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.
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.
New research by the University of Texas-Austin finds an advantage in starting music lessons in late childhood.
Mitch Moore, Executive Headteacher St Laurence’s CE Primary School (Coventry) & Queens CE Academy (Nuneaton) Diocese of Coventry Multi-Academy Trust, described in 2014 to the
A primary school in Yorkshire has gone from being in special measures, to being in the top 10 per cent nationally for progress in reading, writing
A study conducted in Germany looked at how different interventions might affect the aggressive behaviour of children, and found that those who received musical training
According to a recent research report, Sistema Scotland’s social change programme in Aberdeen – Big Noise Torry – has enhanced participants’ ability to learn in school, improved academic and behavioural skills, boosted school attendance rates, and improved their emotional wellbeing.
A study by Macquarie University in Sydney, Australia found that musically trained children had better melody, rhythm, and frequency discrimination, and were better at statistical learning.
A study by Vanderbilt University in Nashville, Tennessee, is the first of its kind to show a connection between musical rhythm and grammar. It suggests that a child’s ability to distinguish musical rhythm is related to his or her capacity for understanding grammar.
New music education research from the USA claims that children who have confidence in their own musical abilities are more likely to continue their music education than those with a poor ‘musical self-concept’.
Some of New York City’s highest-performing students spend much of their time studying music.