The recently launched ‘Sounds of Intent in the Early Years’ research report provides powerful evidence that every child should have the right to access music.
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
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.
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.
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.