Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10–13-year-old students

Abstract

Previous studies demonstrate that private music training has benefits which may transfer to other domains, including verbal memory, intelligence and self-esteem. The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10–13-year-olds in two independent studies. In the first study, the benefits of increased frequency of classroom-based music classes were compared with classroom-based drama and art lessons in secondary school students (N = 127). The second study compared the effects of introducing a new classroom-based music programme with a new drama programme for primary school students (N = 100). Assessments were obtained at baseline and approximately six months after implementation of each programme. In contrast to previous research on the effects of private music tuition, no convincing benefits of school music classes were apparent. Trends of interest were observed in non-verbal intelligence, aggression scores and verbal memory, which require further investigation. The findings suggest that the benefits of music instruction previously reported may be limited to private or externally-based music tuition, or socio-economically disadvantaged schools. The intrinsic value of music education for enjoyment and learning should therefore remain central to the justification of music education in the national school curriculum.

Extended music education enhances the quality of school life

“…How was the present study different from previous attempts to show social benefits caused by music education (Schellenberg 2004(Schellenberg , 2006aRickard et al 2012Rickard et al , 2013? Firstly, the evidence in the present study was gathered in an ecologically rich environment, in comprehensive schools, where music education is given to everybody.…”

“…Moreover, attempts to prove that an out-of-school music education improves social adjustment (Schellenberg 2006a), or that music as a hobby would build longer-term emotional intelligence (Schellenberg 2011) were not successful, either. In the school environment, Rickard et al (2012Rickard et al ( , 2013 conducted a series of experiments to study how music education, compared to courses in arts, drama, juggling or no special class, affected students' attitudes towards school, social competence, self-esteem, motivation and engagement with classes; their results showed no psychosocial effects whatsoever.…”

“…The Social Skills Rating System (SSRS, Gresham and Elliott 1990) used by Rickard et al (2012Rickard et al ( , 2013 and the Parent Rating Scale of the Behavioral Assessment System for Children (BASC, Reynolds and Kamphaus 1992) used by Schellenberg (2004Schellenberg ( , 2006aSchellenberg ( , 2011 tap into the social behaviour of an individual, and do not recognise how music education would affect the social climate of a group. For instance, the SSRS probes the issue with phrases such as 'controls temper' and 'fights others', and the BASC assesses the maladaptive (e.g.…”

“…The connection between social benefits and music education Á especially in the classroom Á has not been studied thoroughly (see Rickard et al 2012Rickard et al , 2013; nonetheless, scattered evidence seems to imply that social issues are influenced by music education. For instance, a study carried out in Switzerland from 1988 to 1991 compared classes that were given 5 weekly hours of music education to classes with a standard 1Á2 weekly hours.…”

Effects of music and natural science training on aggressive behavior

“…For instance, Rickard, Bambrick, and Gill (2012) examined nearly 250 primary and secondary school children to investigate the effects of schoolbased music training on cognitive skills, self-esteem and reactive aggressive behavior via standardized questionnaires. In contrast to their expectations, no substantial benefits from music training were apparent.…”