This article reviews best practices for young children's music experiences in light of developments in brain research. The first section reviews research music and brain topics including neuromyths, effect of music on structural brain changes and general intelligence, plasticity, critical and optimal periods, and at-risk student populations. The second section applies brain research to development and instructional strategies in the elementary music classroom.During the past two decades educators have seen implementation of standards, focus on academic fundamentals, and increased interest in brain research. It is unfortunate that in many districts across the country, the ways in which music enhances learning for students are often ignored to the extent that viable programs are cut from budgets. The purpose of this article is to review best practices for young children's music experiences in light of developments in brain research. The first section reviews research music and brain topics, including neuromyths, effect of music on structural brain changes and general intelligence, plasticity, critical and optimal periods, and at-risk student populations. The second section applies brain research to development and instructional strategies in the elementary music classroom. Music and the BrainThe brain is part of a much larger system that includes the central nervous system (brain and spinal cord) and peripheral nerves (afferent nerve fibers and their receptors, which send messages to the brain, and efferent nerve fibers and their muscles and glands, which take messages from the brain). In addition, the brain regulates release of hormones into the bloodstream, so that in effect, the brain extends throughout the body. The brain appears to be more malleable during the first decade of life than in adulthood. However, as indicated in a later section on plasticity, the brain is adaptable throughout life. Also, positive or negative early experiences can alter both structure and function of the brain. It is important to remember that a child's brain is not the same as an adult brain. Our human brain develops significantly during the first years of life and also during adolescence. Much brain development occurs in early childhood, but the brain continues to change throughout life. The brain makes connections during the prenatal period and throughout life and while some connections are found to be predetermined genetically, other connections develop from environmental influences (Flohr & Hodges, 2006). NeuromythsIt is important to keep results of recent brain research in perspective, because neuroscience findings can be overstated. However, it is also easy to discount neuroscience findings because of problems with our use of new technology, difficulties interpreting data, and unproven brain theory. Brain research has made large advances during the past 20 years in improving understanding the workings of the human brain, and these advances are promising to music education. However, research gives us more questions than answer...

The purpose of the study was to determine the influence of short-term music instruction on five-year-old children's developmental music aptitude as measured by Gordon's Primary Measures of Music Audiation (PMMA). Twenty-nine children were randomly assigned to one of three groups. The Music-I group received 12 weeks of instruction emphasizing instrumental improvisation. The Music-II group received 12 weeks of instruction consisting of singing, playing percussion instruments, and move ment. The control group received no instruction in music. Preliminary analysis indi cated no significant difference among the three groups. Further analysis revealed a significant difference between the groups receiving music instruction and the control group: the Music-I and Music-II combined mean scores on the PMMA were significantly higher. Results indicated that short-term music instruction influences five year-old children's developmental music aptitude.

Music educators can benefitfrom knowing what has been learned aboutyoung children via the electroencephalogram (EEG).Abusy music teacher might wonder what recent findings from studies involving the electroencephalogram (EEG) could possibly have to do with what goes on in his or her classroom. The short answer is "a lot." This article describes how EEG data is collected, briefly explains what these data reveal about children and learning, offers a look at the implications of the research that has been done, and looks at where this research might be headed.One way that we can "look" into the child's active brain is with a brainimaging technique called an electroencephalogram, which measures and records the brain's electrical activity. This technology initially was used to study basic sensory and perceptual phenomena, but within the past fifteen years researchers have examined John W. Flohr is professor of music at Texas * The impact of music education may be dramatic and specific, not merely influencing the general direction of development, but affecting the circuitry of the human brain. * Our music education programs need to emphasize preschool music. Early care and nurture can have a long-lasting impact on the way people develop, their ability to learn, and their capacity to regulate their own emotions.* The human brain has a remarkable capacity to change, but timing is important. A child's early years are an important time for music education. * Preschool and elementary music education experiences are important for the musical development of young children. There are times in a person's life when negative experiences or the absence of appropriate stimulation are more likely to have serious and sustained effects. * Substantial evidence amassed by neuroscientists and child development experts over the last decade points to the wisdom and efficacy of early intervention. Decision Tasks," Neuropsychologia 18 (1980): 21-31. 7. David Breitling, Wilfried Guenther, and Pierre Rondot, "Auditory Perception of Music Measured by Brain Electrical Activity Mapping," Neuropsychologia 25, no. 5 (1987): 765-74.

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