The reason music receives a large consensus and is so
unique in educational benefits is because of its interdisciplinary nature. It
provides a perfect balance between science and art, developing the particular
connection between rationality and creativity, showing common elements with
mathematics, psychology, physics, history, medicine, biology, religion, electronics,
education, business, language and so on. Music education is also a powerful
tool for peace, because music is everywhere, and it is universal. In fact, as Zoller
(1991) stated, music “often surpass[es] physical, cultural, intellectual, and
emotional limitations," removes barriers and becomes the most effective alternative
form of communication (McCarthy, 2008).
On the other hand, music is not just pleasure and fun.
When a student approaches an instrument or studies music theory, he/she needs
to be aware of the high level of commitment required to become a sufficiently good
performer. Music knowledge is vast, and each instrument has its own world in
terms of the technique required to perform even the first easy song. Learning
music requires a lot of work, dedication, continuity, and patience, especially
during the first stages, but also in the highest levels, with continuous
improvement and research for perfection. Based on research conducted at the
University of Florida in 2008 on 2,500 randomly selected students, 88% felt
overwhelmed by all they had to do; 25% said stress interfered with academic
performance, and 66% felt very sad (Emerson, 2008). Consequently, when
considering teaching children to start playing an instrument, parents should
evaluate how music can heavily impact students with additional work because of
the number of necessary hours to practice properly.
Also, in the natural process of comparison between
peers, a frequent misconception about innate musical talent risks provoking a
sense of inferiority and low self-esteem. Parents and educators should promote
the message that the real focus is not to be the number one, or to be the new Mozart
of our times. Instead, it is about the privilege of receiving an education that
is aligned with the modern perspective of essential contribution to all
children’s human development (Scrip, Ulibarri, Flax, 2013).
Music education should be considered essential in the
education of everyone for many reasons, and most of them have been
scientifically confirmed. For example, young children who listen to music
regularly demonstrate better development than average, as proved by an
investigation about the “Mozart effect” in kindergarten. The result showed
significant statistical differences in social, cognitive, and physical
development in favor of the children exposed to music (Mattar, 2013). Another study, focused on children affected by
poverty, living in a dangerous neighborhood of Los Angeles, showed how neural
functioning can gradually improve when underprivileged children get involved in
music lessons. Chronic stress is reduced and proper brain development is
reinforced (“Grades K-8,” 2014).
An entirely new field of neuromusic research has been
developed recently to study the brain processes involved with the musical
experience. Brain imaging devices have showed brain activity during music
listening and music performance. An impressive level of parallel neuronal
activity in different brain areas have been recorded, and significant
differences in comparison to non-musically trained subjects are evident
(Edwards, 2008). In particular, many studies have focused on the response of
the brain to music in different aspects, such as memory, language, mood, and
health.
With the purpose of studying the effect of alpha-brain-waves
music on memory in middle school students, a team from the Shanxi Medical
University in Tayiuan, China, exposed 99 students to classical and baroque
music for five days, asking them to perform a standard test of short-term and
long-term memory before and after the experiment. As a result, an improvement
in both the visual and aural memory was visible, especially with baroque music,
and especially on the long-term memory (Li, An, Cui, Jing, & Lu, 2012).
But, as music can sometimes excite and sometimes relax, the same
happens in relation with memory. In fact, relaxing music can counter the
association between traumatic memories provoked by arousal experiences, as
shown in an experiment conducted in New York in 2012. During a slideshow
presentation, 84 participants listened to either an emotional or neutral
narration, and were exposed to relaxing or no music. Retention tested one week
later showed how the recall of the emotional story was significantly reduced
for people exposed to relaxing music. This finding offers evidence about how
music can be a valid support for therapeutic purposes, as a treatment for
damage due to traumatic experiences (Rickard, Wong, & Velik, 2012).
As is well known, a pathologic lack of memory is the most
evident symptom of Alzheimer’s disease. At the Mercer Institute for Research on
Ageing, in collaboration with the Trinity College Institute for Neuroscience
and Department of Psychology, in Dublin, Ireland, a research team investigated
the enhancing effect of music on autobiographical memory recall in mild
Alzheimer’s disease individuals. Considerable improvement was found during the
autobiographical memory recall in patients exposed to the Vivaldi’s “Spring”
movement from the Four Seasons,
compared to the ones in silence. Also, it was noticed that there was a
significant reduction in the level of anxiety (Irish, Cunningham, Walsh,
Coakley, Lawlor, Robertson, & Coen, 2006).
