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Reasons to be in the Band |
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There are many reasons to play in the band. Here are a few findings from some well-known and important research studies that you might find interesting.
1. Students with coursework/experience in music performance scored 52 points higher on the verbal portion of the SAT and 39 points higher on the math portion than students with no coursework or experience in the arts. (Profiles of SAT and Achievement Test Takers, The College Board, 1998.)
2. Studying music strengthens students' academic performance. Studies have indicated that sequential, skill-building instruction in art and music integrated with the rest of the curriculum can greatly improve children's performance in reading and math. (Martin Gradner, Alan Fox, Faith Knowles, and Donna Jeffrey, "Learning Improved by Arts Training," Nature, May 23, 1996.)
3. When researchers analyzed the NELS-88 database of the US Dept of Education, which tracked 25,000 students over a ten year period, they discovered that students who were involved in music scored higher on standardized tests and reading tests than students not taking music courses. This finding was consistent for students of all socioeconomic backgrounds. (Dr. James Catterall, UCLA, 1997.)
4. In a 1995 study in Hamilton, Ohio, string students who participated in pullout lessons averaged higher scores than the non-pullout students in all areas of the Ohio Proficiency Test. Sixty-eight percent of the string students achieved satisfactory ratings on all sections of the test compared to fifty-eight percent of the non-pullout students. (Michael D. Wallick, "A Comparison Study of the Ohio Proficiency Test Results Between Fourth-Grade String Pullout Students and Those of Matched Ability," Journal of Research in Music Education, 1998.)
5. The average scores achieved by music students on the 1999 SAT increased for every year of musical study. This same trend was found in SAT scores of previous years. (Steven M. Demorest and Steven J. Morrision, "Does Music Make You Smarter?," Music Educators Journal, September, 2000.)
6. College students majoring in music achieve higher than students of all majors on college reading exams. (Carl Hartman, "Arts May Improve Students' Grades," The Associated Press, October, 1999.)
7. There is a very high correlation between positive self-perception, high cognitive competence scores, healthy self-esteem, total interest, school involvement, and the study of music. (O. F. Lillemyr, "Achievement Motivation as a Factor in Self-Perception," Norwegian Research Council for Science and the Humanities.)
8. Nations whose students consistently outperform the United States in tests assessing science achievement are the countries where music is a primary focus of the curriculum. (James R. Ponter, "Comparing School Music Programs and Science Test Scores Worldwide," NASSP {National Association of Secondary School Principals} Bulletin, February, 1999.)
9. Check out this article about studying instrumental music:
http://www.raisesmartkid.com/all-ages/1-articles/16-the-effect-of-music-on-childrens-intelligence
10. NAMM Study Reveals Connection Between Music Education and High Test Scores.
NAMM (National Association of Music Merchants) Foundation's Sounds of Learning Initiative recently held a study that shows that students in high-quality music education programs score higher on standardized tests compared to students in schools with deficient music education programs. The study included 4,739 elementary and middle school students in four US regions. Results from the elementary schools showed that students in top-quality music programs scored 22% better in mathematics than students in deficient music programs. Results from the middle schools showed that students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program, and 32% higher in English than students in a deficient choral program. Results from the middle schools also showed that students in top-quality instrumental programs scored 17% higher in mathematics than children in schools without a music program, and 33% higher in mathematics than students in a deficient choral program. "It is crucial to note that this project has revealed a relationship between quality music instruction and heightened academic performance," said Dr. Christopher Johnson, Professor of Music Education and Music Therapy and Associate Dean of the School of Fine Arts at the University of Kansas, and lead investigator for the study. Joe Lamond, President and CEO of NAMM said, "School Administrators, teachers, and parents all agree that music and arts education contribute to children achieving their full potential, which is the purpose of our educational system and something we all care deeply about."
--"NAMM Study Reveals Connection Between Music Education & High Test Scores," Canadian Musician 29(5) (2007); 17. Academic Search Complete. Web. 29 May 2012.
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