Benefits of Children Learning Music
A few years ago, I was working in the suburbs of Glasgow as a peripatetic music teacher. The primary 4 class were learning about crotchets and quavers, holding hands, walking in circles around the tables singing Old Brass Wagon.
At the end of the lesson, a little girl walked up to me and timidly said, “Miss... You're the best music teacher in the world.” This young girl singing and walking around a table, thinking that she's had the best music lesson ever shows that this kind of important music education may currently be lacking from our education system.
For most of us we have had some form of exposure to music: whether it was taking music lessons, singing together in classes, seeing a live concert or passively hearing it around as we go about our day.
Several studies have shown that learning an instrument, including singing, helps improve physical, emotional and intellectual development. For children who are experiencing and learning new skills, music training can be crucial for their development in their formative years.
Music improves brain, memory and language development
Learning music involves building on a variety of skills: language, kinaesthetic, listening and fine motor. Music training at an early age can make a huge difference to how quickly one is able to absorb and pick up these elements later on in life.
This is why music in childhood education is so important.
There is proof that children who have better cognitive skills had music training in early childhood. Music training is most beneficial to children before the age of 7. Although older children will still reap the benefits of learning music, the brain is more sensitive to new information at a younger age - the earlier children are exposed to music, the better. Research has shown that music training influences brain restructuring. The brain develops more white matter resulting in an increase of brain plasticity and connectivity between both hemispheres. Music training increases grey matter in the sensory motor area of the brain which has found to improve coordination and help regulate emotions; as well as increasing blood flow to the left hemisphere of the brain, which is responsible for language and speech.
Learning a language uses similar skills to learning music as speech uses elements of rhythm, intonation and melodic contour – all elements covered in music training. Anita Collins, music educator and neuroscience researcher, explains that music and language are processed through the same neuro-pathways. In her research, babies (1-3 days old) were hearing music in their mother's voices. This is evidence that there is a strong link between music and language development and that we all have a predisposition for music: “At birth we need our music processing to understand our language: at birth, we are musical.”
Music is processed in the visual, motor and auditory parts of the brain. It requires both hemispheres to simultaneously work together, making it a multisensory activity. Overtime, the brain can strengthen its circuits not only improving memory but also attention, visual-spatial perception and other cognitive skills. For a child, their brains are taking in, combining and organising all of this information at once. The more they practise the wider and more permanent their neuro-pathways become, reinforcing these long-term skills.
Playing a physical instrument requires coordination, ambidexterity, and depending on the instrument, strengthening individual fingers which develops fine motor skills. Improving the latter can give children confidence with intricate and fiddly tasks like writing, tying shoelaces, buttoning up clothes and using scissors. Achieving certain actions can require an immense amount of coordination and body awareness and when we are learning new actions, it takes a lot of concentration. Through conscious repetition we develop our kinaesthetic or muscle memory and ability for automation and it becomes natural enough that we don't need to think about it.
It can be daunting for anyone to absorb ALL the information in a lesson, but children can memorise a lot of information delivered in small blocks e.g teaching a song phrase by phrase. While kinaesthetic memory can be developed through movement activities or learning a physical instrument; auditory memory can be developed through rhymes and songs. A combination of singing and physical actions can be helpful tools for children learning new ideas and abstract concepts successfully.
Music teaches us perseverance and discipline
For anyone who has experienced the joy of learning an instrument, they have also experienced the “joy” of practising. However, even a good practice session can be difficult for a young child, often requiring more focus and motivation than is typically expected to remember all the details from a previous lesson.
Everybody learns differently and finding a way that works for every child is a new learning experience. It's worthwhile discussing various approaches with the teacher and finding ways to practise that work for the individual. It could be as straightforward as changing their method for taking notes - different strategies work differently for everyone.
Learning an instrument requires a lot of commitment and perseverance. Taking part in lessons and ensemble-playing are effective ways to encourage good practice, giving children structure and routine. Practice teaches us how to follow through with our efforts, handle situations that are always changing and, a very important life lesson, tolerating failure. It takes a lot of discipline and patience to set aside time to practise, self-evaluate and form good habits.
