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Music for Every Child 1 Our Mission To Ensure That Every Child in the US Has Access to a Quality Music Education

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Music for Every Child 1 Our Mission To Ensure That Every Child in the US Has Access to a Quality Music Education Music for a special report for parents, educators, community organizers, policy-makers Every Child and citizens of the world Ann and Gordon Getty Foundation SFCM · Ann and Gordon Getty Foundation Music for Every Child 1 Our Mission To ensure that every child in the US has access to a quality music education. Executive Summary Music-making is an essential part of a child’s growth It shapes our minds, develops our brains, Music programs pay for themselves by unites our communities, and brings us joy. ensuring better attendance in school and higher graduation rates. Students who Music-making is fundamental to our have music training as an integral part of humanity. The oldest known artifacts in their overall education are better equipped history, dating back 40,000 years, include to contribute to the workforce, especially musical instruments. Music is central to how because theirs is a future where innova- babies learn to communicate because they tion will be the key to finding solutions for respond meaningfully to prosody — rhythm increasingly complex problems. and tone — well before they understand spoken words. Yet public school music programs are being cut across the United States. These cuts Neuroscientists, educators and psycholo- disproportionately affect under-privileged gists have all provided compelling evidence students because these kids show the big- that music training can improve attention, gest gains in academic success when given memory, language, social skills, creativity access to public music programs. Even and executive function—that set of mental limited music training can improve reading skills that helps us get things done. and language skills, particularly for those who struggle or have learning disabilities. Musicians show greater connectivity in the brain as well as other structural and This paper will describe the primacy of functional differences compared with music in our culture, review the effect of non-musicians. music education on children in PreK-12 schools, and make the case for music pro- grams in every school. Music training can enhance attention, memory, language, social skills, creativity and executive function — the skills that help us get things done. Contents Music is fundamental to who we are .................................................................................4 Section 1: Music-making builds brains Shaping brain development ............................................................................................5 SIDEBAR: Music training improves language ability ..............................................5 Amplifying development in toddlers, children, and teens ...................................6 SIDEBAR: How the brain develops .................................................................................7 Boosting neuroplasticity ...................................................................................................8 SIDEBAR: Musicians are better at multitasking .........................................................8 SIDEBAR: Musicians extract more meaning from sound .......................................9 SIDEBAR: Music training coordinates left & right cerebral hemispheres ......10 SIDEBAR: Musicians’ brains become more efficient ..............................................11 Boosting test scores and IQ ...........................................................................................11 CASE STUDY: YOLA at HOLA proves music programs benefit underprivileged kids ................13 Enhancing performance across the board ..............................................................15 Section 2: Music-making builds character Improving social skills .....................................................................................................17 Building character .............................................................................................................18 Motivating people, even through difficult periods ..............................................20 CASE STUDY: Harmony Project encourages youth to stay in school ..............................................21 Boosting creativity ............................................................................................................22 Section 3: Music-making builds community Benefiting the whole community ...............................................................................24 Delivering a strong return on investment ................................................................25 Conclusions ..............................................................................................................................27 Call to Action ...........................................................................................................................28 About the Author ...................................................................................................................29 Acknowledgements ..............................................................................................................30 Glossary......................................................................................................................................31 References .................................................................................................................................33 Endnotes....................................................................................................................................37 Note: All scientific terms are shown in italics and defined in the Glossary at the back. © 2020 by San Francisco Conservatory of Music. Please feel free to copy and redistribute this material in any medium or format, acknowledging authorship and copyright to the San Francisco Conservatory of Music and the studies upon which it is based. Version 1.0 published August 2020 “The theory of relativity occurred to me by intuition and music is the driving force behind this intuition. My parents had me study the violin from the time I was six. My new discovery is the result of musical perception.” — Albert Einstein Music is fundamental to who we are The discovery of man-made musical instru- guage and music support communication. ments dating back as far as 40,000 years Both play distinct roles in our evolution as indicates that music has been a part of our a species, our development as individuals, history for as long as we can measure. and our capacity to build communities. Just like the discovery of fire, music pro- Given how important communication foundly increased the potential of our skills are in the workforce, interventions species. that improve speech and language pro- cessing are highly valuable, particularly in Fire helped our ancestors prepare better populations where traditional methods of meals with less effort and gave them teaching these skills have fallen short. more leisure time. Music helped them use that extra time to exchange ideas, gain Music unlocks a child’s potential by a deeper understanding of themselves enhancing the development of fun- and others, teach their children, and forge damental skills required in language relationships. communication such as auditory process- Both music and language play distinct roles in our evolution as a species, our development as individuals, and our capacity to build communities. Did music give early humans advantages ing, comprehension of speech, speech that Neanderthals lacked? Without music, production, abstract thinking, and emo- would our species have evolved with the tional understanding. ability to live in large groups — a feat that no other primate has mastered? Music is a tool that has shaped human development through millenia. In our Through language, we share, debate and modern age, music gives educators a mode refine our ideas. In fact, how we think is through which they can reach students framed by the languages that we speak. who are otherwise difficult to engage and Much of the work in neuroscience demon- improve their communication skills via strates that music and language processing multiple different circuits. It also provides overlap — both in neuroanatomy and in the neuroanatomical and functional foun- cognitive skills. dation on which our complex minds are built. A child’s brain is especially malleable, There are also many differences. However and music not only enhances existing the underlying reality is that both lan- connections but also creates new ones. SFCM · Ann and Gordon Getty Foundation Music for Every Child 4 Section 1: Music-making builds brains Shaping brain development Music training Building babies’ brains improves language ability Even before a fetus has left the womb, music is a part of its life. For some time, early childhood edu- Newborn babies recognize melodies played in utero and show cators have been aware that music 1 measurable brain changes in response to them. There is even training improves a child’s language evidence that playing music in the neonatal intensive care unit ability. In 2016, researchers Christina accelerates the functional development of preterm baby brains, Zhao and Patricia Kuhl proved that making them more similar to the brains of babies born full-term.2 a musical intervention of teaching babies waltz time improved their While the brain is undergoing rapid growth in the first year — ability to learn speech. tripling in size — exposure to meaningful sound can have a lifelong effect on brain development and cognitive functions like The babies took part in 12 sessions of language processing
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