The Benefits of Music Education to Children

By Edward Droscher

Introduction

Music is a very powerful subject - It has been used since the Greek times for healing, communication, relaxation and for enjoyment. Even before birth we are aware of our mother's heartbeat and during infancy are relaxed by the song of a lullaby. Every day everybody hears some form of musical pitch or rhythm and it can even be found in nature such as how birds communicate through a song-like speech.

Music is such a powerful force, it creates deep emotions in humans - it is played at weddings for happiness, in horror films and during war for fear and at home for happiness and because of this lends itself to relaxation, stress relief and health therapy - and the connection between music, body, and soul has even been shown to improve physical and mental health.

Skills such as working in teams, communication, self-esteem, creative thinking, calmer attitudes, imagination, discipline, study skills and invention are learnt and improved through the study of music and by focusing on the fact that young children are mostly highly receptive to pitch and rhythm - one of the main ways a child learns its language - that we can drive education in music to children to help them with benefits ranging success in society and in life.

"We believe the skills the arts teach -creative thinking, problem-solving, risk-taking, teamwork and communications - are precisely the tools the workforce of tomorrow will need. If we don't encourage students to master these skills through quality arts instruction today, how can we ever expect them to succeed in their highly competitive business careers tomorrow?"

-Richard Gurin

Chief Executive Officer, Binney and Smith, maker of Crayola crayons

Music is a part of our society and a part of all communities - every human culture uses music to carry forward its ideas and ideals. A study of the arts provides children with an internal glimpse of other cultures and teaches them to be empathetic towards the people of these cultures. This development of compassion and empathy, as opposed to developing greed and a selfish attitude, provides bridges across different cultures that lead to a respect of other races at an early age.

Music has a great value to our economy - it creates jobs, increase's tax base, boosts tourism and spurs growth in related businesses. Music study develops skills that are necessary in the workplace such as teamwork skills and discipline - during musical performances all members must work together to create the sounds they wish to achieve and for this regular practice is also required. Music favors working and 'doing' as opposed to observing, and these are the ethics employers are looking for.

Because of music's ability to relax, calm and heal, and its optimal platform for emotions, the involvement with music helps to carve brighter attitudes - more optimism towards the future, less TV and non productive activities, low use of alcohol, tobacco and illicit drugs and desire to develop individual abilities.

Music requires study skills, communication skills, and cognitive skills and as these are learnt and developed they expand the student's abilities in other academic areas and help them become better students. - Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation. -- College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College

Entrance Examination Board, 2001.

The discipline of music, particularly through participation in ensembles, helps students learn to work effectively in the school environment without resorting to violent or inappropriate behavior - According to statistics compiled by the National Data Resource Center, students who can be classified as "disruptive" (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in music classes meet the same criteria as "disruptive." -- Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992..

Many studies have been conducted on the effects of music in the brain. Scientists say that children who are exposed to music or those who play an instrument do better in school than those who don't. Recent research suggests exposure to music may benefit a child's reading age, IQ and the development of certain parts of the brain.

It can be shown that some measures of a child's intelligence are increased with music instruction - a connection between music and spatial intelligence (the ability to perceive the world accurately and to form mental pictures of things) helps people to visualize and imagine solutions. This helps people to solve problems creatively and is critical to the sort of thinking necessary for solving mathematical problems and even general daily tasks.

"The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling--training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attention skills, intelligence, and an ability for self-knowledge and expression." -- Ratey John J., MD. A User's Guide to the Brain. New York: Pantheon Books, 2001.

Along with mental development music study can support the brains physical development - it has been indicated that musical training physically develops the parts of the brain known to be involved with processing language and reasoning, and can actually wire the brain's circuits in specific ways. Memory can be improved through the linking of familiar songs with objects just as linking images can - past memories and emotions can be triggered by audio.

"Why arts in education? Why education at all? The purpose of education is not simply to inform but to enrich and enlighten, to provide insights into life as it has been led and as it may be led. No element of the curriculum is better suited to that task than arts education."

-David Kearns

Now retired Chairman and Chief Executive Officer of Xerox Corporation

Ideally we want our children to experience "success" throughout life itself. The benefits may be psychological, spiritual and physical and with the challenge of making life meaningful and fulfilled and to reach a higher state of development by participating in music we develop self expression which in turn leads to self esteem - ultimately helping us to succeed at these challenges.

"Casals says music fills him with the wonder of life and the 'incredible marvel' of being a human. Ives says it expands his mind and challenges him to be a true individual. Bernstein says it is enriching and ennobling. To me, that sounds like a good cause for making music an integral part of every child's education. Studying music and the arts elevates children's education, expands students' horizons, and teaches them to appreciate the wonder of life."
-- U.S. Secretary of Education Richard W. Riley, July 1999.

Conclusion

Music is a powerful tool and as seen can dramatically improve and enrich everybody. It makes sense to push music education and to allow young generations to gain these wonderful benefits - higher intelligence through increased creative thinking, problem solving and physically stronger brains, a higher perception of life including better attitudes, strong desires to achieve and fulfil and higher self esteem, better developed discipline, study skills, concentration, communication and team skills which transfer from education through to career and a better understanding of communities and society

Edward Droscher is the founder of Real Music Production and works to develop music education systems privately and in schools. For more information or details on music instruction please visit http://www.realmusicproduction.com or email info@realmusicproduction.com.

