Although research has shown that even listening to music affects human intelligence, the strongest effects of music are to be found from active participation in music making. Children who receive music training are likely to reap benefits far beyond those which can be found from passive listening. It is clear that cognitive stimulation reaches a high level during music training. Music training can hardly be called "dry and boring." It's fun, but is always a challenge to a student's cognitive abilities. After all, a child working on mathematical problems can sit and ponder it for as long as necessary before committing pencil to paper. The same child, playing with a band, must keep up with the group and at the same time think ahead to prepare for what is coming. In no other subject is a child called upon to make four or five decisions per second and act on them continuously for long stretches of time.
During musical performance, children must constantly turn their thoughts into action. Thought structures continually have to be updated and adjusted. This combination of constant vigilance and forethought coupled with ever-changing physical responses is an educational experience of unique value. One can easily see why children with music training are able to deal more easily with material which cannot immediately be assimilated. In turn, these children may be able to learn more easily and store information better than children who are not given the opportunity to participate in music making.
In addition to these benefits, the social climate of music instruction is marked by cooperation, whereas in most other subjects cooperation is either totally lacking or replaced by a climate of competition. Only by working together can students play a musical performance. They learn that cooperation is a means to an end which can be applied to other goals.
Music is not a solution to all the problems of education. The human brain is enormously complex, and our knowledge of how music affects us is far from complete. Nevertheless, music is a powerful instrument of education which should be used.
We must however be careful not to downplay the importance of music for the beauty and value it brings into the lives of our children. We should not engage our children in musical activities solely because they encourage brain development.
We don't make music out of duty, and nor should our children. Educating students in music puts them in touch with their feelings, themselves. Being in touch with oneself, being capable of solitude and enjoying one's own company for a time, and being moved to feel what one would not otherwise feel are outcomes that are apparent to all who participate in music making. Music making is fun and children love to make music. When you then consider the developmental benefits with the fun of music making, this creates an even more compelling argument for your child to be involved making music.
- Frances Rauscher, Ph.D
Bosse School of Music • 998 Middle Street • Weymouth, Ma. 02188 President: Ron Bosse • Vice President: Trina Aitken e-mail: bosseschoolofmusic@verizon.net