As previously mentioned, the brain is continually making connections with the rest of the body. As actions are repeated, the brain and body familiarises itself with them developing not only kinaesthetic (muscle) memory but overall understanding and ability to retain information. The determination and plentiful hours needed to repeat and practise tricky passages and pieces can give learners a great deal of confidence - especially as they learn to take more responsibility of their learning. Children learning to overcome difficulties will understand the need for persistence and self-discipline.
Music can be therapeutic
Listening to music can promote happiness. We can often relate our experiences to some of our favourite songs and it can even help us to process our emotions. Listening also activates the frontal lobe to produce dopamine, the “feel-good” hormone and oxytocin, the “love” hormone. While dopamine makes us feel pleasure and can help relieve us from stress and even pain, higher oxytocin levels can help us foster connections and build trust with others.
If we think about how listening to music can positively affect our mood, imagine how it affects us being on the other end when we actively engage in music-making. The benefits for our physical, emotional, mental health and well-being are countless when we participate in musical activities.
A particular activity which is effective for improving well-being is singing. As one of the first activities humans learned to do together in prehistoric times, singing was an important means to communicate emotional states to one another and keep larger groups together. It's literally in our DNA to feel happy and emotionally bond over music! Group singing has been used as a form of behavioural activation (BA) and attentional bias modification (ABM), both therapies are used to treat clinical depression and anxiety accordingly. A study measuring the cortisol and oxytocin levels between amateur and professional singers in a short lesson showed that singing for 30 minutes hugely increased oxytocin levels, even though some of the singers weren't having a good time!
Other studies have shown that singing in a group can alter and reduce negative thought patterns and improve positive affect which is especially relevant with the current rise of people, particularly the younger generation, experiencing poor mental health.
Music provides an outlet for expression
During my studies, my singing teacher had introduced me to a couple of Spanish songs. She would often choose playful, light-hearted melodies whatever language we were singing in and for me, I almost always connected with the material she had selected.
One lesson, we were looking through the contents of the Boytim Soprano book and she said, “This song would really suit you. It's about a girl who sings in response to everything. To the point it annoys her man. But she doesn't care.”
My teacher knew me very well. I loved that piece.
Music lessons can dramatically vary depending on the type of material delivered and who is delivering it, but to say that everyone is there to improve their musical ability barely scratches the surface of what really goes on in a music lesson.
In order to be expressive, we often have to wear our hearts on our sleeves but this can be demanding for anyone who is shy. It can also be particularly difficult for someone who might be experiencing hormonal changes, a difficult living situation, physical or invisible disabilities or trauma. Unless disclosed, we do not know exactly what the learner is going through. Music can be therapeutic but it can also encourage vulnerability and help people be braver and learn to open up more.
Finding suitable material and an encouraging teacher can develop the relationship and trust in the lessons. Establishing an appropriate difficulty for the learner can develop confidence and can create plenty of opportunities for challenges, discussions and storytelling. Getting that right piece can be emotionally cathartic for young people who are still learning how to navigate, process and express their ever-changing emotions. Altogether, music can be a language used to express our emotions, experiences and values.
In addition, both practising and composing music provides an outlet for expression and this applies to all ages. Writing music can be an intimate process and help us reflect on our inner feelings and emotions. It can reveal our most vulnerable selves that is hidden from the outside world. For people who struggle to speak out and express their feelings, playing or writing music can be a means for self-actualisation and channelling emotions externally.
Music encourages social and emotional development
Have you ever had a terrible experience with a teacher? It can be difficult to have a positive view of something that has been tarnished by certain people or experiences. Music is the same. Horrible experiences can put anyone off learning and at its worse scar and traumatise the learner. However, lessons with the right teacher can make a world of a difference not only to their mindset as a learner but as a developing person.
In 2017, Bradford's Feversham Primary School's attendance rose to 98% after headteacher, Naveed Idrees's decision to completely alter the curriculum – every pupil would get the minimum of 2 hours of music a week in the form of individual lessons and group assemblies. 99% of the children speak English as an additional language or don't speak English at all and so in this instance, music was a powerful tool for learning.
As clichéd as it sounds, music is a universal language and what better way to bring conflicting diverse communities together than through singing and playing together.
