Documenti di Didattica
Documenti di Professioni
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Larissa Mapua
1 May 2011
Abstract
It was hypothesized that countries with obligatory music programs had higher PISA 2009
scores than countries that did not require students to take music classes. A t-test was performed
to test for significant difference between music and non-music countries. The music countries
scored significantly higher with a p=0.0001. This suggests that successful PISA test scores could
be related to successful music programs. However, music countries spend significantly higher
amounts of money on primary and secondary education than non-music countries; therefore, the
difference in PISA scores may have been due to the high-scoring countries ability to afford
developed education programs. It was hypothesized that high school students participating in
music classes had higher GPAs than students who did not participate in music classes, and that
students who planned to major in music or played in music ensembles outside of school had
higher GPAs than those only participating in school music classes. An ANOVA test was
performed to test for significant difference in GPAs among active, participating, and non-music
students. There was no significant difference with a p= 0.19. This suggests that GPA is not
strongly influenced by the number of music credits a student obtains, their participation in music
Introduction
Studies have shown that music plays a significant role in the brain from the time of birth
(as cited in Rauscher et al., 1995). Music enhances the firing patterns of neurons in the brain,
which in turn improves higher brain functions in thoughts and actions (Rauscher et al., 1995).
Promoters of music education proclaimed the benefits students receive from music training as
early as the 1900s (Demorest, 2000). Music classes can improve several areas that contribute to
success and satisfaction in education. Studies have shown a positive correlation between the
number of music courses taken and attendance rates (as cited in Anonymous, 2010). Results of
studies indicate that active music students have lower dropout rates and less disciplinary issues
(as cited in Anonymous, 2010). Music courses of ensemble performance assist students in
gaining efficient communication and cooperation skills. Students are given the opportunity
intellectual development (Demorest, 2000). People interested in the benefits of music education
often ask, Does music make you smarter? (Demorest, 2000). Contemporary theorist Howard
Gardner (as cited in Demorest, 2000) explains intelligence as a combination of many different
type of intelligence as well, and there is no doubt that music education makes students smarter in
determining pitch, timbre, and rhythm (Hock, 2005). Gardner reports that musical intelligence is
the earliest type of intelligence to be displayed in children (Hock, 2005). However, the majority
of people assume the word smart means also smart at a subject other than music (Demorest,
2000). It would be false to proclaim that any type of music study benefits any academic
undertaking. Also, there are limits to measuring intelligence with merely grade point averages
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and test scores. It is more appropriate to ask the question: Does participating in music classes
The question has often been proposed as to whether music classes in school can cause
positive stimulus to academic core subjects (Spychiger, 1998). In order for the outcomes of
music education to be understood, the following five qualifications must be met (Spychiger,
1998). 1) Limited and elongated effects of musical engagements need to be distinguished from
each other. It is important to note whether the results of a study are short-term or long-term
effects. 2) The direct sources of positive effects on the brain are not always music and musical
activities. 3) Environmental and social surroundings have a stronger effect than the cognitive
aspect. This is displayed in the actions of a youth orchestra ensemble; the children interact
socially with one another and have to trust each other to perform well, regardless of previous
individual achievement. 4) The quality of the music instructor is a large contributing factor to the
effects of academic success. It is not true that any type of music training will produce the same
results as formal, high-quality music education. 5) It is important to also remember that music
With the mentioned qualifications, a popular claim often associated with the benefits of
music called the Mozart Effect can be analyzed. The publicity of this claim was sparked when a
study by Rauscher and colleagues (1995) reported that short exposure to a Mozart sonata
increased spatial-reasoning abilities (as cited in Schellenberg, 2006). The report was concluded
from a behavioral experiment of three groups. The first group listened to a Mozart piano sonata,
the second group listened to a mix of Philip Glass, an audio-taped story, and a dance piece, and
the third group sat in silence for ten minutes. After listening to the audio stimuli, Paper Folding
and Cutting (PF & C) items from the Stanford Binets Intelligence Scale were issued to the
students. PF & C items included symmetrical operations of mirror reflection and rotation; the
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students were asked to predict how a cut paper would appear unfolded. It was concluded that the
process of hearing music organized firing patterns of cortical neurons so that the right
hemisphere of the brain could perform spatial-temporal tasks. Music acted as exercise for
Mozart was chosen because he began composing at the age of four, so it is expected that
he utilized spatial-temporal patterns fired by neurons in the cortex through his music (Rauscher
et al., 1995). Spatial-temporal reasoning is a reliable factor of academic success and is critical in
learning mathematics and science (Rauscher et al, 1997). Key features of spatial-temporal
reasoning include these tasks: altering mental images according to space and time, comparing
physical images to mental images, and understanding sequential patterns (Grandin et al, 1998).
