0Some studies suggests that music lessons provide children with important developmental benefits beyond simply the knowledge or skill of playing a musical instrument. Research suggests that musical lessons may enhance intelligence and academic achievement, build self-esteem and improve discipline. A recent Rockefeller Foundation Study found that music majors have the highest rate of admittance to medical schools, followed by biochemistry and the humanities. On SAT tests, the national average scores were 427 on the verbal and 476 on math. At the same time, music students averaged 465 on the verbal and 497 on the math - 38 and 21 points higher, respectively. However, the observed correlation between musical and mathematical ability may be inherent rather than acquired. Furthermore, it is possible that the correlation between taking music lessons and academic ability exists because both are strongly correlated with parental income and education. Even if music lessons had no impact on academic ability, one would expect to see a correlation between music lessons and academic ability.
Skills learned through the discipline of music may transfer to study skills, communication skills, and cognitive skills useful in every part of a child's studies at school, though. An in-depth Harvard University study found evidence that spatial-temporal reasoning improves when children learn to make music, and this kind of reasoning improves temporarily when adults listen to certain kinds of music, including Mozart. This finding (named The Mozart effect) suggests that music and spatial reasoning are related psychologically (i.e., they may rely on some of the same underlying skills) and perhaps neurologically as well. However, there has been considerable controversy over this as later researchers have failed to reproduce the original findings of Rauscher (e.g. Steele, Bass & Crook, 1999), questioned both theory and methodology of the original study (Fudis & Lembesis 2004) and suggested that the enhancing effects of music in experiments have been simply due to an increased level of arousal (Thompson, Schellenberg & Husain, 2001).
A relationship between music and the strengthening of math, dance, reading, creative thinking and visual arts skills has also been reported in literature. (Winner, Hetland, Sanni, as reported in The Arts and Academic Achievement - What the Evidence Shows, 2000) However recent findings by Dr. Levitin of McGill University in Montreal, Canada, undermines the suggested connection between musical ability and higher math skills. In a study conducted on patients with Williams Syndrome (a genetic disorder causing low intelligence), he found that even though their intelligence was that of young children they still possessed unusually high level of musical ability.
