THE POWER OF MUSIC

Claire Stacey, Music Lead at London Meed Primary School and Chair of the Traditional Youth Marching Bands Association, considers the latest research into how music helps children develop

As music educators and musicians, we are highly aware of the benefits of music both through the evidence we see on a daily or weekly basis in the progression and growth in our students, but also from our own personal experiences. Music has the power to impact on people from childhood and throughout life. Music calms, enhances, motivates and provides emotional support at times of joy and struggle and many people turn to music in moments of hardship or stress.

In our roles as music educators, we see first-hand the power that music has to help young people to develop and grow and we advocate for music through our lessons and ensemble work. The children and young people that we work with can articulate their views on the benefits to be had from participating in musical activities. But how specifically does music help young people to develop and what is the research-based evidence that supports our gut feeling?

There is a wealth of scientific evidence comparing musicians (those that have undertaken music lessons and activity for a minimum of two years) and non-musicians which suggests that “music education is beneficial if undertaken at any age. ” Neuroscientists have found, during research, that the brain reacts to music and musical activity in a way which no other subject does. Anita Collins (2014) suggests that when participants were listening to music during scans in the research process, the brain was “lit up like fireworks” and the scientists had “ never seen so many areas of the brain being used at once."

They also found that musicians had developed a larger pathway across the two sides of the brain when compared with non-musicians, suggesting that music develops brain activity. Collins goes on to suggest that “music education uses three areas of the brain at once, the motor, the visual and the auditory cortices” of the brain. These findings suggest that when musical education is undertaken, the brain is developing in a number of areas and so it makes sense to deduce that cognitive capacity could be increased.

Carolyn Phillips (2023) identifies a number of benefits in her article Twelve Benefits of Music Education. Phillips and Collins agree that exposure to music education at a young age can have a profound impact on the development of the part of the brain responsible for language processing.

Collins suggests that music and language processing is closely connected because we need music to be able to process language. Therefore, skills learnt from musical activities that enhance processing will transfer to other activities that involve similar processes. This evidence is supported by research on newborn babies that showed, through scanning, that the babies heard music in their mothers’ voices

If music can impact on the language processing skills of newborn babies, then it would seem sensible to infer that music can impact on the literacy skills in children of any age. Hallam (2010) found cognitive improvement in eight year old children, with just 8 weeks of musical education. Hallam went on to explain that music can enhance skills related to detecting patterns and differences in speech which helps to develop phonological awareness and links to the success of learning to read. Hallam explains that learning to play an instrument enhances the ability to remember words and research undertaken in this area found a 17% increase in the retention of verbal information in musicians than non-musicians. This evidence points towards a school solution in the fight against children falling behind in reading

Language is not the only academic area in which music can help to develop increased cognitive capacity. There is a causal link between spatial intelligence and reasoning which is a skill used in the study of mathematics. Whilst Phillips identifies this as one of the benefits of music education, Hallam suggests that research into the link between music and mathematics had mixed results due to the fact that there are many areas of mathematics and not all of them involve tasks that share similar processes to music. For example, learning to read music notation may benefit children when they are learning to understand basic fractions, and the ability to form mental pictures through listening and engaging to music may help to learn advanced mathematical concepts.

Phillips also identifies a link between music education and the aesthetic by stating that studying the arts helps to develop critical thinking. Questions about music and the arts are often more open ended and challenging due to the absence of a simple or straightforward answer. Students are required to research and process, solve problems, and eliminate outdated perspectives “rules and assumptions ” This ability to think critically will most certainly help children and young people in their day-to-day life as they navigate the challenges of life choices and develop their own morals and beliefs.

These critical thinking skills may transfer into other academic subjects as will the development of creativity in children and young people. Music, as a creative subject, naturally lends itself to further development in creativity. Music is a craft and, through the study of musical craftsmen, children and young people will learn how the “details are carefully put together and what constitutes as good rather than mediocre work”. This creative understanding could go on to underpin the work produced by young people and could see them apply sustained effort in order to achieve or even “strive for excellence” (Phillips, 2023). Striving for excellence in musical performance has a concrete result of which children and young people are rewarded.

