Personal and social development

‘… active participation in a structured music curriculum does greatly improve the capacity of children up to five years old to develop essential skills. Specific skills cited in the study were language, creativity and communication, all of which can lead to youngsters having a great head-start before progression onto full-time education.’

Youth Music three-year research project ‘Turning their ears on’,
March 2006 (

‘With music … students connect to each other better – greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm.’
Eric Jensen, ‘Arts with the brain in mind’, published by
the Association for Supervision & Curriculum Development, USA, 2001

‘College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.’
Carl Hartman, Arts may improve students’ grades,
The Associated Press, October 1999 (from the Children’s Music Workshop, USA)

‘Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.’
Cassily Column, TCAMS Professional Resource Center, 2000
(from the Children’s Music Workshop, USA)

‘Seventy-three per cent of respondents agree that teens who play an instrument are less likely to have discipline problems.’

‘Americans love making music – and value music education more highly than ever’,
American Music Conference, 2000
(from the Children’s Music Workshop, USA)

A two-year Swiss study involving 1,200 children in 50 schools showed that students involved in the music programme were better at languages, learned to read more easily, showed an improved social climate, demonstrated more enjoyment in school, and had a lower stress level than non-music students.
EW Weber, M Spychiger and JL Patry, 1993
(from the Children’s Music Workshop, USA)

‘Pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. Self-esteem and musical skills measures improved for the students given piano instruction.’
Dr Eugenia Costa-Giomi, ‘The McGill Piano Project:
Effects of three years of piano instruction on children’s cognitive abilities,
academic achievement, and self-esteem,’ presented at the meeting of the
Music Educators National Conference, Phoenix, Arizona in April 1998


Personal and social development

Intellectual development

Educational participation and achievement

Crime and substance abuse

Role models