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SCHOOL AGED CHILDREN BENEFIT FROM MUSIC LESSONS

According to a recent Gallup poll:

  • 85% of Americans believe that music is a very important part of their life
  • 94% of respondents believe music is part of a well-rounded education, and that schools should offer music instruction as part of the regular curriculum
  • 85% believe participation in school music corresponds with better grades and higher test scores

When people of all ages take music and voice lessons, they learn much more than just how to perform!

Parents find that music and voice lessons for kids not only improve their children's memorization and small motor skills, but strongly contribute to the building of their child's self-confidence. This in turn helps children succeed not only in music, but in school and other outside activities. Both children and their parents find it truly rewarding when a child reaches a pre-set goal or milestone; whether that is learning a new song, performing in front of others or just finding enjoyment in music.

The quality of a young person's life

 

The U.S. Department of Education agrees, identifying arts education as core curriculum in the federal No Child Left Behind Act. And a 2006 Gallup Poll revealed that 94 percent of Americans consider music to be part of a well-rounded education. (BARRY N., TAYLOR, K. AND WALLS K., CRITICAL LINKS: LEARNING IN THE ARTS AND STUDENT ACADEMIC AND SOCIAL DEVELOPMENT, AEP, 2002)

 

A Columbia University study revealed that students in the arts are found to be more cooperative with teacher and peers, more self-confident and better able to express their ideas. (BURTON, J., HOROWITZ, R., ABELES, H. CHAMPIONS OF CHANGE, AEP, 1999)

Improved academics through music lessons for children

 

Research has revealed strong correlations between quality music learning programs and academic achievement. Music enhances the process of learning. The systems they nourish, which include our integrated sensory, attention, cognitive, emotional and motor capacities, are shown to be the driving forces behind all other learning.

 

Young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction. (KONRAD, R.R., "EMPATHY, ARTS AND SOCIAL STUDIES," 2000)

 

The College Entrance Examination Board found that students in music appreciation scored 63 points higher on verbal and 44 points higher on math than students with no arts participation. ("COLLEGE-BOUND SENIORS NATIONAL REPORT: PROFILE OF SAT PROGRAM TEST TAKERS," PRINCETON, NJ: THE COLLEGE ENTRANCE EXAMINATION BOARD, 2001)

 

U.S. Department of Education data show that students who report consistently high levels of involvement in instrumental music during the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. (FUJIOKA, T., ROSS, B., KAKIGI, R., PANTEV, C., AND TRAINOR, L., BRAIN, A JOURNAL OF NEUROLOGY, OXFORD UNIVERSITY PRESS, SEPT. 2006)

 

The vast majority—96 percent—of the school principals interviewed in a recent study agree that participation in music education encourages and motivates students to stay in school. Further, 89 percent of principals feel that a high-quality music-education program contributes to their school achieving higher graduation rates. (HARRIS INTERACTIVE POLL, 2006)

 

A study of rural and urban inner-city schools found that arts programs helped schools in economically disadvantaged communities develop students' critical-thinking and problem-solving skills. (STEVENSON, L., DEASY, R., THIRD SPACE: WHEN LEARNING MATTERS, AEP, 2006)

 

A study examined the influence of music education on nonmusical abilities, the effects of music lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music lessons showed statistically higher intelligence quotients. (SCHELLENBERG, G., MUSIC LESSONS ENHANCE IQ, PSYCHOLOGICAL SCIENCE, VOL. 15, NO. 8, 2004)

Healthy social development through music lessons for kids

 

With music in schools, students connect to each other better—greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm. (JENSEN, E., ARTS WITH THE BRAIN IN MIND, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2001)

 

Students who participate in school band or orchestra have the lowest levels of current and lifelong use of alcohol, tobacco and illicit drugs among any group in our society.

(U.S. HOUSE OF REPRESENTATIVES, CONCURRENT RES. 266, JUNE 13, 2000)

 

There is a high relationship between interest in school music and high self-perception, high cognitive competence scores and general self-esteem. (COSTA-GIOMI, E., "THE MCGILL PIANO PROJECT," 1998)

 

Students indicate that arts participation motivates them to stay in school, and that the arts create a supportive environment that promotes constructive acceptance of criticism and one in which it is safe to take risks.

 

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