Music teacher, Jimmy Rotheram centres his lessons through the Kodály Approach: using hand signs, simple melodies and rhymes, movement activities and was able to successfully communicate and engage the children despite language barriers. The school found that this not only had a major impact on their test scores but also the children's behaviour, as they saw improvement on their listening and focus. Through playing musical games, children learned valuable social skills such as working as a team, leadership and even something as simple as making eye contact.
Emotional intelligence is a vital part of music-making, especially with others. Music fosters emotional development and as a group, children learn how to show empathy, relate to others and establish important connections.
Socialising was (and still is) one of my favourite parts of learning music, and children will probably feel the same way too. Joining clubs and ensembles gives children opportunities to meet others who share similar interests. Learning music in groups teaches children how to be sensitive to others and develop personal awareness among other social skills. Taking part in performances and celebrating pupil progress instils confidence, nurtures self-belief and creates a great sense of achievement for their efforts on so many levels.
The joy that comes with learning and playing music together is truly unique from any subject taught in school. Creating music as a collective cultivates a sense of belonging and community which can be profound across all ages and can establish long-lasting friendships. I certainly treasure many fond memories of playing and learning with my “music” friends.
Music fosters creative and critical thinking
Professional violinist and passionate music educator, Nicola Benedetti often expresses her love for music. She strongly believes that in order to reap all the benefits, there is a need for quality delivery of music lessons. Recently setting up her project, the Benedetti Foundation, she recounted her interactions with the children's imaginative responses to her playing: “On many occasions, I've learnt more about the pieces I'm playing from a 4 year old listening to me playing than I have from years of studying from learned professionals, no offence to them.”
Children do not need to be patronised; they understand a lot more than we think. It is clear in Benedetti's speech that imagination should be nurtured from an early age to keep the passion for the arts alive. Although the role of the teacher is vital for conveying these abstract concepts to learners, we can all make some effort to encourage children to bring forth ideas from within themselves.
Music being a multifaceted art often means we have to use a range of skills: listening, performing, writing and reading. Think about everything that goes into playing a piece: pitching, rhythms, phrasing, articulation, dynamics, style, the list is endless! We often forget how much detail can be involved within a piece of music and yet these are all necessary to learning a piece 'successfully'.
The nature of the learning often means finding creative ways to problem solve. Learning music gives us plenty of opportunities to find out what works for us and what doesn't and how we cope and work within certain constraints. The repeated challenges means thinking through problems, reasoning and finding multi-logical viewpoints, pushing us to think outside the box for solutions. Creative thinking is a valuable skill that challenges us to find different ways to play, create, solve problems in music, and in life. Cultivating curiosity and fascination, such as introducing unfamiliar sounds and instruments, can encourage us to think more imaginatively and help us be more open to new ideas and solutions – something that we should always be working on, even as adults.
As an art, music can capture our creativity and individuality while allowing us freedom for expression. When we play a piece of music, we are trying to make several connections: to the music, the composer's intentions, to the listener and also to ourselves. Music being subjective offers great opportunities for different types of discussions. No individual thinks the exact same way, and as a teacher, it makes my job all the more interesting hearing the variety of points my students make.
Asking open-ended questions easily gets the learners thinking critically and emotionally about the music. They learn how to reason their interpretations, reflect on how they approach and connect with the music and the feelings they need to convey.
Even at a young age, simple questioning can lead to complex reasoning. Encouraging pertinent questioning often leads to creative and critical thinking, as well as thoughtful discussions.
Music teaches value and appreciation of the world
Teaching and sharing music is important. Learning about the historical values of music helps us understand how to interpret listening and playing.
Every culture has some form of musical expression and this has been built from centuries of traditions and storytelling. We understand so much of our history from how music is passed down through years of immigration, traditions, religious practices and other forms of storytelling.
This historical progression teaches us cultural transformations and music's functionality over the eras. Music as a mode of communication comes in many forms. For example, from the early ages where instruments and calls were used to alert fellow tribe members for survival, to religious practices (as a means of devotion or meditative chants), to entertainment purposes (for celebrations and events), or just for pure pleasure and/or expressing emotions.
Conversely, learning about our history means that we understand critical links between important global affairs and the music that has come from or has been erased from our heritage.
During World War 2, the Nazi government's propaganda and censorship laws meant music not deemed “classically German” was forbidden. Many Jewish composers' works were made illegal and some fled the country from musical persecution. Jazz music was gaining popularity but was also banned due to its racial nature. 20th Century European music could have sounded quite a bit different had these laws not been enforced, and that's just one example.
