The Importance Of Music

The Importance of Music has been compiled by Ellen Judson*

"Music is more than entertainment. Music is art. Music is skill. Music is practice. Music is life."


- Student, Age 15

Music is an integral part of our everyday lives. It can come in the form of tunes sung by our children when they wander through the house, background music to a TV show or major motion picture, songs on the radio, or arrangements performed at a school orchestra or band concert. So why is it that something fundamental to and so impactful on our lives gets minimal attention at school?

Many scholars, educational leaders and supporters of the arts have often tried to answer this question. The research supporting arts education is overwhelming, and the No Child Left Behind Act of 2001 tried to establish the arts as a core academic subject, equal with other subjects such as English, reading, mathematics and science. However, time and time again, music and other arts classes are the first to get cut when school budgets shrink. Accordingly, the private sector must step up so that children everywhere can experience the academic, social and personal growth that music provides.

The Academic Benefits of Music Education

"I've been playing the violin for over 10 years. In the meantime, I've developed a liking for high-level math, like calculus."

Researchers have studied the benefits of music education for decades, consistently finding strong correlations between music and academic achievement. In fact, a comprehensive series of skill tests run on 5,154 fifth graders found that kids who were learning to play an instrument received higher marks than their classmates who were not. The longer the children had been in the instrumental programs, the higher they scored.

Likewise, positive results have been noted in standardized tests. Regardless of socioeconomic background, according to a ten-year study that tracked more than 25,000 students, music-making students get higher marks on standardized tests than those who have no music involvement. The College Entrance Examination Board found that students in music programs scored 63 points higher on the verbal and 44 points higher on the math sections of the SATs than students with no music participation. Moreover, students performed better on other standardized test such as reading proficiency exams.

Lastly, a study performed at the University of British Columbia emphasized that participation in music does not hamper achievement in other domains. “Widespread notion is that instructional time spent on music courses is ‘wasted’ because it takes away from time used for academic ‘core’ subjects and thus slows down students’ progress in those courses. [However] our results imply that music participation benefits students in ways that are directly or indirectly linked to higher academic achievement in general…”1

Mathematical Skills

Research has clearly found that music instruction helps develop the capacity for spatial-temporal reasoning, which is integral to the acquisition of important mathematical skills. One explanation is music training in rhythm emphasizes proportion, patterns, fractions and ratios expressed as mathematical relations. U.S. Department of Education data showed that students involved in band or orchestra during their middle and high school years demonstrated significantly higher levels of math proficiency by grade twelve. The results were even more pronounced for low-income families. Those who took instrumental music were more than twice as likely to perform at the highest levels in math as their peers who were not involved in music (Catterall. 2002).

A meta-analysis of fifteen students involving 701 children ages three to twelve years (Hetland, 2000) suggested that children provided with music instruction score higher than controls on spatial-temporal tasks. Children who begin music instruction very early in life are likely to show the greatest benefits. And longitudinal research suggests that at least two years of music instruction are required for sustained enhancement of spatial abilities (Rauscher, 2002).

Other studies demonstrating the correlation between music and academic performance include Cutietta (1998) who found that elementary school children who played in the orchestra scored considerably higher on math and spatial intelligence tests, and Costa-Giomi (1999) who found that piano students’ general cognitive and spatial abilities improved considerably over time. Similarly, in 2000, Gordon Shaw conducted a four-month study on the effects of piano instruction on making spatial and temporal distinctions. The second-graders who received piano instruction for twenty-five minutes each week scored 15% higher than the test cell and 27% higher on questions devoted to proportional math. Shaw concluded that piano lessons condition the brain and that spatial awareness and the need to think ahead reinforce latent neuronal patterns.

Reading and Language Skills

In the case of language development, the relationship between music and skill transfer is less obvious or direct. Nonetheless, what we write, read and hear involve words that are used and understood in specific contexts. These contexts can be seen as spatial networks where words are related to other words and expressions. Thus, overall reading skills improve with exposure to music, as does the quality of a student's writing.

In 2000, Ron Butzlaff conducted a yearlong study on 162 sixth-graders to determine whether instrumental music instruction helps children acquire reading skills. At the end of the year, all the students were given the Stanford Achievement Test, which explores reading and verbal skills, and Butzlaff found that students with two or three years of instrumental musical experience performed significantly higher on the exam than the students without instrumental music instruction. Similarly, in 2000, using a sample size of more than 500,000 high school students, Butzlaff found a strong and reliable association between music instruction and reading test scores.

