Scientific research has documented many of the benefits of
studying music. This research indicates that music study
helps develop critical thinking and self-discipline. It
improves cognitive development, math and reading abilities,
self-esteem, SAT scores, spatial reasoning skills, and
school attendance. Music students are more likely to
graduate from high school and attend college, and less
likely to be involved with gangs and substance abuse.
Source:
VH1 Save
the Music Foundation.
Middle school and high school students who participated in
instrumental music scored significantly higher than their
non-band peers in standardized tests. University studies
conducted in Georgia and Texas found significant
correlations between the number of years of instrumental
music instruction and academic achievement in math, science
and language arts.
Source: University of Sarasota Study, Jeffrey Lynn
Kluball; East Texas State University Study, Daryl Erick
Trent
Students who were exposed to the music-based lessons scored
a full 100% higher on fractions tests than those who learned
in the conventional manner. Second-grade and third-grade
students were taught fractions in an untraditional manner —
by teaching them basic music rhythm notation. The group was
taught about the relationships between eighth, quarter, half
and whole notes. Their peers received traditional fraction
instruction.
Source: Neurological Research, March 15, 1999
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Music majors are the most likely group of college grads to
be admitted to medical school. Physician and biologist Lewis
Thomas studied the undergraduate majors of medical school
applicants. He found that 66% of music majors who applied to
med school were admitted, the highest percentage of any
group. For comparison, (44%) of biochemistry majors were
admitted. Also, a study of 7,500 university students
revealed that music majors scored the highest reading scores
among all majors including English, biology, chemistry and
math.
Sources: “The Comparative Academic Abilities of Students
in Education and in Other Areas of a Multi-focus
University,” Peter H. Wood, ERIC Document No.
ED327480
“The Case for Music in the Schools,” Phi Delta Kappan,
February, 1994
Music study can help kids understand advanced music
concepts. A grasp of proportional math and fractions is a
prerequisite to math at higher levels, and children who do
not master these areas cannot understand more advanced math
critical to high-tech fields. Music involves ratios,
fractions, proportions and thinking in space and time.
Second-grade students were given four months of piano
keyboard training, as well as time using newly designed math
software. The group scored over 27% higher on proportional
math and fractions tests than children who used only the
math software.
Source: Neurological Research March, 1999
Research shows that piano students are better equipped to
comprehend mathematical and scientific concepts. A group of
preschoolers received private piano keyboard lessons and
singing lessons. A second group received private computer
lessons. Those children who received piano/keyboard training
performed 34% higher on tests measuring spatial-temporal
ability than the others — even those who received computer
training. “Spatial-temporal” is basically proportional
reasoning — ratios, fractions, proportions and thinking in
space and time. This concept has long been considered a
major obstacle in the teaching of elementary math and
science.
Source: Neurological Research February 28, 1997
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Young children with developed rhythm skills perform better
academically in early school years. Findings of a recent
study showed that there was a significant difference in the
academic achievement levels of students classified according
to rhythmic competency. Students who were achieving at
academic expectation scored high on all rhythmic tasks,
while many of those who scored lower on the rhythmic test
achieved below academic expectation.
Source: “The Relationship between Rhythmic Competency and
Academic Performance in First Grade Children,”
University of Central Florida, Debby Mitchell
High school music students score higher on SATs in both
verbal and math than their peers. In 2001, SAT takers with
coursework/experience in music performance scored 57 points
higher on the verbal portion of the test and 41 points
higher on the math portion than students with no
coursework/experience in the arts.
Source: Profile of SAT and Achievement Test Takers, The
College Board, compiled by Music Educators National
Conference, 2001
College-age musicians are emotionally healthier than their
non-musician counterparts. A study conducted at the
University of Texas looked at 362 students who were in their
first semester of college. They were given three tests,
measuring performance anxiety, emotional concerns and
alcohol related problems. In addition to having fewer
battles with the bottle, researchers also noted that the
college-aged music students seemed to have surer footing
when facing tests.
Source: Houston Chronicle, January 11, 1998
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A ten-year study, tracking more than 25,000 students, shows
that music-making improves test scores. Regardless of
socioeconomic background, music-making students get higher
marks in standardized tests than those who had no music
involvement. The test scores studied were not only
standardized tests, such as the SAT, but also in reading
proficiency exams.
Source: Dr. James Catterall, UCLA, 1997.
The world’s top academic countries place a high value on
music education. Hungary , Netherlands and Japan stand atop
worldwide science achievement and have strong commitment to
music education. All three countries have required music
training at the elementary and middle school levels, both
instrumental and vocal, for several decades. The centrality
of music education to learning in the top-ranked countries
seems to contradict the United States ' focus on math,
science, vocabulary, and technology.
Source: 1988 International Association for the Evaluation of
Educational Achievement (IAEEA) Test
Music training helps under-achievers. In Rhode Island,
researchers studied eight public school first grade classes.
Half of the classes became “test arts” groups, receiving
ongoing music and visual arts training. In kindergarten,
this group had lagged behind in scholastic performance.
After seven months, the students were given a standardized
test. The “test arts” group had caught up to their fellow
students in reading and surpassed their classmates in math
by 22%. In the second year of the project, the arts students
widened this margin even further. Students were also
evaluated on attitude and behavior. Classroom teachers noted
improvement in these areas also.
Source: Nature May 23, 1996
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Why are the Arts Important?
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They are languages that all people speak --that cut
across racial, cultural, social, educational, and
economic barriers and enhance cultural appreciation and
awareness.
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They are symbol systems as important as letters and
numbers.
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They integrate mind, body, and spirit.
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They provide opportunities for self-expression, bringing
the inner world into the outer world of concrete
reality.
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They offer the avenue to "flow states" and peak
experiences.
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They create a seamless connection between motivation,
instruction, assessment, and practical application--
leading to "deep understanding."
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They make it possible to experience processes from
beginning to end.
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They develop both independence and collaboration.
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They provide immediate feedback and opportunities for
reflection.
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They make it possible to use personal strengths in
meaningful ways and to bridge into understanding
sometimes difficult abstractions through these
strengths.
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They merge the learning of process and content.
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They improve academic achievement-- enhancing test
scores, attitudes, social skills, critical and creative
thinking.
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They exercise and develop higher order thinking skills
including analysis, synthesis, evaluation, and
"problem-finding."
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They are essential components of any alternative
assessment program.
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They provide the means for every student to learn.
Source: Dee
Dickinson
