The Power of Music Part 2!

power of musicMusic has been proven to be a very influential tool in engagement and enhancements of other equally beneficial activities. Hallam (2012) studied music education and the possible impact it may have on intellectual development, general attainment and creativity, and personal social development.

One study conducted by Hurwitz et al. (1975) found significant enhancements in sequencing and spatial tasks after only seven months of music lessons for five days a week. Another research conducted by Rauscher et al. (1997) found that active engagement with music impacts spatial recognition by assigning children in preschool to 30 minutes of daily keyboard and group singing lessons.

Morrison (1994) used the data from the National Centre for Educational Statistics to report that high school students had higher grades in english, math, history, and science because of their engagement in musical education. Music education is also seen to enhance creativity especially through activities like improvisation.

Research has indicated significant enhancements in social and personal development through music education and participation. Broh (2002) found that music participation actually increases the level of communication between child and parent and child and teacher. Music participation is seen to directly increase motivation and self-efficacy due to the higher self-esteem children develop through music participation.

Overall, music education and participation has been proven to be an extremely beneficial tool in a child’s life. Mere exposure to music is proven to lead to positive enhancements in all areas especially intellectual and social development.

Broh, B.A. (2002) Linking extracurricular programming to academic achievement:who benefits and why? Sociology of Education,75, 69-95.

Hallem, S. (2012). The power of music: Its impact on the intellectual, social and personal development of children and young people, International Journal of, 28(3)

Hurwitz, I., Wolff, P.H., Bortnick, B.D. & Kokas, K. (1975) ‘Non-musical effects of the Kodaly music curriculum in primary grade children’. Journal of Learning Disabilities, 8, 45- 52.

Morrison, S.J. (1994) Music students and academic growth. Music Educators Journal, 81(2), 33-36.

Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R. and Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial- temporal reasoning abilities. Neurological Research,19, 1-8.

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