Pianist, writer and teacher, Andrew Eales, responds to a new research study in his post on the website, pianodao.com.
“Music is universal, it is magical, and it is omnipresent. Why would we be okay with our schools not having music?” asks Suzanne D’Addario Brouder in her blog on The Violin Channel.
Study after study proves that regardless of socioeconomic background, music-making students do better in school than those who have no music involvement. Whether it is improved spatial-temporal reasoning, which is integral to mathematics, or repetition of tunes and melodies, which is integral to verbal memory, learning, playing and creating music benefits children in many ways.
A study by researchers at the University of Southern California shows that exposure to music and music instruction accelerates the brain development of young children.
Research by Philip Yang at Eberhard Karls University, Tübingen, Germany used a survey of German teenagers to investigate the relationship between educational attainment and playing a musical instrument, either in early childhood or during one’s teenage years.
Professor Nadine Gaab has shown that people who play a musical instrument regularly have higher executive function (EF) skills than non-musicians.
Researchers from the University of Kansas have confirmed what decades of anecdotal evidence and the evidence on this site and elsewhere suggests : that increased music participation has important direct and indirect effects on student achievement and engagement.
In this article on the Musicstage website, Anita Holford and Dyfan Wyn Owen, both parents of a young musician, look at whether learning music really can make a difference to childrens’ futures.
The results of a research project by Northwestern University, published in July 2015, suggest that music training, begun as late as high school, may help improve the teenage brain’s responses to sound and sharpen hearing and language skills.
Katherine Damkohler, executive director of Education Through Music, writes in the Huffington Post website about the importance of music’s multiplier effects, beyond even it’s impact on academic achievements.
Anita Collins extols the value of music education and says, instead of agonising over why students can’t or won’t study maths or science perhaps we should concentrate on improving cognitive capacity via music lessons.
Guest columnists Dantes Rameau, co-founder and executive director of the Atlanta Music Project based in Georgia, USA, and Aisha Bowden, co-founder and director of AMPlify, the choral program of the Atlanta Music Project write about the value of arts and music to at-risk students.