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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s.hallam@ioe.ac.uk

Institute of EducationUniversity of London20 Bedford WayLondon WC1H 0AL

Tel +44 (0)20 7612 6000Fax +44 (0)20 7612 6126Email info@ioe.ac.ukWeb www.ioe.ac.uk