Of course, our history is problematic and the majority of media that we consume is probably loaded. Centuries of colonialism means that our world has been shaped to benefit typically the white, male, cis, straight, wealthy and non-disabled. This is undoubtedly prevalent in our music education - especially for “classical” music.
However, there is value to learning from past mistakes.
After centuries of exoticism and a fascination with the “other”, we are now understanding the discrepancies between cultural appreciation and cultural appropriation. Unfortunately, a lot of our curriculum falls into the latter category.
Through socialisation, we all have layers of unconscious biases and becoming aware of them is the first step to unlearning harmful prejudices. Children as young as 2 years old use race to reason about people's behaviours. Explicit conversations with 5-7 year olds about interracial friendship can dramatically improve their racial attitudes in as little as a single week. We have a responsibility for educating ourselves and each other, and not just the children.
Initiating relevant conversations helps us reflect the way we have and are engaging in our learning. Discussions about historical context, appropriated cultural styles, examples of authentic pieces by composers of the original culture/nationality can further diversify music education for the children.
We can all consume problematic media critically if we are aware of the historical context, understand true authenticity and learn how to interact with cultures respectfully. There is now a vast amount of resources available to us - you just have to look!
For many of us, learning about our cultural heritage helps us understand our own identity. Just as music can have different meanings from culture to culture, music can have different meanings for each individual. Learning about one's own cultural heritage gives a sense of community and belonging which can help expand horizons, further the understanding of more unfamiliar cultures and create a securer sense of identity.
Children who are exposed to diverse media are more likely to appreciate and understand others from different cultures and backgrounds. With exposure to a positive learning environment, music can be used as a tool to learn and appreciate one's own cultural heritage and embrace and value cultural differences.
There is a need for music education
The issue is that a lot of the quality of music education is dependent on the quality of teachers available. With the non-stop changes to the Scottish curriculum, constant pressure to work and adapt to time, material and resource constraints, the job can be very demanding. Although it can be very rewarding, unfortunately it is also a job that often goes unappreciated.
It's baffling how music is the first subject to go when cuts to the curriculum are made. As previously discussed, there have been countless studies showing the importance of music education for child development but it seems that these points are not always taken seriously.
Despite this, many teachers would agree that they are passionate about not only the music, but their dedication to their students. As well as preparing me for auditions and performances, my teachers would share their books, help me with applications, even drive me to gigs (because they knew my parents couldn't drive) and in the worst of times acted as my counsellor. I was very lucky to learn from these teachers and I certainly wouldn't be teaching with as much love if it weren't for their kindness, wisdom and genuine care for me.
In reality, most children learning music don't go on to playing professionally but the benefits reaped are innumerable, entirely transferable, lasting and sometimes even life-changing.
Nevertheless, we should be making more effort to fill the lives of those we love with more music, even if it is just walking around in circles and singing a song. Recently, the Scottish government have taken this to heart as they have decided to find the extra funding so that music tuition will be free for children. They've realised how meaningful music can be, especially to a young individual. Although the system is not without its flaws, this new policy is taking a step in the right direction. Music education should be free and accessible to all and the benefits of learning should not only be available to those who can afford it.
Music is not only a source of entertainment but it is also a source of learning.
Understanding the value of music throughout history helps us appreciate the value of the arts and its enhancements in our lives. Something that we should be immensely grateful for, especially in these trying times. Appreciation of the arts should be imbued from a young age; whether it be through music lessons, playing together in groups or listening to music - whatever it may be.
There is something for everyone.
Sources:
• The Benefits of Music Education
• Brain Structures Differ between Musicians and Non-Musicians
• Community Singing Helps Mental Health Recovery
• Feversham School: How to Improve School Results: Not Extra Maths, But Music, Loads of it
• A Horribly Discordant Noise: The Problem of Colonization in Classical Music
• The Impact of Music on Neurochemistry
• Neurobiology of Everyday Communication: What Have We Learned From Music?
• Nicola Benedetti: ‘Music teaching is vital to a child’s education’
• School music lessons in Scotland to be free of charge after Scottish Government pledges
