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The benefits of instrumental music tuition for attainment and cognitive development
Learning
Learning is a natural process for human beings
Learning may be deliberate and intentional or incidental occurring without conscious awareness
All forms of learning involve change in the learner
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Learning and the brain (1)
When we learn connections are made or reinforced in the brain
Pruning also occurs
Through these processes the cerebral cortex self-organises
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Learning and the brain (2)
Neural responses to the environment occur instantly
Only where responses recur over long periods of time does fundamental change occur
The brain substrates of processing reflect the ‘learning biography’ of each individual
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Language, literacy and numeracy
Musical training enhances the processes which are shared between music and language
Improved processing facilitates phonological awareness and literacy
Those with reading difficulties benefit from rhythmic training
Evidence for numeracy is mixed – may depend on specific mathematical tasks
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Intellectual development and attainment
Evidence of enhanced intellectual development through actively engaging with music (particularly spatial reasoning)
Strong relationships between general attainment and engagement with music – recent research using advanced techniques supports this
Evidence of enhanced creativity – dependent on the type of musical activity
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Physical development, health and well-being
Rhythmic accompaniment to physical exercise
Fine motor co-ordination
Health benefits – immune system
Well-being in terms of social engagement, friendships, mood
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Social and personal development
Success in music can enhance: motivation, self-esteem and confidence; independent learning; team working skills; identity development; emotional sensitivity.
Cultural and economic issues
Creative industries in Scotland support 60,000 jobs and contribute £5 billion to the economy
Music education is important in providing the skills to support these industries
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Quality of tuition The quality of tuition needs to
be high
This is particularly important in relation to self-esteem and confidence
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Evidence of the role of the teacher in supporting learning (1)
Teachers need to: be enthusiastic;act as role models; provide inspiration; praise successful attainment of goals;encourage learners to take responsibility for their own learning; where possible allow students choice;
The role of the teacher in supporting learning (2)
explain the relevance of the curriculum and tasks within it;provide models of what is to be learned and how;set tasks which are challenging but not too difficult, allowing for prior knowledge;give constructive feedback;provide and support opportunities to play with others.
Parental commitment
Parents react in different ways to their child playing an instrument
Where parents, teachers and children share the same aims and work together progress is much greater
This is particularly so for young children
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Institutional commitment and ethos
Music flourishes in schools where staff value music
Commitment of senior management is one of the key factors in the success of any initiative
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Benefits into adulthoodMost research has
focused on older adults
There are social, health, well-being and cognitive benefits of active engagement with music
People often re-learn a previously learned instrument – some acquire a new skill
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Ongoing researchNeuroscience
Enhancing literacy with poor readers
Benefits of making music for adults and older people
Relationship between musical and mathematical skills
Value for money research
Trying to establish what kinds of music making are important for the benefits to be realised
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Music education around the world
Very different systems in place internationally
Local Authority Music Services are exemplary in providing opportunities for all in comparison with other systems
Music education seems to be stronger in Scotland than other parts of the UK
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Policy and practice
There is ever growing evidence of the power of music
Music education is threatened in most of the developed world
There is a need for ongoing advocacy
Support for music is not linked to specific political views – usually individual beliefs
Lobbying can be very effective particularly when parents are involved
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Institute of EducationUniversity of London20 Bedford WayLondon WC1H 0AL
Tel +44 (0)20 7612 6000Fax +44 (0)20 7612 6126Email [email protected] www.ioe.ac.uk