This is particularly significant because many studies confirm
the positive effects of music on mood. In fact, the five basic elements of music—rhythm
rhythm, pitch, melody, harmony, intervals—impact some physiological and
psychological functions. Alterations in mood have been noticed as consequence
of the musical involvement of the limbic system, the part of the brain related
to emotions, feelings, and sensations. The autonomic nervous system and the
body’s immune system are influenced by music, releasing hormones such as dopamine,
betaendorphins, and enkephalins. Those are responsible for the positive
emotions of tranquillity and relaxation. In ancient times, music was considered
one of the essential, powerful tools for healing, health and wellness. In
recent times, it has been associated with non-pharmacological treatments,
it is considered a good instrument for stress release, and it is recommended
for stimulation and enjoyment during physical activities and pleasurable
distractions (Murrock, 2005).
Music therapy for mood disorders has been also widely
described by Kenneth E. Bruscia (2012). Bruscia
shows that music can help adults in psychotherapy. He described the positive
effects of music for a woman with acute psychiatric problems, a woman affected
by bipolar disorder, a musician with dysthymic disorder, couple therapy, depression,
and suicide tendency (Bruscia Kenneth, 2012).
Another of the most investigated benefits of music is
its correlation with the language. In fact, even if, basically, the brain areas
are different for the two functions, magnetic resonance imaging (MRI) studies
have identified multiple cortical regions that are involved in both. In
particular, 11 pairs of overlapping clusters, from semantic and music
perception, were found in cognition-emotion loop. Also, a significant
interaction between the right and left hemisphere has been viewed, as a result
of the presence of rational and irrational components of music (Lai, Xu, Song, &
Liu, 2014).
This correlation certainly supports the value of music
in autism spectrum disorder (ASD), as described by Hayoung Lim
(2012). Lim presents, through evidence-based practices and protocol methods,
results related to the effectiveness of music to support the development of
speech and language skills in children affected by ASD and other learning
disabilities (Rivera, 2011).
In the form of education, instead of therapy, music is focused
to effectively help not only pathologic subjects, but everyone, for example, in
learning a foreign language. Usually, classroom programs do not provide
sufficient exposure time for students to achieve an intermediate level of
knowledge and fluency in a foreign language. During a case study of Russian
language learning, it was found much more effective to expose the students to
700 songs by Vysotsky, with the aim of introducing language forms,
pronunciation, cultural idioms and contrast, historical-political aspects,
social customs, and literary works and characters. This most effective teaching
strategy has been shown to improve memory, cognitive processes, compensation,
affective and social skills in most of the students (Jones, 2008).
Actually, music seems to be generally correlated to academic
success, too. Even if music professor
Richard Strauch conducted his research on only one class of students, his
results demonstrated those who regularly attended music classes during high
school had higher GPAs and performed better scores on the standardized tests,
compared to the general freshmen not exposed to music. Also, a continued
involvement in music was linked with consistently higher-than-average grades
(Olson, 2009). To reinforce Professor Strauch’s analysis, there is a
correlation factor between people graduating with a music major and a
significant coefficient of academic success. This was found with the crossed analysis
of the American College Tests (ACT), Minnesota Scholastic Aptitude Test (MSAT),
Triggs Reading Survey, High School Rank (HSR), Cumulative College Honor Point
Ratio (HPR), and Honor Point in Music Courses (MHP) (Ernest, 1970).
Other data from the elementary schools report students involved
in instrumental music programs scored 19% higher in English and 17% in mathematics,
compared to peers with no music program. The students involved in a choral
group performed 32% higher in English and 33% higher in mathematics in contrast
to children in schools without a music program, as stated by Christopher
Johnson (2007). Supporting this concept, Dr. Laurel Trainor (2006), professor
of psychology, neuroscience, and behavior at McMaster University, said:
Young children who take music lessons
show different brain development and improved memory over the course of a year,
compared to children who do not receive musical training. Musically trained
children performed better in a memory test that is correlated with general
intelligence skills such as literacy, verbal memory, visiospatial processing,
mathematics, and IQ.
Furthermore:
The musician is constantly adjusting
decisions on tempo, tone, style, rhythm, phrasing, and feeling – training the
brain to become incredibly good at organizing and conducting numerous
activities at once. Dedicated practice of this orchestration can have a great payoff
for lifelong attention skills, intelligence, and an ability for self-knowledge
and expression (“Save the music.org,” 2015).
