before age 12 and their verbal memory. The students with music training showed a significantly better recall than those without formal training. A meta-analysis by the American Psychological Association furthermore showed how listening to music can result in progressive relaxation and that listening to classical music one hour a day increases greater brain coherence and more time spent in the alpha state (state of aware relaxation stimulating imagination, intuition and higher awareness). Studies on premature babies have also found that while receiving special care and being exposed to classical music they physically and mentally developed significantly faster than those babies who weren’t exposed to classical music. Further studies have also indicated that incorporating Art into academic education for disabled children better supported cognitive development and improved communication skills. Integration of arts in classroom curriculum Jessica Davis presents eight different frameworks for considering the role of the arts in education. Her categories and methods are as follows: Arts-Based - Art is at the core of learning, providing a lens through which students can understand other subjects. Art serves as the basic threshold for general learning. Arts-Injected (or Infused) - Art is "injected" from the outside as a matter of enrichment (e.g., a period of music, visiting artists, etc.) Arts-Included - Art is offered alongside traditional curriculum, not necessarily for interdisciplinary purposes but rather as its own course of study. Arts-Expansion - Art is an exploratory adventure that takes students outside of school (e.g., field trips to a museum, concert hall, etc.) Arts-Professional - This approach treats art training as a means for a professional career in the arts, and turning students into artists is the primary goal. Arts-Extras - Art is sometimes offered as an additional commitment outside of regular school curriculum (e.g., school newspaper, after-school dance clubs, etc.). Arts-Education - Referred to by some as aesthetic education, this approach uses art as a way of knowing, turning its study more philosophical to interpret and apply to experiences. Arts-Cultura - Art connects individual students' "culture" to collective community "cultures" to more structured racial/national "Cultures" to the ultimate universal "Culture." It is through this interplay that art encourages students to take risks, think critically, and make meaning. It is often difficult to fully integrate the arts with traditional classroom instruction in a way that allows for the arts-cultura model. This is largely due to the disconnect between art teachers and teachers of