1. The benefits of instrumental music tuition for attainment and cognitive development

2. Learning Learning is a natural process for human beings Learning may be deliberate and intentional or incidental occurring without conscious awareness All forms of learning involve change in the learner 2

3. Learning and the brain (1) When we learn connections are made or reinforced in the brain Pruning also occurs Through these processes the cerebral cortex self- organises 3

4. Learning and the brain (2) Neural responses to the environment occur instantly Only where responses recur over long periods of time does fundamental change occur The brain substrates of processing reflect the ‘learning biography’ of each individual 4

5. 5 Music Language, literacy and numeracy Intellectual development and attainment Physical development, health and wellbeing Social and personal development

6. 6 Language, literacy and numeracy Musical training enhances the processes which are shared between music and language Improved processing facilitates phonological awareness and literacy Those with reading difficulties benefit from rhythmic training Evidence for numeracy is mixed – may depend on specific mathematical tasks

7. 7 Intellectual development and attainment Evidence of enhanced intellectual development through actively engaging with music (particularly spatial reasoning) Strong relationships between general attainment and engagement with music – recent research using advanced techniques supports this Evidence of enhanced creativity – dependent on the type of musical activity

8. 8 Physical development, health and well-being Rhythmic accompaniment to physical exercise Fine motor co-ordination Health benefits – immune system Well-being in terms of social engagement, friendships, mood

9. 9 Social and personal development Success in music can enhance:  motivation, self-esteem and confidence;  independent learning;  team working skills;  identity development;  emotional sensitivity.

10. Cultural and economic issues Creative industries in Scotland support 60,000 jobs and contribute £5 billion to the economy Music education is important in providing the skills to support these industries 10

11. Quality of tuition The quality of tuition needs to be high This is particularly important in relation to self-esteem and confidence 11

12. Evidence of the role of the teacher in supporting learning (1) Teachers need to:  be enthusiastic;  act as role models;  provide inspiration;  praise successful attainment of goals;  encourage learners to take responsibility for their own learning;  where possible allow students choice;

13. The role of the teacher in supporting learning (2)  explain the relevance of the curriculum and tasks within it;  provide models of what is to be learned and how;  set tasks which are challenging but not too difficult, allowing for prior knowledge;  give constructive feedback;  provide and support opportunities to play with others.

14. Parental commitment Parents react in different ways to their child playing an instrument Where parents, teachers and children share the same aims and work together progress is much greater This is particularly so for young children 14

15. Institutional commitment and ethos Music flourishes in schools where staff value music Commitment of senior management is one of the key factors in the success of any initiative 15

16. Benefits into adulthood Most research has focused on older adults There are social, health, well-being and cognitive benefits of active engagement with music People often re-learn a previously learned instrument – some acquire a new skill 16

17. Ongoing research Neuroscience Enhancing literacy with poor readers Benefits of making music for adults and older people Relationship between musical and mathematical skills Value for money research Trying to establish what kinds of music making are important for the benefits to be realised 17

18. Music education around the world Very different systems in place internationally Local Authority Music Services are exemplary in providing opportunities for all in comparison with other systems Music education seems to be stronger in Scotland than other parts of the UK 18

19. Policy and practice There is ever growing evidence of the power of music Music education is threatened in most of the developed world There is a need for ongoing advocacy Support for music is not linked to specific political views – usually individual beliefs Lobbying can be very effective particularly when parents are involved 19

20. 20 s.hallam@ioe.ac.uk Institute of Education University of London 20 Bedford Way London WC1H 0AL Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email info@ioe.ac.uk Web www.ioe.ac.uk