Rauscher et al. (1997) tested spatial reasoning in preschool children separated into three groups
by the type of received training: private keyboard lessons, private computer lessons, and no
keyboard or computer lessons. Spatial reasoning was tested by time it took the participants to
complete the following activities: creating a mental image of a puzzle and then putting it
together, visually matching and sketching geometric designs, matching patterns using colored
blocks, and placing pegs in a hole according to its assigned color. Significant improvement on
the spatial-temporal reasoning tests was found only in the keyboard group. This suggests that
music education yields long-term enhancements in areas of the brain that do not primarily
respond to music. It is proposed that increased enhancement may improve students learning of
intelligence (as cited in Hock, 2005). The Mozart Effect attracted attention because the original
study was published in the prestigious journal Nature, and because the results were translated
into an immediate increase of eight IQ points (Schellenberg, 2006). Based only on this study,
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many people then falsely concluded that music makes people smarter. The validity of this study
is questioned when considering the conditions. The two groups who did not listen to a Mozart
sonata listened to ten minutes of silence or a relaxation tape. Those audio stimuli were not as
arousing or engaging to listen to as the Mozart sonata. It is known that mood also influences
performance on problem-solving tasks, so the effect could have originated from a change in
mood, not the exposure to Mozarts music (Thompson, 2001). As of May 2000, less than fifty
percent of the twenty tests published successfully replicated the effect. It is indicated that the
It has been hypothesized that other composers music may have an effect similar to the
Mozart effect as well. In contrast, Petsche et al. (as cited in Rauscher & Shaw, 1998) showed the
Pachelbels Canon and a piece by Bartok did not produce a significant difference in results
(Rauscher & Shaw, 1998). Yet, enhanced spatial-temporal task performance resulted after
patients listened to Fantasia for Piano, 4 Hands in F Minor by Schubert (Rauscher & Shaw,
1998). A study by Nantais and Schellenberg (1999) also found that spatial-temporal abilities
Researchers have also provided compelling evidence that the Mozart effect is produced
by differences in arousal and mood. The subjects in a study by Thompson (2001) completed a
test of spatial abilities after hearing an energetic sonata by Mozart, a slow, sad adagio by
Albinoni, or a period of silence. Enjoyment, arousal, and mood were measured as well. At first,
the Mozart effect was apparent in the results revealing higher performance on spatial tasks by the
Mozart group. However, when differences in enjoyment, arousal, and mood were held constant
by statistical means, the Mozart effect was not evident in the data.
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Studies of the effect have produced an inconsistent pattern of results with some studies
producing it and others failing to do so (Jackson, 2004). Two experiments by McKelvie and Low
(2002) did not support the findings of enhanced spatial scores. The first experiment compared
responses to a Mozart piece and a popular dance groups song. There was no significant
improvement for either of the groups in spatial IQ scores. The second experiment used the same
methodology as the original Mozart effect study, but the results did not support the claim of the
effect. An experiment by Steele (1999) also failed to replicate the effect, even though key
procedures of the original study with positive results were followed. From this study, it is
concluded that little evidence exists to base intellectual programs, such as the popular Mozart
Although there is certainly data to refute the Mozart effects existence, there is valid
during a study by Rauscher (1998) under certain conditions. The Mozart effect was not present
until a verbal distraction was heard after the pre-test and before the listening treatment. The
results are similar to a study by Rideout and Taylor (as cited in Rauscher & Shaw, 1998) in
which enhancement occurred after hearing spoken relaxation instructions between the first test
and the playing of music. It is suggested that a delay period is necessary between the pre-test and
the music exposure in order to reveal the Mozart effect (Rauscher & Shaw, 1998).
One long-term study included children under the age of five who received eight months
of music training (as cited in Demorest, 2000) which consisted of daily singing for thirty minutes
and keyboard practice for at least ten minutes. The control group received no music instruction.
