Benefits of Music
FACTS: MUSIC BENEFITS YOUR CHILD!
Music is a part of the fabric of our society, and of cultures around the world.
SUCCESS IN SCHOOL:
- More research shows students participating in music receive more academic honors and awards than non-music students, and that they receive more A’s and B’s than non-music students. 66% of music majors who applied to medical school were admitted, the highest percentage of any group!
- The U.S. Dept. of Education data on more than 25,000 secondary school students (NELS:88, Nat’l Longitudinal Survey) found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show ‘significantly higher levels of mathematics proficiency by grade 12. This observation holds regardless of students’ socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time. Graziano, Amy, Matt Peterson, and Gordon Shaw, “Enhanced learning of proportional math through music training and spatial-temporal training” Neurological Research 21 (March 1999).
- Students in top quality music programs scored 22 percent higher in English and 20 percent higher in math on standardized tests mandated by the No Child Left Behind Act (University of Kansas)
- In 2006, SAT takers with coursework in music performance scored 57 points higher on the verbal portion of the test and 43 points higher on the math portion (The College Board, Profile of College-Bound Seniors National Report for 2006)
SUCCESS IN LIFE
Data show that high earnings are not just associated with people who have high technical skills. In fact, mastery of the arts and humanities is just as closely correlated with high earnings. History, music, drawing, and painting, and economics will give our students an edge just as surely as math and science will. – Tough Choices or Tough Times: The report of the new commission on the skills of the American workforce, 2007, page 29; www.skillscommission.org
Nearly 100% of past winners in the prestigious Siemens Westinghouse Competition in Math, Science and Technology (for high school students) play one or more musical instruments. This led the Siemens Foundation to host a recital at Carnegie Hall in 2004, featuring some of these young people, after which a panel of experts debated the nature of the apparent science/music link. – The Midland Chemist (American Chemical Society) Vol. 42, No.1, Feb. 2005
The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians. – Grant Venerable, ‘The Paradox of the Silicon Savior’ as reported in ‘The Case for Sequential Music Education in the Core Curriculum of the Public Schools’, New York, 1989
Schools that have music programs have significantly higher graduation rates than do those without programs (90.2% as compared to 72.9%). In addition, those that rate their programs as “excellent” or “very good” have an even higher graduation rate (90.9%). Schools that have music programs have significantly higher attendance rates than do those without programs (93.3% as compared to 84.9%). Harris Interactive poll of high school principals conducted Spring 2006; funded by MENC and NAMM. For more info, contact info@menc.org
Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs). – Texas Commission on Drug and Alcohol Abuse Report. Houston Chronicle, Jan 1998
SUCCESS IN DEVELOPING INTELLIGENCE
The College Board identifies the arts as one of the 6 basic academic subject areas students should study in order to succeed in college. – Academic Prep. For College: 1983 (still in use), The College Board, New York
A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science. – Shaw, Rauscher, Levine, Wright, Dennis and Newcomb; neurological Research, Vol 19, Feb 1997
Researchers at the Univ. of Montreal used various brain imaging techniques to investigate brain activity during musical tasks and found that sight-reading musical scores and playing music both activate regions in all four of the cortex’s lobes; and that parts of the cerebellum are also activated during those tasks. – Sergeant, J., Zuck, E., Tenial, S., and MacDonall, B. (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.
Researchers in Leipzig found that brain scans of musicians showed larger planum temporal (a brain region related to some reading skills) than those of non-musicians. They also found that the musicians had a thicker corpus callosum (the bundle of nerve fibers that connects the two halves of the brain) than those of non-musicians, especially for those who had begun their training before the age of seven. — Schlaug, G., Jancke, L., Huang, Y., and Steinmetz, H. (1994). In vivo morphometry of interhem ispheric assymetry and connectivity in musicians. In I. Deliege (Ed.), Proceedings of the 3d international conference for music perception and cognition (pp. 417-418). Liege, Belgium.
I only selected a fact or two from each category. There is more info at http://www.menc.org/resources/view/why-music-education-2007#society
NEWER FACTS:
USED ABOVE Nearly 100% of past winners in the prestigious Siemens Westinghouse Competition in Math, Science and Technology (for high school students) play one or more musical instruments. This led the Siemens Foundation to host a recital at Carnegie Hall in 2004, featuring some of these young people, after which a panel of experts debated the nature of the apparent science/music link. – The Midland Chemist (American Chemical Society) Vol. 42, No.1, Feb. 2005
Schools that have music programs have significantly higher graduation rates than do those without programs (90.2% as compared to 72.9%). In addition, those that rate their programs as “excellent” or “very good” have an even higher graduation rate (90.9%). Schools that have music programs have significantly higher attendance rates than do those without programs (93.3% as compared to 84.9%). Harris Interactive poll of high school principals conducted Spring 2006; funded by MENC and NAMM. For more info, contact info@menc.org
Students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district. Students in top-quality music programs scored 22% better in English and 20% better in math than students in deficient music programs. Students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program. Students in top quality instrumental programs scored 17% higher in math than children in schools without a music program. Students at schools with excellent music programs had higher English and math test scores across the country than students in schools with low-quality music programs. Students in all regions with lower-quality instrumental programs scored higher in English and math than students who had no music at all. – MENC Journal of Research in Music Education, Winter 2006, vol. 54, No. 4, pgs. 293- 307; “Examination of Relationship between Participation in School Music Programs of Differing Quality and Standardized Test Results” Christopher M. Johnson and Jenny E. Memmott, University of Kansas
USED ABOVE Students of the arts continue to outperform their non-arts peers on the SAT, according to reports by the College Entrance Examination Board. In 2006, SAT takers with coursework/experience in music performance scored 57 points higher on the verbal portion of the test and 43 points higher on the math portion than students with no coursework or experience in the arts. Scores for those with coursework in music appreciation were 62 points higher on the verbal and 41 points higher on the math portion. – The Student Descriptive Questionnaire, a self-reported component of the SAT that gathers information about students’ academic preparation, gathered data for these reports. Source: The College Board, Profile of College-Bound Seniors National Report for 2006; http://www.collegeboard.com
Schools that have higher levels of student participation in the fine arts receive higher academic ratings and have lower drop out rates. Average student enrollment in fine arts courses is 17 percent points higher in high schools that are rated “exemplary” than in those rated “low performing”, based on data from the Texas Education Agency on 951 high schools. Schools with the lowest drop out rates on average have 52% of their students enrolled in fine arts classes while schools with the highest drop out rates have only 42% of their students in fine arts courses. The data from 864 middle schools followed the same trend as high schools. – Analysis conducted by the Texas Coalition for Quality Arts Education and the Texas Music Educators Association (www.tmea.org). Full report: www.music-for-all.org/WME/documents/TexasArtsStudy.pdf
USED ABOVE Nearly 100% of past winners in the prestigious Siemens Westinghouse Competition in Math, Science and Technology (for high school students) play one or more musical instruments. This led the Siemens Foundation to host a recital at Carnegie Hall in 2004, featuring some of these young people, after which a panel of experts debated the nature of the apparent science/music link. – The Midland Chemist (American Chemical Society) Vol. 42, No.1, Feb. 2005
Advocacy resources on the web
www.menc.org/information/advocacy/main.html
www.menc.org/guides/miosm/miosmadvocacy.html
