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September 04, 2024

Christopher Johnson Is the Recipient of the 2024 NAfME Senior Researcher Award

National Association for Music Education Announces Christopher Johnson as the Recipient of the 2024 NAfME Senior Researcher Award HERNDON, VA (September 4, 2024)—The National Association for Music Education (NAfME) is…

Deborah A. Confredo Begins Term as NAfME National President, 2024–2026

Dr. Lance Nielsen Honored as 2024 Lowell Mason Fellow

Rhode Island Music Education Association Recognized with 2024 NAfME Excellence in Advocacy Award

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NAfME is a collaborative community that supports music educators and advocates for equitable access to music education. With more than 57,000 members teaching millions of students, NAfME advances the music education profession and promotes lifelong experiences in music.

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NAfME, a 501(c)(3) charitable organization, welcomes your support as we work to preserve access to music education for all students. Donations provide funding to address the challenges facing music educators today.

The Importance of Music Education in Schools

Coming from the standpoint of a seasoned teacher with over thirty years at the chalk face, I passionately believe in the importance of music education for all in schools.

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Broadly speaking, it can be agreed that music education alongside other art subjects is now fully integrated into the National Curriculum in the United Kingdom .

With the establishment of the National Curriculum in England in 1992 , music as a subject was formally recognized as an essential component of a child’s education .

Since 1992, the 33-page document has diminished considerably to a mere 209-word document (2013). This naturally raises many questions regarding the place and status of music in England that continue to be under review.

Nevertheless, music education continues across the world. It is taught in a variety of ways often with different pedagogies developed according to the needs of the school’s student body.

In some schools, music is of paramount importance, in others less so, however, the importance of its permanent inclusion in a well-rounded curriculum remains unchanged.

Music Education Importance in Schools

Global Approaches to Music Education in Schools

In the United Kingdom for instance, music commonly forms part of the programme of lessons students participate in until their GCSE (or equivalent) choices are made at the end of Key Stage 3. At this point, students can, if they choose to do so, take a GCSE in Music .

In other countries, in Europe, for instance, the school day has a different structure and a different curriculum model. For a great many schools in Germany, France, Italy and Austria for example, music comes as a separate subject after the school day is concluded. Music is then taught by specialist teachers in music schools .

In the USA I have seen some incredibly innovative approaches to learning music through what used to be referred to as the band scheme. What this involves is students, often grouped according to age, form a wind band , under the guidance and stewardship of a concertmaster .

Each student is given a wind instrument to study and supported throughout their journey by specialist teachers and the concertmaster. They progress in a real band setting with certificates for achievements and regular concert performances . The approach has created some extremely good wind bands .

It’s evident that music education is taking place in schools and institutions across the world to varying degrees. The content and quality of that education also varies although the importance of music to children is widely recognized and acknowledged.

Even though there may be a downward trend in music provision in some areas of education, the fact remains clearly in view about the benefits music education brings to students of all ages.

Challenges of the Global Pandemic

For many, the Global Pandemic was a significant turning point. With the series of lockdowns came an experience that many students will not have ever gone through before.

Isolation, social distancing , more autonomous requirements for school learning, and the ever-present threat of the Covid-19 virus. For large numbers of children/students and adults, music became increasingly vital to their survival .

The reasons for this seem to stem from the immense sense of well-being that music offered them alongside that all-important opportunity to find a newly creative pathway to self-expression.

For psychologists and educators alike, this was not a surprise. But despite the terrible cost to human life during the Pandemic, these overlooked advantages that active participation in music presented re-emerged.

A study by Jian Sun from the School of Music and Dance (Xihua University, China: Organisational Psychology: volume 13;2022), highlights the enormous importance of music both during the Pandemic and in the following years.

Tens of thousands of people struggled during the lockdowns with mental health help centres overwhelmed constantly. Music became, for many, a coping mechanism .

The Impact of Music Education on Creativity and Psychological Well-Being

Several phrases stand out in the research that beautifully illustrate some of the large number of advantages music brings at education, social and psychological levels .

“While (music) stimulating learners’ vision and imagination , music education may enhance students’ passions, sentiments, and other non-intellectual variables , fulfilling the goal of nurturing students’ inventive identities .”

It is even suggested that music education can greatly help students overcome certain unwanted personality traits whilst enhancing self-confidence and self-efficacy .

In conclusion, the study states that “music education has a significant impact on students’ psychological well-being and academic performance . Self-esteem and self-efficacy mediate the relationship between music education and psychological well-being.”

