[Last Name] 1

Dylan Bradshaw

Professor Workman

ENG.1201.2Y1.

24 March 2021

Literature Review

There has been much debate in recent years about music programs in schools compared

to more “academic” subjects. This has led many to question whether a music program really is

worth having for younger students and what effects musical education could have on their brain

development. Research overwhelming suggests that musical training has positive effects on

students not only academically but in other aspects as well such as social skills and perceptions

of nuances in language.

Research overwhelmingly suggests that musical training has many positive effects on

brain development. Some benefits include enhancement of working memory, attention,

processing speed, cognitive flexibility, and bimanual coordination. Many of these translate skills

translate very well academically and help improve test scores in other subjects. Other benefits

which can’t be measured well statistically help improve aspects of students' lives as they

develop.

Students trained in musical abilities have shown to have increased their test scores in

English and Mathematics. Tim Gill, in his study and research report, notes that these effects were

shown to be significantly greater in Mathematics than English. Most other research which reports

this statistic shows no distinction between the two subject areas. Gill explains that this supports

the popular belief of how learning music and mathematical achievement are related, since music

enhances spatial-temporal skills which is related to mathematical ability. It makes sense that this
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report would differentiate between the two subjects since it is a primary source conducted for

scientific purpose, whereas other sources that did not make this distinction, such as the NAMM

Foundation’s website, which is composed mostly of secondary sources with the purpose of

getting more youth musically involved.

Rhythmic training especially has been proven to enhance inhibition and expressive

functions in preschoolers. In Frischen et al.’s research report, researchers examine the effects of

rhythmic training specifically on students. Compared to groups that have received training in

musical pitch and sports, a group trained in rhythm saw and enhancement in motor inhibition.

This is due to the synchronization and precise timing that is required of musical rhythm. The

study was conducted under the purpose of identifying what specific elements of musical training

have effects on students and exactly what effects correspond to what aspects. Once again, this

study was conducted with a more scientific purpose as opposed just to inspire children to take up

an instrument. One other source that made an attempt at a distinction between different aspects

of music education and their effects was Clara E. et al.’s research report, which compared a

group that learned music through listening, theory, and some practice to a group that formally

learned to play string instruments. Most other sources on the subject do not address the multiple

areas that come with music education but address it as a whole.

There are other benefits noted by researchers which don’t necessarily translate

academically and can’t be displayed well on a graph or chart but are beneficial to brain

development in other ways. Some of these include social engagement, satisfaction, friendship,

and confidence. This argument is supported by American Scientist and the NAMM Foundation.

While the NAMM Foundation does use its research in support with the purpose of promoting

music education, all facts and statistics mentioned are clearly cited with scholarly and academic
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research. American Scientist, a journal publication for public viewing, refers to this as the

intangible argument because the tools of science do not do it just in its proving or disproving.

This, however, does not seem to be merely an excuse for lack of evidence since the NAMM

Foundation doesn’t provide much of its own research in support of this argument either and

since it’s acknowledged by American Scientist that this is the most difficult argument to make in

support of music education since these effects cannot be reduced to statistics and data

parameters.

A possible answer to the effects of musical education on development is that it overall

has many benefits to the developing child’s brain including cognitive abilities, which translate

well academically, as well as motor skills and detecting nuances in language. Other non-

academic developmental benefits of musical education include social skills and confidence

building. Areas for further research could include the social benefits which were not supported

by any solid data in the listed sources but could possibly be found elsewhere.
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Works Cited

Clara E., James, Sascha Zuber, Elise Dupuis-Lozeron, et al. “Formal String Training in a Class

Setting....” Frontiers, 16 June 2020,

doi.org/10.3389/fnins.2020.00567. Accessed 23 March 2021.

Frischen, Ulrike, Gudrun Schwarzer, Franzisca Dege. “Comparing the Effects of Rhythm-Based

Music Training and Pitch-Based Music Training on Executive Functions in

Preschoolers.” Frontiers, 27 Aug 2019, doi: 10.3389/fnint.2019.00041.

Accessed 23 March 2021.

Gill, T. “The Relationship Between Taking a Formal Music Qualification and Overall

Attainment at Key Stage 4”. Cambridge Assesment, Dec 2020,

www.cambridgeassessment.org.uk/Images/603850-the-relationship-between-taking-a-

formal-music-qualification-and-overall-attainment-at-key-stage-4.pdf.

Accessed 23 March 2021.

Kraus, Nina, and TravisWhite-Schwoch. “The Argument for Music Education.” American

Scientist, 1 July 2020, sinclair.ohionet.org:80/login?

url=https://search.ebscohost.com/login.aspx?

direct=true&db=a9h&AN=143841488&site=ehost-live. Accessed 6 March 2021.

NAMM Foundation. 2021, www.nammfoundation.org/articles/2014-06-09/how-children-benefit-

music-education-schOols. Accessed 4 March 2021.