Taking music lessons offers a space where kids learn how to accept and give constructive criticism, according to research published in The Wall Street Journal in 2014 ~ Joanne Lipman, “A Musical Fix for American Schools,” The Wall Street Journal, October 10, 2014.

On the SAT, students who participated in music scored an average of 31 points above average in reading, 23 points above average in math, and 31 points above average in writing. ~ College Board SAT, 2012 College-Bound Seniors: Total Group Profile Report. (See table 18.)

Researchers have demonstrated a strong relationship between individuals who participated in school arts experiences and higher academic success as demonstrated by grade point averages, scores on the Florida Comprehensive Assessment Test (FCAT) and math and verbal portions of the SAT exam. ~ Kelly, S. N. (2012). Fine Arts-Related Instruction’s Influence on Academic Success

We believe that music training is a particularly potent driver of brain plasticity that influences the biological processes important for listening, language, and learning. ~ Neuroeducation: “From the Lab to the Classroom,” School-Based Music Summary, Northwestern University.

Students who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons. ~ Arete Music Academy. “Statistical benefits of music in education.” Arete Music Academy. Accessed July 17, 2014.

“Students of all ages – that includes adults – generally find that music helps them focus more clearly on the task at hand and puts them in a better mood for learning.” ~ Chris Brewer, founder of LifeSounds Educational Services, quoted in “Boost Memory and Learning with Music,” pbs.org, Cheri Lucas.

Research indicates the brain of a musician, even a young one, works differently than that of a nonmusician. “There’s some good neuroscience research that children involved in music have larger growth of neural activity than people not in music training. When you’re a musician and you’re playing an instrument, you have to be using more of your brain.” ~ Dr. Eric Rasmussen, chair of the Early Childhood Music Department at the Peabody Preparatory of The John Hopkins University, quoted in “The Benefits of Music Education,” pbs.org, Laura Lewis Brown.

The cognitive structures developed through music instruction “exposed and illuminated more general organizing structures relevant for multiple disciplines.” ~ Portowitz,P., Lichtenstein, O., Egorova, L., & Brand, E. (2009). Underlying mechanisms linking music education and cognitive modifiability. Research Studies in Music Education, 31, 107-29

An analysis of data from the National Educational Longitudinal Study of 1988 demonstrated a significant correlation between participation in school music groups and achievement in math and English. ~ Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75(1), 69-95

“A broad education in the arts helps give children a better understanding of their world…We need students who are culturally literate as well as math and science literate.” ~ Paul Ostergard, Vice President, Citicorp

Children from “arts-rich” public schools score higher on expression, risk-taking, creativity-imagination, cooperative learning, and academic self-concept than children in “arts-poor” systems. ~ “Learning In and Through the Arts: The Question of Transfer,” Judith M. Burton, Robert Horowitz, and Hal Abeles, Studies in Art Education, 2000, 41(3): 228-257