More from him, the absence of music can lead to a more

internalized and reflective artistic experience, resulting in artwork that is uniquely shaped by

the artist’s own vision and inner world, rather than being influenced by background music. In

short, the silence allows the artist’s own creative mind to function through more clearly.

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Problem 2. What is the level of visual arts performance of the students using music?

Table 2. Level of Visual Arts Performance of the Students Using Music

Level of Visual Arts Frequency (f) Percentage (%)

Performance
Excellent 8 53%

Good 7 47%

TOTAL: 15 100%

The study shows that using music while creating art has a positive effect on student

performance. The results shows a substantial majority of students (8 out of 15) achieved an

“excellent” with 53% rating produced excellent artwork, the highest percentage strongly

suggest that the incorporation of music created a highly conducive environment for artistic

expression this maybe because music could improved focus and concentration, created a more

relaxed and creative performance. The consistent positive impact across 15 respondents points

to a significant benefit of music on visual art. While a smaller proportion of students (7 out of

15) received a 47% rating which interpreted as “good” artwork, this still represents a

considerable number and further reinforces the overall positive impact of music. This means

that all students did well, with a large majority exceeding expectations. In summary, using

music while creating an art has a very positive effect on student level of performance. The

overwhelmingly positive results across all performance level suggest that music is a valuable

tool for enhancing creativity and artistic expression in educational settings. The absence of

lower performance levels indicates a significant improvement over the study in table 1.

According to Hodges (2020) the use of music is highly effective method for improving student

outcomes in visual arts fostering creativity and enhancing artistic expression. Incorporating

music into visual arts education can lead to improve students’ engagement, enhanced focus,

15
and increased motivation. Furthermore, the impact of music can deepen the students’

connection to their artwork, leading to more meaningful and expressive artwork.

Problem 3. Is there a significant difference on the visual arts performance of the students with
and without music?

Table 3. T-Test on the Significant Difference on the Visual Arts Performance of the
Students with and Without Music
Mean T- Critical T - Computed Decision
With Music 3.268
2.145 5.963 Reject Ho
Without Music 2.824

The data revealed a significant difference in performance levels in visual arts with and

without the use of music. The students’ level of visual arts performance with music achieved a

mean score of 3.268, while the level of visual arts performance without the use of music

achieved a score of 2.824. A t-test was conducted to determine the statistical significance of

this difference. The computed t-statistics (5.963) was substantially greater than the critical t-

value (2.145) at a standard significance level of 0.05 for a two tailed-test. This significant result

led to the rejection of the null hypothesis (that there is no significant difference in the level of

visual arts performance with and without music), strongly suggesting that the presence of music

positively impacts the level of visual arts performance. In contrast, the lower scores for students

performance without the use of music suggest potential difficulties. The absence of music

might lead to a lack of inspiration, making it harder to enter a creative flow state. Without

emotional boost and rhythmic structure that music provides, participants may have felt less

engaged and motivated. In short, the absence of music’s mood enhancing effects might have

also negatively impacted the overall creative experience. This result confirms that the use of

music has a positive impact to their art performance, possibly because it improves their mood,

increases productivity, and allows for better focus by eliminating background noise. In the

16
study conducted by Abril, C. (2018) performing without music is likely struggling due to lack

of inspiration, distracted from ambient noise, or difficulty staying motivated without the

emotional boost music provides. Without music’s rhythm or mood enhancing effects,

participants might have felt less engaged, leading to weaker focus and creativity.

Therefore, the alternative hypothesis that there is a significant difference in the level of

visual arts performance with and without use of music is accepted. The results clearly indicate

that music provides a significant advantage, enhancing mood and more focus. Confirming that

there is a significant difference in the level of visual arts performance of the students with and

without music.

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 Chapter IV

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, the conclusions derived from the findings

and recommendations suggested by the researchers.

Summary

This study was conducted to determine the effect of music on visual arts among senior

high school learners at Cristina B. Gonzales Memorial High School.

Experimental type of research design was used in the study wherein 15 students-

respondents participated. The tool used in gathering the data is the rubric that was implemented

for assessing artwork. The statistical treatment of the gathered data used a mean and t-test.

Findings

Based on the research study, the following findings were arrived at:

Problem 1. What is the level of visual arts performance of the students without the use of

music?

From the students-respondents population, a mean rating ranging from 1.00 to 1.74,

which interpreted as “Needs improvement”. Conversely, “Fair” acquired a mean rating of 1.75

to 2.49. Scores between 2.50 to 3.24 is interpreted as “Good” and mean rating range of 3.25 to

4.00 corresponds as “Excellent”. Consequently, based on the level of visual arts performance

without using music of the 15 students-respondents from STEM and ABM 12 is “Good”, with

an average of 2.824, which means there is still room for improvements, while some students

performed well, while others may still need additional support to improve their performance.

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Problem 2. What is the level of visual arts performance of the students using music?

Based from our study from the student-respondents, the level of visual arts performance

of the students with music is “Excellent” with an average of 3.268. This suggests that

incorporating music positively influences students’ ability to perform in visual arts, potentially

enhancing their creativity, focus and overall artistic output.

Problem 3. Is there a significant difference on the visual arts performance of the students
with and without music?

The study reveals a statistically significant difference in visual arts performance between

the students who use music and those who do not, with the overall mean of the level of visual

arts performance with music is 3.268 which interpreted as “excellent” while the level of visual

arts performance without the use of music is 2.824, which interpreted as “good”. This suggests

that music serves a meaningful factor in enhancing artistic outcomes, potentially by simulating

creativity, improving concentration, or simulating emotional expression during creative tasks.

Conclusion

This study demonstrates that incorporating music significantly enhances visual arts

performance in student. The level of visual arts performance without the use of music rated

“good” as the highest with a total of 60%, “fair” with a total of 20%, “excellent” with a total

of 20%, no students received a “needs improvement” rating, the overall mean is 2.824 which

interpreted as “good”. While the level of visual arts performance with the use of music achieved

“excellent” rating with a total of 53%, “good” with a total of 47%, no students produced

artwork rated as “fair” and “needing improvements”, the overall mean is 3.268 which

interpreted as “excellent”. Statistical analysis confirmed a significant difference in the level of

visual arts performance of the student with and without the use of music. The statistically

significant difference between groups highlights music’s role in stimulating creativity, focus,

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and artistic expression. The findings suggest music integration can be a valuable tool in visual

arts education, supporting better outcomes and engagements. According to Anderson (2021),

students who listen to music while creating art reported higher levels if concentration,

enjoyment, and creativity compared to those who worked in silence. This underscores the

reciprocal relationship between music and visual arts in fostering richer creative experiences.

Recommendation

Based on the statistically significant improvement in visual arts performance observed

in students exposed to music during creative tasks, the following recommendations are

proposed:

1. Music Enhances Art Activities. Students can incorporate music into their visual arts

activities. This could involve playing any music that can calm their mind during drawing

or painting sessions to promote focus, relaxation, stimulate creativity and energy during

dynamic art projects.

2. Practical Applications in Education. The integration of music and visual arts in educational

settings should be implemented to improve learning outcomes. This could involve playing

background music during art classes, incorporating music themed art projects, or using

music to set the mood and enhance creativity. For example, using expressive music during

art lessons can inspire creativity and help students produce more original work. Such

approaches demonstrate the value of combining this discipline to engage multiple senses

and foster holistic learning experiences.

3. Implement music paired arts projects in classrooms action. Assign art projects that require

students to create visual works imspired by specific songs or genres (e.g., “Paint a scene

that reflects the mood of a chosen song”). This bridges auditory and visual creativity,

helping students develop observational skills and emotional expression.

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