Is access to Music Education the most effective method for improving brain function in youth?

I recently came across this article re-published to ABC Education for the second time – first published on 10 October 2018 and 20 July 2022 – that speaks on the impact of music education on cognitive development in school-aged children. The article by Anita Collins, a music educator, argues that music education is one of the most complex cognitive activities the brain can undertake, which has a range of positive impacts on brain development, including language development, executive skills development, and social skills development. In this response, I wanted to evaluate the claims made in the article and examine the evidence used to support them by Anita (and subsequently ABC Education).

Claims

Anita argues that music education has numerous positive impacts on cognitive development, including improved working memory, phonemic awareness, spatial skills, impulse control development, auditory development that protects our brains from aging, and reading and comprehension skills. While many studies support these claims, some research suggests that the relationship between music education and cognitive development may be more complex than a simple cause-and-effect relationship. For example, some studies have found that there may be genetic or environmental factors that influence both musical ability and cognitive development [1].

Anita also suggests that musically trained children tend to acquire language quicker, learn how to read earlier, and develop comprehension skills earlier. While some studies support these claims [2], others have found mixed results or have suggested that the relationship between music education and language development may be more nuanced [3]. Additionally, some studies have suggested that the benefits of music education may be more significant for children who start music lessons at a younger age [4].

Anita argues that music learning requires the use of many different parts of the brain at once and provides a workout for the prefrontal cortex, where our executive functions live. While there is some evidence to support this claim [3], other studies have suggested that the relationship between music education and executive functioning may be more complex than a simple cause-and-effect relationship [5].

Anita also suggests that playing music in a group requires subtle, non-verbal social skills that are important for developing solid relationships, managing well-being, and being empathic and compassionate towards others. While some studies have supported this claim [6], other studies have suggested that the relationship between music education and social skills development may be more complex than a simple cause-and-effect relationship [7].

Access to Music Education

While music education is a powerful tool for improving brain function in youth, it may not be the most effective method for all children. However, there are a variety of factors that influence brain development, including genetics, environment, nutrition, and education.

That being said, there is a growing body of research that suggests that music education can have a significant impact on brain function in youth. One study published in Frontiers in Psychology found that children who received music training had better cognitive and motor skills than those who did not receive music training [8]. Another study published in the Journal of Neuroscience found that children who played musical instruments had better executive function, cognitive flexibility, and working memory than those who did not play musical instruments [9].

Furthermore, research has shown that music education can improve language development, reading and comprehension skills, and social skills in youth. A study published in the Journal of Educational Psychology found that music training improved phonemic awareness, reading fluency, and reading comprehension in elementary school children [10]. Another study published in the Journal of Research in Music Education found that participation in a choir improved social skills and self-esteem in adolescents [11].

Conclusion

The article by Anita Collins provides a compelling argument for the benefits of music education on cognitive development in school-aged children. While the evidence supporting these claims is not always consistent, there is a growing body of research that suggests that music education may have numerous positive impacts on cognitive development, including language development, executive skills development, and social skills development. As such, policymakers and educators should consider the benefits of music education when making decisions about educational programs and funding. While access to music education may not be the most effective method for improving brain function in all youth, it is a powerful tool that can have a significant impact on cognitive, motor, language, and social development. However, more research is needed to fully understand the relationship between music education and brain function in youth.

References

[1] – Practice does not make perfect: no causal effect of music practice on music ability
[2] – The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual, English-speaking peers
[3] – Short-Term Music Training Enhances Verbal Intelligence and Executive Function
[4] – Musical Training Shapes Structural Brain Development
[5] – Examining the association between music lessons and intelligence
[6] – Self-Compassion and Responses to Trauma: The Role of Emotion Regulation
[7] – High School Music Ensemble Students in the United States: A Demographic Profile
[8] – Teaching with concrete and abstract visual representations: Effects on students’ problem solving, problem representations, and learning perceptions.
[9] – An equal start: absence of group differences in cognitive, social, and neural measures prior to music or sports training in children
[10] – Educational psychology : for learning and teaching / Sue Duchesne, Anne McMaugh, Sandra Bochner, Kerri-Lee Krause
[11] – Using Trauma-Informed Care to Re-Frame Puzzling Student Behaviors in the Music Classroom

* Photo credit: RODNAE Productions