Key2 Music
A Study of the Cognitive, Social, and Behavioural Effects of Group Musical Learning
Funded by the British Academy (2008-10)
Much recent research has sought to determine the link between music, cognition, and behaviour. One line of enquiry has examined the short-term effects of music listening on spatial intelligence; although propagated widely throughout the media and other commercial outlets, little replicable, conclusive evidence has been produced to support the so-called 'Mozart effect'.
A second line of enquiry has studied the transfer effects of musical learning on other, non-musical aspects of children’s cognition. The rationale is that musical learning requires extended attentional focus and deliberate practice, as well as the ability to read musical notation, memorise musical passages, execute fine-motor skills, and perceive and express emotions through performance. The literature suggests that musical aptitude is positively correlated with literacy and intelligence. Moreover, quasi-experimental studies have shown that children receiving lessons outscore those who do not on tests of spatial ability, reading, and arithmetic, even when controlling for IQ, socio-economic status, and education.
Key2 Music, a project in collaboration with the West Sussex Music Support Service, University of Chichester, and nef (the new economics foundation), sets out to re-examine the transfer effects of musical learning on children’s cognition, behaviour, and wellbeing. Using group learning as our focus (as opposed to individual music lessons), we are attempting to replicate the findings of previous research and investigate more closely the relationship between group learning contexts and children’s social abilities and wellbeing.
Although we strongly advocate musical learning as a worthwhile pursuit in its own right, we believe that a clear understanding of how musical learning affects other pursuits can assist (1) parents in their decisions to prioritise children’s extra-curricular activities, (2) music educators in shaping how music is taught, and (3) policy makers in selecting which educational initiatives to promote.
For further information, navigate via the right-hand menu or email Aaron Williamon (awilliamon@rcm.ac.uk).