In addition, music education is not only positive for children
and teenagers, but it is a lifespan tool for stress release, inner cultivation,
and social life development at any age. The participation in music can be a
rewarding and enjoyable experience for people of all ages, and can bridge the
gap between generations. Researchers have examined the effects of intergenerational
music groups on cross-age attitudes and interactions. During these studies, children
and older adults have been involved in singing and playing instruments. In
their interactions, behaviors such as smiles, touches, eye contact, encouragment,
assistance, and conversation initiation have been observed. Finally, a
significant difference was found in all the behaviors through music interactions,
and particularly through singing, which was more effective than the instrument
playing. In addition to this, children were asked to express a negative or
positive association with the physical aspects of the oldest people. Even at
the beginning of the test, they expressed 88% positive and 12% negative
feelings. After three weeks of music interactions, they no longer identified
any negative physical characteristics of the older adult participants
(Belgrave, 2011).
Adult music education is equally as important as child
education. Unfortunately, statistical studies conducted in 30 different cities in
the U.S. showed the adult training was principally focused on technical and
industrial needs. Yet, adults have demonstrated a high interest in musical
activities, music club participation, and music appreciation both as listeners
and as players in vocal or instrumental groups (Gerkowsky, 1965). Today adults
are aware of the importance of music education. More than 70% said being
involved in music helped them in their daily working task management in terms
of better attitude about team building, problem solving, and successful target
achievements (“New poll on music education,” 2015).
The mature sense of self-understanding, self-esteem, and
self-knowledge in adults allows them to have a larger appreciation for the benefits
of music education. In a study conducted in 2006, across 24 states in the U.S.
, adult piano players expressed and prioritized the following benefits of music:
dream fulfillment, technique, sense of accomplishment, escape from routine,
skill improvement, musicianship, musical knowledge, play and fun, skill
refinement, and personal growth (Jutras, 2006). Certainly, for the typical
method of learning piano in a solitary context, less importance was given to
the social benefits, which is instead much stronger for musicians and singers
involved in bands, orchestras, chorals, and other group performances (Jutras,
2009).
In their parental function, adults should also remember how
important their influence is in the family context. The family is the nucleus
for developing the first musical attitude, and for sharing the enjoyment of music
with other family members. A basic music education allows children to gain the
necessary tools to practice how to have fun together and stay connected authentically,
in a contemporary world in which time is missing and most connections are virtual.
In a recent study, five families were observed in their daily musical life, and
the impact on each other in their attitude about music was evident. Both adults
and children were interviewed about the experience, and the result was those
families were very active and involved, singing together, playing instruments,
listening to music, and also writing their own songs with words reflecting their
family values (Gingras, 2014).
Music education is the answer to the most traditional learning
practice, through history, theory knowledge, and performance. But it also includes
the most innovative teaching methods, which are open to creativity and to
interdisciplinary interactions and research. Music moves to experiment, and
proposes both individual and collective opportunities. It is for ambitious
virtuosistic performers, and it is for beginners who share music at family
holidays.
Music is for every language, and even beyond the language. It
can relax or excite. It can be difficult, but it can heal. Music is for
everybody, to be learned and to be freely expressed at any age, for any ethnicity,
in any geographical place in the world, in any forms and rhythm. Music is art
and it is science. It is something and its opposite, at the same time.
Educating to music is such an powerful way to communicate with
everybody in his/her own way. It easily creates connections and provides solutions
to every kind of need. It makes people active and friendly, it helps people understand
each other, and it builds relationships between diverse groups. It also helps one
to be alone and to build a self-relationship.
Music is an entire world and serves the world. It is always
available, and it is a loyable, enjoyable, and omnipresent companion in life.
People will always find a song that exactly responds or describes the situation
or mood they feel, because the nature of music is universal, made by humans for
humans. The fascinating aspect of the humankind, despite always lacerated by
wars and conflicts, is that people are incredibly similar to each other in the
deepest heart, and music is the perfect testimony of the human potential powerful
link for peace and love.
Scientific research is needed to define the truth, with evidence
and proof, about reasons that music education should be widely promoted.
Thousands of researches could be conducted, and thousands reasons could be find
to support how positive music education is for everybody. But music is so
infinite, vaste, and powerful that it just promotes itself, as humans
discovered many centuries ago.
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