"Without music, life would be a mistake" ― Friedrich Nietzsche

Amid disagreement as to the credibility of the Mozart effect, does the widespread belief that those who study music generally perform better academically have any truth to it? A head teacher at a primary school in England certainly believes that music was the key to transforming his students' literacy and numeracy results. But is there a causal relationship between studying music and getting good results in other disciplines? And are there other benefits to a musical education? Or do those who study music just happen to be more academically gifted?

Plenty of studies suggest that children who follow music classes achieve higher scores. There is scientific evidence behind the argument, as research shows that studying music can cause positive changes to the brain. This could explain why education that includes a strong measure of music also supports performance in other subjects such as maths or languages.

Whether or not music improves academic results, it may be beneficial in many other ways. Some argue that the sense of belonging brought about by the community aspect of music-making can offer children the right emotional backdrop in order for them to thrive. It also offers priceless transferable skills which can be used throughout an individual’s career and professional development. Aside from the obvious team-work and perseverance skills, music-making involves problem-solving, and develops attention to detail and analysis, all of which are essential in professional life. Music graduates invariably become valuable employees as they have broad skills that make them readily adaptable.

Sometimes countries view music and arts education as a luxury addition in the curriculum, rather than an integral cornerstone. Indeed in some parts of Europe the responsibility for musical education has been taken out of schools, and is offered only as an optional extra-curricular activity. While the compulsory school curricula ensures more equal educational opportunity, this approach of placing music education outside the school setting may lead to unequal take-up of provision, and may reinforce social inequity.

Equal opportunity to musical education is something that should be prioritised, particularly given the success of projects such as the Venezuelan “El Sistema” which, from 2005; brought the most socially deprived children into musical education, with extraordinary impact. El Sistema saw the emergence of the renowned Simon Bolivar youth orchestra, also produced Gustavo Dudamel, the most esteemed conductor of his generation, and acted as a model that has now been copied in many countries including Canada, Portugal and Scotland.

The Youth Wiki website provides other positive examples. Across Scandinavia there are many illustrations of the benefits to be brought about through societal investment in culture. Sweden set up a series of cultural policy objectives in 2009, underpinned by the belief that, “culture is to be a dynamic, challenging and independent force based on the freedom of expression. Everyone is to have the opportunity to participate in cultural life.” The EU has also been trying to increase funding to the arts in recent years, launching many programmes such as Music Moves Europe in 2015.

Funding extra-curricular projects is fine as long as music in core education provision is not overlooked, as this can have some pretty negative consequences. Eurydice’s report on instruction time for different subjects shows that the arts come out very poorly when instruction time is compared to mathematics. In a time where there has been an increased policy focus on STEM subjects, schools are prioritising the teaching of core subjects, to the detriment of subjects that encourage creativity and innovation. Eurydice's upcoming migrant report highlights the fact that European countries tend to give migrant students additional support for language and core subjects, but may be ignoring evidence that music can help with a child's integration and performance, including in disadvantaged areas.

Around the world, school funding for arts and music is being cut to a worrying degree. For those who believe in evidence-based policy-making, it is surely time to change course. The evidence suggests that time spent on music and the arts, far from negatively impacting children's learning, actually contributes to improving educational outcomes, and assisting in the development of fully rounded citizens. So perhaps it’s time for our voices to sing out strongly for more musical education in schools?

Authors: Lydia Stoddart and David Crosier

Photo by Pixabay