Other studies also have demonstrated that music enhances reading and cognitive development. For instance, six to nine year-old students with learning difficulties specific to reading were tracked in a 30-week study in Michigan (Bygrave, 1995). Post-test results indicated that the music program had a significant positive effect on the students’ receptive vocabulary. Another study, using six to fifteen year-old boys, found that music training significantly increased verbal memory. And as expected, the longer the training, the better the verbal memory (Ho, Cheung, & Chan, 2003).

The Practical Benefits of Music Education

"Music programs give kids the idea that they can make something of themselves; it takes a great deal of work to learn the art of musicianship."

Not all benefits derived from a music education are academic. Longitudinal studies have found that involvement in music leads to positive personal, social, and motivational effects. As a result, music helps improve the overall quality of a young person's life.

A Columbia University study revealed that students in the arts are found to be more cooperative with teachers and peers, more self-confident and better able to express their ideas. As a result, researchers have found a reduction in aggressive and anti-social behavior as well as an increase in pro-social behavior (Bastian, 2000). Furthermore, students who participate in school band or orchestra have the lowest levels of current and lifelong use of alcohol, tobacco and illicit drugs among any group in our society. Importantly, these positive behavioral effects steadily increase and persist over time.

Performing with others also helps students build critical thinking and problem-solving skills. Students who play an instrument in a band need to acquire certain social and emotional skills necessary to be a contributing member, including discipline, collaboration, patience, persistence, and motivation (Adderly. 2003). In addition, performing in front of others helps boost children's self-esteem and gives them the opportunity to overcome fears and see that they can succeed.

The arts also create a supportive environment that promotes constructive acceptance of criticism and safely allows one to take risks (Barry, 2002). In several national studies over the past decade, students at risk of dropping out of school cite participation in the arts as their reason for staying. These students also reported watching fewer hours of television, participating more in community service and having less feelings of boredom in school. Similarly, orchestra students in Tacoma, Washington (Cutietta, 1998) followed over a two-month period were found to have more positive attitudes about school and less classroom friction and competitiveness.

Even the U.S. House of Representatives has gone on record stating, "The skills gained through sequential music instruction, including discipline and the ability to analyze, solve problems, communicate and work cooperatively, are vital for success in the 21st century workplace."2

Today's Reality

Despite the clear evidence, the arts remain on the fringe of education. Music classes are often the last to be added and first to be dropped in hard economic times. Roughly 20% of all US public schools fail to offer any music or arts classes, not even one day a week. And in schools that do offer music, as little as 25% of students may take part. According to the National Assessment of Educational Progress (2008), private schools have better music education than public ones and suburban schools are better equipped than inner city and rural schools. By extension, schools in higher income areas consistently offer more music and arts classes than schools in poor areas.

Sandra Ruppert from Education Week online echoed the inequities exposed in the National Assessment by stating, “Arts learning experiences play a vital role in developing students’ capacities for critical thinking, creativity, imagination, and innovation. These capacities are increasingly recognized as core skills and competencies all students need as part of a high-quality and complete 21st century education. As a matter of social justice, we must be concerned when students are denied access to a high-quality education-one that includes learning in and through the arts-simply because of where they live or go to school.”3

Interestingly, the lack of support in the classroom does not mirror the vast majority of the general public's views. A May 2005 Harris Poll revealed that 93% of Americans agree that the arts are vital to providing a well-rounded education for children. In addition, the poll showed the public support for the arts in the following way:

  • 86% agree an arts education encourages and assists in the improvement of a child's attitude toward school
  • 83% believe that arts education helps teach children to communicate effectively with adults and peers
  • 54% rated the importance of arts education a “ten” on a scale of one to ten

Similarly, the government overtly supports arts education, yet is powerless at a regional level. In August 2009, Secretary of Education Arne Duncan wrote a letter urging all school and education community leaders to remember the arts when determining budget and programming decisions for the upcoming school year. He stated, "I write to bring to your attention the importance of the arts a core academic subject and part of a complete education for all students. I was reminded of the important role that arts education plays in providing American students with a well-rounded education. The arts can help students become tenacious, team-oriented problem-solvers who are confident and able to think creatively."4

The White House even started a Music Series, complete with a “Coming Up Taller” award. Awards are given to successful programs across the country that reach students who have insufficient opportunities to explore the arts. The award's unusual name results from the pride students feel when given the chance to find their voices through the arts. As honorary chairwoman, Mrs. Obama said that music shows young people not just the powers of their imaginations, but the power of discipline and hard work, and of teamwork as well.”5

