Music Lessons To Boost Your Child’s Academic Achievements ‘are A Waste Of Money’, Scientists Say

Clever: Professor Schellenberg says that brighter pupils are naturally more likely to take music lessons

Music may change you a bit, but its also the case that different children take music lessons, said Professor Glenn Schellenberg of the University of Toronto, who added that parents education was the most influential factor on musicality. He told the American Association for the Advancement of Science annual conference in Boston: Children who take music lessons come from families with higher incomes, they come from families with more educated parents, they also do more extra-curricular activities, they have higher IQs, and they do better at school. In tests on 167 children who played piano or other instruments, they found their answer to personality tests could predict how likely it was for them to continue their music lessons. Those who were more outgoing and conscientious were more likely to continue to play. Although children who took music lessons did better at school, when the researchers adjusted the results to take into account their social background, there was no link to increased intelligence. Instead, the research suggested upbringing and background played a crucial role. One in ten of us has done no exercise in a decade and abandons trying altogether aged 56 Asked if so-called helicopter parents were wasting their money sending their children to music lessons in the belief they could boost their school results, Professor Schellenberg agreed.
For more information, visit http://www.dailymail.co.uk/news/article-2280627/Music-lessons-boost-childs-academic-achievements-waste-money-scientists-say.html

The school music lessons with no… music: Thousands of classes involve barely a note being played

Practice makes perfect: More schools are failing pupils with music lessons involving very little practical learning

Practice makes perfect: More schools are failing pupils with music lessons involving very little practical learning Put simply, in too many cases there was not enough music in music lessons, the report said. In many instances there was insufficient emphasis on active music-making or on the use of musical sound as the dominant language of learning. Too much use was made of verbal communication and non-musical activities. Inspectors observed music lessons 184 primary, secondary and special schools. Girl, 11, raped by schoolboy street gang members in McDonald’s restaurant toilet They found that standards had barely improved since the last inspection of music provision three years ago. Nearly two thirds of schools were failing to provide a good standard of music education – and lessons in one in five were inadequate. In too many of the lessons observed, teachers spent significant amounts of time talking pupils through lengthy learning objectives that were not related to the language of musical sound, the report said. More classes now involve theory rather than practical work Survey evidence showed, very clearly, that pupils made the most musical progress when they were taught in music, rather than about music. Even in instrumental lessons, too much teaching was poor.
For more information, visit http://www.dailymail.co.uk/news/article-2109034/The-school-music-lessons-music.html

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