The children were tested on five spatial reasoning tasks every four months. The children who
received music training displayed significant improvement on one of the five tasks, assembly of
objects, and scored significantly higher than the children without music training.
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understand phonemes, units of speech represented by letters in the alphabet, the process of
learning to read and write becomes a serious struggle (Adams et al, 1998). A childs level of
phonemic awareness is a strong indicator of later reading achievement. If the ability to recognize
and report phonemes in words is developed through instruction, it will accelerate reading and
writing success (Adams et al, 1998). Gronko (2005) determined the relationship between music
education and increased phonemic awareness in young children through his experiment. The
analysis of the data shows that kindergarten children who took four months of music classes
who did not receive music classes (Gronko, 2005). A similar study by Piro and Ortiz (2009)
found that students who took piano lessons for three years scored significantly higher in
vocabulary and verbal sequencing tests than students who were not involved in music.
An experiment conducted by Herrera et al. (2011) revealed that music training also
affects the reading achievement of children who speak languages other than English. Preschool
children whose first language was Spanish or Tamazight, a Berber dialect spoken in Morocco,
participated in the two year study. The children who received phonological and music training
significantly outperformed those who did not take the special training. The special training was
effective by instilling greater phonological awareness and naming speed in Spanish. Naming
speed is another reliable predictor of a childs future reading level. The study supports the notion
that the benefits of music training can apply to young children of various ethnicities (Herrera et
al, 2011).
As seen in the Mozart effect studies, it has been revealed that there are possible benefits
to music education. The Mozart effect produces short-term benefits while academic achievement
is produced as a long-term benefit (Rauscher & Shaw, 1998; Rauscher et al, 1997). A positive
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correlation between music education and academic education of young students around the globe
is shown in numerous studies and findings (Johnson & Memmott, 2006; Kinney & Forsythe,
2005; Southgate & Roscigno, 2009). These studies and findings support the fact that music
students gain many benefits other than learning how to play an instrument. When observing the
hours of practice music students partake in, it is clear that music teaches discipline and hard
work, which are important to incorporate into ones academic study habits (Miller & Coen,
1994). Highly respected musical experts involved in education from regions all around the globe
support this notion. In England, The Inspector of Schools to the English Board of Education
reported that music classes used within school education programs awakened the minds of
children and generally prepared them for academic success (Scholes, 1995). Will Earhart,
president of the Music Educators National Conference in 1919, stated that music impacts
knowledge applied in geography, history, and foreign languages (Morrison, 1994). Horace
Mann, founder of the American school system, proclaimed that music was essential to the
education of youth to develop aesthetic appreciation, citizenship, and critical thinking (Miller &
Coen, 1994).
Students who are active members of music organizations often have higher academic
achievement than students who do not participate in music organizations (Southgate & Roscigno,
2009). This is seen in an analysis conducted on data collected by the U.S. Department of
Education (Southgate & Roscigno, 2009). The results show that the participating students
academic success is associated with being in a music program. The students ranged from young
children in kindergarten to adolescents in high school. Many factors were considered within the
data, such as ethnicity and parent involvement in the childs music life. An example of such
parent involvement would be attending their childs music concerts. For the children in
kindergarten and first grade, music in school positively impacted achievement in math. High
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school students obtained a higher achievement in reading while attending music classes in school
Another analysis was performed on data collected from the Ohio Fourth-Grade
Proficiency Test scores of students attending a school with an Arts IMPACT program and of
students attending a traditional school. The Arts IMPACT program offers students weekly
lessons in art, music, drama, and dance. Results revealed that students of the Arts IMPACT
program scored significantly higher on the math and science sections of the test than the
traditional students did. In the reading and writing sections of the test, no significant differences
between the test scores were found (Kinney & Forsythe, 2005). Cox and Stephens (2006)
conducted a study on high school students with and without music education. No statistically
large difference was found in their mean math grade point averages or in their GPAs. Scatter
plots of the data displayed a slight upward trend in GPAs as the number of music credits
Research has shown that students who studied fine arts, especially music, during
elementary, middle, and/or high school years scored significantly higher on both the verbal and
the mathematics sections of the SAT (Demorest, 2000). However, this data is often
misinterpreted to be the direct result of studying music instead of considering other factors, such
as the characteristics of music students. It is inaccurate to claim causation within this study and
participation in school music programs and standardized test scores. The experiments include
data on both elementary students and middle school students. The difference in size between all
of these scores was small, yet the scores of the music students were greater. Examination of the
elementary school data indicate that children involved with music education programs performed
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better on both English and mathematics standardized tests than other students who did not have
that educational experience. The results of the middle school data indicated that for both English
and math tests, students in both general music programs and instrumental programs had scores
higher than those not attending any music classes or instrumental programs. Let it be noted that
these studies show correlation, but do not mean causation between music classes and academic
achievement.