What To Do

The fact remains that relying on government, individual school systems-even public sentiment-is not enough. For this reason, the private sector must step in to fill the void left by the current educational system. Organizations such as Music Empowers help provide equitable access to music and all its benefits by advocating for youth in areas where traditional music education is limited. By helping fund and develop music programs that clearly foster an appreciation for music, improve academic achievement, build self-esteem and teach critical social skills, Music Empowers hopes to ignite the spark of creativity that lies within all children, inspiring a love of learning. Only then-when children have access to academics their schools provide and music that private philanthropy provides-will they be able to achieve their highest potential. It is a goal we all should share.

*Ellen Judson has worked for more the 20 years in marketing, both on the client and agency side. In such roles, she created strategic marketing plans performed extensive market research and wrote materials for public relations, advertising and promotional activities. Taking on the new topic of music education, Ellen has found the array of benefits overwhelming and hopes to convey to others the consistent and impressive correlation between music education and improved academic and social behavior.

References

Butzlaff, R. (2000). “Can Music be used to Teach Reading?” The Journal of Aesthetic Education, 34, 167-178.
Bygrave, P. (1995). “Development of Receptive Vocabulary Skills Through Exposure to Music.” Bulletin of the Council for Research in Music Education, 127, 28-34.
Catterall, J. (2002). “The Arts and the Transfer of Learning.” In R.Deasy (Ed.), Critical Links: Learning in the arts and Student Achievement and Social Development, Washington, DC: AEP.
Costa-Giomi, E. (1999). “The Effects of Three Years of Piano Instruction on Children’s Cognitive Development.” Journal of Music Education, 47, 198-212.
Cutietta, R. (1998). “Does Orchestra Education in Schools Make a Difference?” General Music Today, 11, 17-20.
Fogel, H. (2007). The Importance of Music Education. Artsjournal.com/ontherecord.
Gouzouasis, P., Guhn, M., & Kishow, N., The relationship between achievement and participation in music and achievement in core grade twelve academic subjects. The University of British Columbia, Department of Curriculum Studies.
Guth, P. (2009). The Importance of Music Education. http://education.more4kids.info.
Hetland, L. (2000). “Learning to Make Music Enhances Spatial Reasoning.” Journal of Aesthetic Education, 34, 179-238.
Hodges, D., & O’Connell, D., The Impact of Music Education on Academic Achievement. University of North Carolina, Greensboro.
Isreal, D. (2009). Staying in School, New York: The Center for Arts Education.
Keep Music Education Strong. SupportMusic.com
Liske, K. (2008). Philosophy of Music Education: A Statement of Educational Philosophy and Professional Purpose. University of Wisconsin, Oshkosh.
Rauscher, F. (2003). Can Music Instruction Affect Children’s Cognitive Development? (ERIC Document Reproduction Service No. ED480540).
Schellenberg, E.G. (2004). Music Lessons Enhance IQ. Psychological Science, 15(8), 511-514.
Scripp, L. (2002). “An Overview of Research on Music and Learning.” In R. Deasy (Ed.), Critical Links: Learning in the arts and Student Achievement and Social Development, Washington, DC: AEP.
Tommasini, Al. (2009) Classical Music Takes Center Stage at the White House. The New York Times.
(2005). Critical Evidence: How the Arts benefit Student Achievement, Washington, DC: AEP & National Assembly of State Arts Agencies (NASAA).
(2006). Making a Case for the Arts: How and Why the Arts are Critical to Student Achievement and Better Schools, Washington, DC: AEP.
(2007). Within Our Power: The Progress, Plight and Promise of Arts Education for Every Child, New Jersey: The New Jersey Arts Education Census Project.
http://www.ed.gov
http://littlekidsrock.org
http://menc.org
http://nammfoundation.org
http://nces.ed.gov/nationsreportcard
http://supportmusic.com

1 Gouzouasis, P., Guhn, M., & Kishow, N., The relationship between achievement and participation in music and achievement in core grade twelve academic subjects, The University of British Columbia.
2 U.S. House of Representatives, Concurrent Resolution 355, March 6, 2006.
3 Sandra S. Ruppert, Education Week online, September 23. 2009.
4 U.S. Secretary of Education Arne Duncan, correspondence to school and education community leaders, Washington, DC, August 2009.
5 Michelle Obama, The New York Times, October 2009.