The Intellectual and Social Benefits of Music
Chris Teeters
Professor Humphries
January 24, 2010
The Intellectual and Social Benefits of Music
Effective music courses teach more than just the basic fundamentals of music. They provide their students with essential intellectual development, as well as tools for success in school, society, and life. Properly structured music education classes have been proven to enhance language, spatial-temporal reasoning, creative thinking, problem solving, concentration, organization, prioritization, teamwork, communication, self-confidence, and emotional coping skills, which all lead to a student’s higher overall academic performance and long-term success in life(Twelve Benefits of Music Study). However, with the on-going funding shortfalls in education, the general public and school administrators, unfortunately, are often too short-sighted in their decision on which courses to drop from the curriculum to balance the budget. Music classes are frequently the victim. Many studies have been conducted over the years to support the long-term positive impact of music education and the integration of music into core curriculum subject areas. These facts need to be presented and considered when a decision to drop music from a school’s curriculum is being discussed.
Various studies have demonstrated the positive impact musical instruction has on reading skills, as well as spatial-temporal reasoning, which is essential in solving advanced math and science problems. Musical training improves verbal memory by physically accelerating the developmentof the left temporal lobe of the brain (Newsvote.bbc, 2003). In contrast, spatial-temporal reasoning is an abstract skill that allows a person to accurately perceive his or her surroundings and form mental pictures (Twelve Benefits of Music Study). Studies by the American Association for the Advancement of Science on the effects of art and music education on a young child’s learninghave concluded that musical instruction does indeed enhance intellectual skills and performance in other academic areas, such as reading and math (Ciares & Borgese, 2002). The results of other studieshave proventhat there is a direct one for one positive correlation between the number of years spent in musical training and increases in reading grade levels (Ciares & Borgese, 2002). In addition, there have also been various other studies related to “at risk” student populationsthat indicate the benefits of musical training. For example, in a 1996Rhode Island elementary school study,where students with historically lower reading and math skills began attending music classes, these “at risk” studentscaught up to the control group in reading levels and exceeded the control group in math skills (Ciares & Borgese, 2002).
Studies have also demonstrated the link musical training has with creative thinking and problem solving. Musical training requires a student to see the big picture, as well as sweat the details, to be successful as a musician. “In a study on music and creativity, first-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction” (Twelve Benefits of Music Study). In addition, another study by the Center for Timing, Coordination, and Motor Skills, has concluded that students, who can perform complex rhythms,are able to make faster and more precise corrections in academic and physical problem-solving situations (Twelve Benefits of Music Study). These improved skills translate to enhanced performance by the students throughout the curriculum.
Musical training enhances a student’s self-confidence and ability to concentrate. It lengthens a student’s attention span. In order to successfully perform a musical composition, the musician needs to stay focused on the task at hand and all the details, such as maintaining the rhythm, blend and balance, pitch, tonality, and dynamics. As a student becomes more proficient, the value of all the sustained effort, hard work, and discipline to keep practicing is rewarded and reinforced by the quality of the music generated and the praise of the music instructor. As a result, the student gains confidence in his or her ability to complete tasks through hard work and discipline. In addition, the student becomes more comfortable performing before an audience.
Music also teaches a student the importance of the ability to prioritize and organize, as well as the virtue of patience. It takes a lot of practice to become proficient in music. This means students have to make choices every day about what they will or will not do to have time to practice. A student has to be organized in order to be able to multitask when it comes to studying for tests in other classes, practicing music outside of class, and completing all the other normal everyday life activities. Learning to maintain effective study and work habits is invaluable to both academic success and subsequent success in the work force. Musical training provides a structured environment for the development of these skills.
Musical training builds teamwork and social skills. As a student’s musical training advances, the student will begin to perform in duets, ensembles, choirs, and orchestras. “Through musical collaboration, students learn to listen to one another and, together, realize that the (musical) whole is greater than the sum of its parts” (Twelve Benefits of Music Study). Musical training reinforces at an early age that the group only succeeds if everyone in the group does his or her part. This in turn identifies the importance of working as a team and helping others practice their respective parts to enhance the group’s performance. A Los Angeles study of seventh and eighth grade students has concluded that students that are exposed to music exhibit significant increases in positive social behaviors and are less aggressivethan students without musical training (Twelve Benefits of Music Study). These team player and social skills are critical life skills. They are an indication of success in school, and they are also high on the list of skills that potential employers look for when screening job applicants.