This is not an isolated piece of research. One individual I hold in very high regard is Sir Ken Robinson (1950-2020). His illuminating, inspired and revolutionary TED talks shed new light on how education can and perhaps should be approached.

These talks have received over 52 million views with Do Schools Kill Creativity? the most-watched TED talk of all time. One of his many key points is that we as a populace are educated to be good workers , not creative thinkers . Here music education can and indeed should supply that avenue for every student.

At the heart of Robinson’s arguments is creativity . He claims that it is as important as literacy. “ Curiosity is the engine of achievement ,” and “ Imagination is the source of all human achievement .”

What I particularly like is that Robinson does not single out The arts or Music as the magic bullet that offers a solution to all educational stumbling points, but that all subjects , if taught in the way he suggests can be creative.

The Unique Power of Music

For music as a subject, the opportunity for creativity, imagination, individuality and personal well-being is virtually in-built. This is true for all Art subjects, but for me, I believe music has the potential to connect to us in a more direct way than other Arts.

I’m not placing music on a pedestal, but highlighting the different nature of music . There is something about the combination of musical elements that resonates with nearly everyone and gives a golden opportunity for further exploration.

It can be passively received through hearing it, but I would suggest it has even more benefits when it is actively engaged with. By this, I mean purposefully listening or playing or singing. Combined with dance, it only multiplies the benefits .

Music opens doors for us all. It can be a non-judgemental method of free self-expression through to a tailored, refined performance of a challenging concerto; and so much more.

Music education in the classroom, in concert halls, in private tuition, in ensembles, choirs, orchestras, bands , and more, brings us together as human beings, recognizes our diversities , and embraces them.

It encourages and nurtures creativity and the free flow of imagination . It celebrates mistakes as happy accidents from which we can all grow.

It promotes lifelong learning , opening that can be with us through every high and low, filling us with reassurance , and bringing compassion and light into our lives.

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Music Education Department

Music education.

• Minor in Instrument Repair
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The Music Education Department at Berklee offers innovative undergraduate and graduate programs that prepare students for careers as music teachers. 

Students who study music education experience instruction on campus and in the field with numerous opportunities to observe and teach classes. They learn how to teach the students of today and tomorrow using best educational practices, contemporary and traditional methodologies, a variety of repertoire, and the latest technology.

Our undergraduate music education program is an approved educator licensure program in the Commonwealth of Massachusetts. It prepares students to teach music in grades pre-K to 12.

We offer three graduate programs in music education. They are designed for working teachers, with classes in the summers and evenings so that students can keep their teaching jobs during their graduate studies.

• Our Master of Music in music education provides students with the opportunity to explore contemporary issues and topics in music education, including culturally sustaining music education, cutting-edge music technology, urban music education, and much more.
• Our unique Master of Music in music education (autism concentration) includes intensive study of cutting-edge pedagogies and evidence-based practices for teaching music to students with autism and other disabilities. This program and the graduate certificate below are part of the  Berklee Institute for Accessible Arts Education .
• Our Graduate Certificate in music education and autism offers individuals who already possess a Master's degree to take our five Autism-based core courses and earn a credential for their studies.

Our music education faculty are all experienced teachers with years of professional engagement in the classroom and beyond. They are active clinicians, conductors, adjudicators, researchers, authors, and more who, in addition to teaching, serve as resources, advisors, and mentors to students. The Berklee Music Education Department is highly active on campus and in the community. Every year we host symposia, recitals, summer and community music programs, and off-campus performances. In addition, we have a strong collegiate chapter of the National Association for Music Education that offers a variety of workshops and other events. Our impressive music education alumni are teaching music in classrooms and studios all over the world. They provide a valuable resource to the department and change the lives of students every day with their creative and innovative teaching.

The Music Education Department at Berklee strives to provide a supportive environment for all students, regardless of color, race, ethnicity, age, sex, gender expression/identity, sexual orientation, health, social class, ability, religion, nationality, or personal background. Our strength is in our differences, and a diverse community promotes equity through the support of and respect for people with a broad range of backgrounds and experiences. We welcome the opportunities to work with and learn from each other.