achievement in the United States spend 20 to 30% of the day on the fine arts with emphasis on
music. Included is St. Augustine Bronx Elementary School, which implemented an intensive
music program after nearly failing academically in 1984. Today 90% of the students are reading
Morrisons (1994) study also supports the idea that high school student members of band,
orchestra, or chorus to have higher grades in core academic classes than students who do not
participate in music programs. The National Center for Educational Statistics compared the
grades of music participants and nonparticipant sophomores from public and private schools. In
this study, a larger percentage of music participants had higher grade averages in math, history,
academically successful countries. The 1988 International Association for the Evaluation of
seventeen countries, shows that Hungary, Japan, and the Netherlands were the leading nations in
scientific achievement. For decades, these three countries have made instrumental and/or vocal
training mandatory from elementary school to high school. In the 1960's, the Kodly system of
music education was established in Hungarian schools. It is reported that by the third grade,
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participating students sing on pitch with impressive accuracy and beautiful tone. Additionally,
outstanding (Dickenson, 1993). In 1968, the Netherlands made music classes mandatory in
secondary schools (Kelstrom, 1998). In Japan, students take a minimum of two courses each
The foundation of music in academic education of the most successful countries contrasts
with the United States' focus on math, science, vocabulary, and technology (Dickenson, 1993).
The United States was ranked fourteenth among the seventeen countries (Ponter, 1999). This low
ranking could possibly be related to the lack of formal music education in the American school
systems. In the United States, music is mainly valued as entertainment and not as a significant
contribution to education (Miller & Coen, 1994). Few students in the United States have a
balanced curriculum in music instruction, and music classes are often cut from schools when an
economic crisis strikes (Miller & Coen, 1994). It was hypothesized that countries with obligatory
music programs in their general education systems had higher PISA 2009 scores in math,
reading, and science than countries that do not require students to take music classes. It was also
hypothesized that high school students enrolled in music classes had higher GPAs than students
who did not participate in music classes, and that students who planned to major in music or
participated in music ensembles outside of school had higher GPAs than those only enrolled in
music classes.
62 countries that participated in the PISA 2009 were separated into two groups: countries
with and without required music programs in their general pre-college education systems. It was
researched online to determine if a country required music programs. The country had to have
compulsory music programs in their general education schools nation-wide past the primary
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level (which was usually from grades 1-6) to be included in the music country group. Three t-
tests were performed to test for significant difference between the countries PISA test scores in
90 North Cobb High School students were given a survey. Two homerooms, one with
juniors and one with seniors, were randomly selected from a list of homerooms to be given
surveys as the non-music student group. The randomly selected band, chorus, and orchestra
students were given surveys as the participating and active music student groups. The survey
asked for the participating students sex, grade, weighted GPA, number of music credits obtained
in high school so far, and whether they planned to major in music during college. It also asked,
Have you been an active member of a music ensemble outside of school such as the Georgia
Youth Symphony Orchestra? If you are, please state what music ensemble. An ANOVA test
was performed to test for significant difference between the non-music, participating music, and
active music students GPAs. Participating music students had to have obtained at least two
music credits in high school and active music students had to have been an active music
It was proposed that if there was a significant difference between the music and non-
music countries, with the music countries having higher scores, economical factors may have
conflicted. The countries with the higher PISA scores may have been more developed than
countries with lower PISA scores. Therefore, the high-scoring countries may be able to afford
music programs in education, while the low-scoring countries may not have the resources for
establishing music programs. The average expenditure per student (%) in primary and secondary
education and GDP per capita (PPP) in the value of 2010 US dollars was found of each country
in the music and non-music group. The expenditure per student percent was multiplied by the
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GDP per capita (PPP) to find the amount spent on primary and secondary education each country
Results
Three t-tests were performed to determine a difference between PISA 2009 reading,
mathematics, and science scores of countries with and without music required in their education
systems. Music countries scored significantly higher than non-music countries with each t-test at
p=0.0001. The mean reading score was 505 for music countries and 445for non-music countries.