Studying music not only teaches children about our own cultures and creative history, but it also gives them insight into other cultures and can lead to the development of qualities such as empathy and compassion. Spiritually, children need to learn to understand the world around them in order to develop their own unique “inner-core” of “personality, physical self-image, emotional self-image and their learning style”. Freeman quoted David Elliott (1995) who claims that "music education improves one's health, mind and soul”.

Freeman went on to state that in the last few decades, researchers have been increasingly aware of and responsive to children’s spiritual needs. He argued that “the arts, and particularly music, possess creative and critical thinking elements to nurture the spiritual needs of children.” OFSTED states that the spiritual development of pupils is shown by their “sense of enjoyment and fascination in learning about themselves, others and the world around them.” Music supports this ideal by allowing children to use their imagination and creativity and also gives them the opportunity to develop their “willingness to reflect on their experiences”. Through the teaching of music listening and composition, children will most certainly benefit spiritually. This benefit is increased when music educators teach within a musically spiritual environment.

Research has shown a link between music education and increased cognitive capacity; however, this was greater where enjoyment was also present. The enjoyment of listening to music and participating in music lessons and activities has a direct link to understanding emotions and emotional intelligence. “Music has been linked to the capacity to increase emotional sensitivity,” and the identification and recognition of emotion shown through music is also closely related to increased emotional intelligence.

My own research identified a relationship between listening to music and emotional regulation with many of the male participants identifying that music helped to calm them down, or to improve their mood. The group of young people that completed my survey were all aged between 13 and 17 - five boys and five girls I found that they all listened to music to support them with everyday tasks such as walking to school/college/shops, revision, doing homework, getting dressed/ready for school/college and cooking. Almost of the young people gave ‘relaxation’ as the main reason for listening to music which implies that these everyday tasks have the opposite effect on the teenagers. It was, however, the boys that identified a link between music and the regulation of emotions with two of them specifically mentioning that music assists in improvement of mood and the understanding of their emotions. The ability of music to create positive attitudes in young people is a significant benefit - particularly in a world focused on improving mental health.

Phillips suggests that music education provides children and young people with a means of self-expression through creative composition and performance. A by-product of self-expression is an increase in confidence and self-esteem. Hallam argues that playing an instrument can lead to a sense of achievement and increased self-esteem and confidence along with determination in overcoming frustrations and self-discipline. Performance gives children and young people the chance to take risks in music which could counteract the need to take greater risks in adolescence. Those with a high level of self-esteem are more effective within social situations allowing them greater success at forging meaningful and secure relationships.

Participation in musical activities, such as ensembles and bands, builds upon the social benefits for children and young people. The ability to develop skills such as teamwork, discipline, social networking and co-operation within a supportive environment that expects commitment, mutual support and gives responsibility is of great benefit to young musicians.

Experience of working within a musical activity develops communication skills and mayu also offer leadership opportunities which can help children to develop socially. Hallam suggests that the opportunity to be part of a musical group that “promotes friendships with like-minded people,” may increase learning and again, support higher levels of general attainment. Furthermore, young musicians that experience and learn within an environment providing such benefits are likely to transfer their secure social skills to the workplace in the future.

The research into academic benefits of music education points to a simple solution to increasing overall performance in school age children However, it is important to remember that children are unique and they all start from a different starting point. Whilst Collins suggests that music education impacts everyone, and “you don’t need to be smart to start with,” I would suggest that enjoyment of music education will have a big impact on how significant the development is. My own research identified a correlation between academic success and how much they enjoyed their music lessons and activities. Analysis on the small survey I prepared showed that those that enjoyed music lessons and saw the value in musical activities as transferable skills for the future were more successful academically than those that identified music lessons and activities as entertainment.

In conclusion, it is clear that music education can help children to develop on both an academic and a personal level. The significance of the development may, however, depend on how positive the overall experience of music education is. Those that experience a highly positive and rewarding music education are likely to further develop in all aspects of the aesthetic, spiritual, social, emotional, intellectual, creative and academic areas. Therefore, the quality of music education has a considerable part to play in the power of music and its benefits.

References

Anita Collins, 2014 What if every child had access to music education from birth?

Carolyn Phillips, 2023. Twelve Benefits of Music Education

Susan Hallam, 2010 The power of music: its impact on the intellectual, social and personal development of children and young people.

Freeman, T. R. 2002. Spirituality in music education: Respecting and elevating students with music.

Religious education in English schools: Non-statutory guidance 2010.