Summary: Research from Johns Hopkins University provides more evidence that learning with arts-integrated instruction is as good as, and sometimes better than, conventional instruction. Students with basic reading skills benefited the most on memory tests involving science content while students with proficient and advanced reading skills showed little to no significant difference in retention.
Source: Johns Hopkins University
March 5, 2019
https://neurosciencenews.com/singing-for-science-helps-students-10850/