The average reading score of all participating countries was 493. The mean math score was 513
for music countries and 443for non-music countries. The overall math score mean was 496.The
mean science score was 516 for music countries and 450 for non-music countries. The overall
An ANOVA test was performed to test for a difference between GPAs of non-music,
participating music, and active music students. There was no significant difference with p=0.19.
The mean GPA of non-music students was 3.52, the mean of participating musicians was 3.70,
A t-test was performed to test for significant difference in the amounts music and non-
music countries spent on primary and secondary education per student. There was a significant
difference with p= 0.014.The music countries spent significantly higher amounts of money on
education with a mean amount of $7279 while the non-music countries had a mean amount of
$4421.
PISA 2009 Countries with and without Obligatory Music Programs in General Pre-College Education Systems
Slovenia, Estonia, Netherlands, Japan, Portugal, Korea, Austria, Belgium, Croatia, Czech Republic, Germany,
PISA 2009 Scores of Countries with and without Music in General Education
Subject Scores of Countries With Music Program Scores of Countries Without Music
Program
Reading 481. 483. 489. 494. 495. 499. 500. 501. 314. 362. 370. 371. 372. 385. 390. 398.
503. 508. 520. 521. 536. 539. 402. 404. 405. 408. 412. 413. 416. 421.
519. 526. 529. 536. 541. 546. 386. 387. 388. 403. 405. 414. 419. 419.
522. 528. 532. 538. 539. 554. 401. 401. 401. 402. 405. 410. 415. 416.
Non-Music (0-1 credit) Participating Musician (2+ music Active Musician (2+ music credits and
3.17, 3.20, 3.20, 3.20, 3.20, 3.30, 3.50, 3.50, 3.50, 3.50, 3.70, 3.70, 3.40, 3.60, 3.60, 3.75, 3.79, 4.00, 4.06,
3.30, 3.30, 3.30, 3.40, 3.40, 3.40, 3.70, 3.77, 3.80, 3.80, 3.88, 3.90, 4.12, 4.20, 4.20, 4.20
3.40, 3.50, 3.50, 3.50, 3.50, 3.50, 3.95, 4.00, 4.00, 4.00, 4.10, 4.10,
Discussion
and active music students; this did not support the hypothesis. This suggests that GPA is not
strongly influenced by the number of music credits a student obtains, their participation in music
ensembles outside of school, or their choice to major in music. The PISA 2009 reading, math,
and science scores of countries with compulsory music programs in their education systems were
significantly higher than the scores of countries that do not view music as a compulsory subject
nation-wide; this supported the hypothesis. Music countries spend significantly higher amounts
of money on primary and secondary education than non-music countries; therefore, the
significant difference in PISA 2009 scores between music and non-music countries was due to
This study revealed these results on account of several factors. The homerooms the
survey was distributed in had students taking honors and AP classes which may have caused the
non-music students GPAs to be higher than the average high school student. With a small
sample size there was less of a chance that a distribution representative of the entire student
Caution must be used when using the results of this study to support a hypothesis. The
survey included only 90 North Cobb High School juniors and seniors, which is not a fair
representation of all students. This study could be improved by using a larger sample size, such
as 250 students with equal representation from chorus, band, and orchestra. Additionally, the
study would provide results more representative of the student population if the students had
been randomly selected from a list of the entire school population, rather than randomly selected
by homerooms. There would be more of a chance that general students not enrolled in honors
and AP classes would be included in the sample. Additionally, the study would provide results
more representative of the entire student population if the survey was given over a broader
It is suggested that future experiments analyze how band, orchestra, and chorus
individually affect students GPA. Another future study could include analyzing the difference in
PISA scores between countries main type of music programs, such as instrumental or vocal
programs. Also, a survey could also evaluate the amount of time one spends practicing outside
of instructional time or the amount of time one spends in music lessons. Student data could be
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