The cognitive structures developed through music instruction “exposed and illuminated more general organizing structures relevant for multiple disciplines.”

An analysis of data from the National Educational Longitudinal Study of 1988 demonstrated a significant correlation between participation in school music groups and achievement in math and English.

“A broad education in the arts helps give children a better understanding of their world…We need students who are culturally literate as well as math and science literate.”

Children from “arts-rich” public schools score higher on expression, risk-taking, creativity-imagination, cooperative learning, and academic self-concept than children in “arts-poor” systems.

“An elementary school that treats the arts as the province of a few gifted children, or views them only as recreation and entertainment, is a school that needs an infusion of soul. That arts are an essential element of education, just like reading, writing, and arithmetic.”

A study examined the influence of music education on nonmusical abilities, the effects of music lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music lessons showed statistically higher intelligence quotients.

“GE hires a lot of engineers. We want young people who can do more than add up a string of numbers and write a coherent sentence. They must be able to solve problems, communicate ideas and be sensitive to the world around them. Participation in the arts is one of the best ways to develop these abilities.”

The vast majority – 96 percent – of the school principals interviewed in a recent study agree that participation in music education encourages and motivates students to stay in school. Further, 89 percent of principals feel that a high-quality music education program contributes to their school achieving higher graduation rates.