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The Importance of Music Education in the Public Schools

By Gregory Blankenbehler

As educators, it is our responsibility to nurture in our students the knowledge and abilities that they need in order to be balanced and productive members of society. While mastery of the basic subjects such as reading and writing, math and the sciences are of course essential to obtaining this goal, many so-called extra-curricular subjects -- especially music -- are also vital in this effort. For its many tangible benefits, music should be maintained and promoted as an essential component of elementary and secondary education.

For centuries music had been considered an irreplaceable part of a proper education. Early universities taught it as one of the quadrivium or four essential pillars of education. Albert Einstein himself was a skilled musician and frequently attributed his discoveries in physics to the musical training he received.[1] Modern educational politics, however, have often marginalized music education to a luxurious and expensive "extra" program that is often cut when negative budget issues are met. Education administrators too often mistakenly believe that music education is a misguided effort to channel students into a career in music or, at best, an expensive "play time" that does little for their educational development.

If only those administrators could learn the incredible benefits of music education on students, they might change their minds. Recent studies have indicated that adolescent music education produces greater observable physical development in the brain,[2] and an average of 27% higher math scores,[3] 57 points higher SAT scores[4] and a 46% increase in IQ scores.[5] In addition to these documented benefits on intelligence, music education has been shown enhance learning in all other subject areas by improving their study skills, receptiveness to instruction, social and emotional development. Students that participate in school band or orchestra also experience the lowest rate of gang activity and substance abuse. Most importantly, the cognitive and behavioral advantages of music education are shown to affect all students, regardless of their ethnicity, "at-risk" status, or socio-economic background.[6]

These findings alone should guarantee the inclusion of a robust music program in every primary and secondary school, but the benefits don't end there. Adolescent music education has been shown to be a reliable predictor of success in college and professional life. It has been reported that approximately 22% more applying music majors are admitted to medical schools than any other major,[7] and that "the very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians."[8]

My parents raised six boys and one girl, all of whom participated heavily in music during their primary and secondary school years. While I was the only one of us to become a professional musician and music educator, each of my siblings have gone on to successful careers including three doctors, an architect and an engineer. I feel greatly indebted to the many music educators that taught my family and me and am saddened to hear that the opportunities we received are not always available to children. I have made it my personal challenge as a music teacher and choir director to individually reach each of my students and instill in them the skills and appreciation of music that bring such joy to my own life. As a public school teacher, I find great fulfillment knowing that the skills I teach them in music classes and ensembles will not only enable a life-long interest, but will also help them in many other important areas of their lives and contribute to their success in life.

The great violin teacher Shinichi Suzuki said "The purpose of [music] education is to train children, not to be professional musicians but to be fine musicians and to show high ability in any other field they enter."[9] My experience has taught me that music education uniquely enhances learning and prepares children for successful lives. Along with all the other subjects taught in elementary and secondary schools, I hope that I can bring the world of music into the lives of as many children as I can. In doing so, I know I will make our society just a little bit better by making a big difference in their lives.

Sources:

[1] Brian Foster, "Einstein and his Love of Music," Physics World (Jan. 2005), .

[2] G. Schlaug, L. Jancke, Y. Huang and H. Steinmetz, "In vivo morphometry of interhem ispheric assymetry and connectivity in musicians," Proceedings of the 3rd international conference for music perception and cognition (Liege, Belgium, 1994), 417-418.

[3] Amy Graziano, Matthew Peterson and Gordon Shaw, "Enhanced learning of proportional math through music training and spatial-temporal training," Neurological Research 21 (March 1999).

[4] College-Bound Seniors National Report: Profile of SAT Program Test Takers. The College Entrance Examination Board, Princeton, NJ, 2001.

[5] Rauscher, Shaw, Levine, Ky and Wright, "Music and Spatial Task Performance: A Causal Relationship," University of California, Irvine, 1994.

[6] "Benefits of Music Education," MENC: The National Association for Music Education, 2002.

[7] Lewis Thomas, "The Case for Music in the Schools," Phi Delta Kappan (February 1994).

[8] Grant Venerable, "The Paradox of the Silicon Savior," as reported in "The Case for Sequential Music Education in the Core Curriculum of the Public Schools," The Center for the Arts in the Basic Curriculum, New York, 1989.

[9] Shinichi Suzuki, Nurtured by Love, second ed., Athens OH: Senzay Publications, 1983, 79.

About the Author:

With over 25 years of experience training, performing and teaching music, Gregory Blankenbehler has performed in Italy, England and France and completed a Masters of Music in Vocal Performance. From his focused studies into comparative vocal pedagogy and private teaching experience, he has become an expert on teaching effective vocal technique to singers of all ages and specializes in rehabilitating "troubled" voices and helping them to reach their full potential. Gregory maintains a large studio of voice and piano students in the Sacramento, California area where he also performs regularly and teaches community music classes for adults and children. He is the author of Singing Lessons for Little Singers and the editor of the Bel Canto Masters Study Series. He can be reached for questions at the Little Singers Discussion Forum.

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