Music educators not only stress the importance of cooperation, they also teach the essential skills of leadership, effective listening, respectfulness, and communication (Aaron, 1994). As a member of a musical ensemble, the students are actively involved with their peers to function as a cohesive group. For example, the musical section leader tactfully discusses the mistakes that the rest of the students in his or her respective section make with them, when necessary. The students in each respective section need to learn to graciously view this constructive criticism in a positive light and make the necessary changes for the good of the ensemble. Every ensemble has a conductor,who is ultimately the leader of the entire group,and the students need to listen and follow the conductor’s orders to the letter. These skills are very important life skills. Life is all about interacting with others. If a student does not learn to effectively interact with others, then he or she will be at a definite disadvantage in the real world. One needs to know when it is appropriate to follow instructions and when it is appropriate to be the leader giving the orders in a respectful way.
Music can also be utilized as a stress coping mechanism for both listeners and performers. “Music has a powerful influence on children’s healthy development from the moment of birth (and possibly sooner than that) anytime it naturally engages the child’s interest and attention” (Shetler, 1990). When it comes to stress, music helpssome studentstemporarily escape from stress allowing them to focus on their school work. A University of Texas study of 362 college freshman measuring performance anxiety, emotional concerns, and alcohol-related problems has concluded that college-aged music students seem to face tests more confidently and have significantly fewer alcohol-related issues (Twelve Benefits of Music Study). Another study of secondary students, who participate in band or orchestra,has determined that this group has the lowest use of alcohol, tobacco, and illicit drugs (Benefits of Music Education, 2002). In essence, they have learned to effectively use music to cope with their stress.
Music can also be utilized in interdisciplinary curriculum to enhance process writing skills. The teacher has the students choose an unfamiliar musical piece and asksthem to write a creative short story about it after listening to it multiple times. Then, the students compare their written interpretationsto the composer’s intended story (Kite, 1994). Even though a student’s imagination has no limits, the music and the way it is written provide the listener interpretative hints. For example, when a composer wants to portray a feeling of sorrow or any other form of dark emotion, the piece will be composed in a minor key. If the composer wants it to convey the feeling of happiness, it will be composed in a major key.
When it comes to teaching music, curriculum design is very important. It represents a teacher’s decision regarding what types of learning experiences a particular student or group of students will be provided (Jorgensen, 1990). Not every student learns the same way. Teachers need to be flexible in their approach and apply various techniques to effectively reach every student. A music teacher should always treat furthering a student’s knowledge of music and musical careersas a priority. However as a teacher in a school,the mission is broader. A music educator must also take on the interdisciplinary mission to teach the students various lessons and critical skills that will benefit them in school, society, and life whether it be in a music class setting or integrating music into a core course’s curriculum. It is critical that music educators effectively communicate the academic and social benefits of music in the curriculum to both the general public and school administrators.
Works Cited
Aaron, J. (1994). Integrating Music with Core Subjects. Music Educators Journal, 80(6), 33-36.
Benefits of Music Education (2006). Retrieved January 19, 2010, from
Ciares, J., & Borgese, P. (2002). The Benefits of Music on Child Development. Retrieved January 19, 2010, from
Jorgensen, E. R. (1990). Philosophy and the Music Teacher: Challenging the Way We Think.
Music Educators Journal, 76(5), 17-23.
Kite, T. S., & Smucker, T. (1994). Using Program Music for Interdisciplinary Study. Music Educators Journal, 80(5), 33-37
Music 'Makes the Brain Learn Better' (2003, July 27). Retrieved January 19, 2010, from
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Shetler, D. J. (1990). Crossing Disciplinary Lines for Musical Learning. Music Educators
Journal, 76(5), 32-35.
Twelve Benefits of Music Study. Retrieved January 19, 2010, from