An E-book by academics in the USA contains 10 opinion, perspective, and research papers that focus on the overlap of neural systems for processing language and music.
Four of the UK’s most innovative access-to-music organisations – Creative United, OHMI, Drake Music and OpenUp Music – have come together to help tackle the crisis in music education.
A recent paper by Professor Susan Hallam from the UCL Institute of Education, concludes that making music has a major impact on the development of language skills among children and young people.
The first large-scale, longitudinal study in the Netherlands, finds that structured music lessons significantly enhance children’s cognitive abilities and academic achievement.
Urban music is an economic success story, but music education is not serving the young creators of this work, many of whom come from diverse and working-class backgrounds.
Dr Victoria Armstrong from St Mary’s University, Twickenham, recently delivered a keynote presentation on inclusion in music education at Ableton’s the Loop Festival, Berlin.
A study by Wesleyan University in Connecticut, USA says the brains of jazz musicians are uniquely attuned to surprising sounds.
The only way to correctly assess the effects of music training on child development is to study children before they start any music training and to follow them systematically thereafter.
A new meta-study by the University of Padua in northern Italy has found that musicians have better memories than non-musicians.
The Welsh Assembly Government launched a new music project called, “Instruments for Kids”, at the Royal Welsh College of Music and Drama in Cardiff in November 2017.
In March 2017, University of Sussex research revealed that nearly 60% of teachers from state schools believed the controversial English Baccalaureate (EBacc) was having a negative impact on the numbers of students choosing to study music.
New research by the University of Texas-Austin finds an advantage in starting music lessons in late childhood.