Learn more about studying music education at Berklee:

• B.M. Bachelor of Music in Music Education Four-Year Program Description
• Minor in Instrument Repair Description
• Minor in Teaching Artistry Description
• M.M. Master of Music in Music Education Two-Year Program Description
• M.M. Master of Music in Music Education (Autism Concentration) Two-Year Program Description
• Grad. Cert. Graduate Certificate in Music Education and Autism 18 Months Description

Become a Next-Generation Music Educator

Hybrid Summer Master of Arts in Music and Music Education

Earn your master’s in music education in an innovative hybrid format with online coursework and summer residencies. Advance your career, inspire the next generation of students, and create a new future for music education. Download Brochure

Empower Students To Perform and Create

The Hybrid Summer Master of Arts in Music and Music Education (M.A. M&ME) at Teachers College, Columbia University, offers you an intellectually rigorous and creatively engaging education that prepares you for the challenges and rewards of teaching music in the 21st century.

This is an exciting time for music education . New voices, ideas, and technologies are giving rise to widespread cultural transformation, and music is playing a pivotal role in this sea change. Current generations are reinventing the way music is produced and consumed, and today’s educators are transforming the way music is taught.

Request Brochure

To learn more about the Hybrid Summer Master of Arts in Music and Music Education (M.A. M&ME) at Teachers College at Columbia University, fill out the fields to download a free brochure . You may also call us toll-free at (877) 238-6628 to speak with an admission counselor.

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About the Hybrid Summer M.A. in Music and Music Education

The Hybrid Summer M.A. M&ME has no parallel., offering both in-person summer residencies and an online learning experience. Teachers College, Columbia University, is the only Ivy League institution with a postgraduate Music and Music Education program and one of just a few universities that offers a hybrid M.A. in this area of study. With our M.A. M&ME, students get the best of everything: a world-class education, online coursework during the academic year, and two immersive Summer Residencies in New York City—one of the world’s premier cultural hubs.

As part of Teachers College, the music education master’s program gives you the opportunity to develop musical, pedagogical and leadership skills—in tandem. As a cohort-based program, it immerses you in a community of thinkers, practitioners, and scholars. You will share experiences and form bonds that impact your life throughout your time at Teachers College and long after you graduate.

I entered the program for selfish reasons. I was thinking about my need for an intellectual boost and how good the program would be for me professionally. I didn’t expect it to alter my teaching in such concrete and impactful ways. I became more invigorated and excited as an educator, and my students became more engaged and motivated. Andrea Maas, Hybrid Summer M.A. M&ME, Teachers College, Columbia University

Learning Outcomes of a Music Education Master’s Program

In the music education master’s program you will grow as an educator, as a scholar and as a musician, with skills you can immediately apply to your classroom or studio. This graduate degree provides:

• A comprehensive understanding of music education, including the historical, philosophical, psychological, and sociological foundations of music education.
• Pedagogical flexibility that readies you to teach in a variety of educational settings, including K-12 schools, colleges, private studios, and communities.
• Inclusive and adaptive teaching skills so you can create inclusive learning environments and adapt teaching strategies to meet the needs of all students.
• A greater cultural awareness and global perspective of music's role across cultures, allowing you to teach effectively in diverse, multicultural settings and champion a wide range of musical traditions.
• The ability to incorporate technology in music education — such as MIDI, synthesizers, apps and other digital music tools — as well as strategies to stay up to date with technological advancements.
• Increased research and critical thinking skills that enable you to conduct in-depth research and then integrate these findings into your educational plans.
• Improved performance skills, developed through participatory vocal and instrumental courses that enhance both your teaching abilities and your own musical talent.
• Growth as an educator and a musician, encompassing both your professional knowledge and personal identity, complemented by strategies for reflective practice and self-assessment.
• A supportive community of music educators who can be sources of collaboration and inspiration during the master’s in music education program — and long after you graduate.

Program Highlights

Why Teachers College?

By Jeremy Engle

Do you play any musical instrument — or have you ever? Do you think music should be an essential part of every child’s education?

In “ We’re Teaching Music to Kids All Wrong ,” Sammy Miller, a Grammy-nominated drummer and the founder of a music education company, writes:

Each fall, as school starts up again, music educators witness a familiar ritual: Eager first-time students squeak on a clarinet, suppress giggles at the noises coming from the tubas and zealously hit a bass drum a little too hard. It’s a moment characterized by excitement, enthusiasm and the anticipation of new beginnings — which is why it’s so disheartening to know that many of those kids will eventually quit their instruments. The fact that many children don’t stick with music is bad news not only for the state of self-expression and joy but also for education. Studies show that students who play an instrument do better in science, English and math and are more likely to want to attend college . They also may have less anxiety and be more conscientious — they are the kids you want your kids to be friends with. I have never met an adult who is expressly thankful to have quit music as a child, but I’ve met many who have regrets. So why haven’t we, as parents and educators, been better able to encourage our own kids to continue? In my 15 years as a musical educator, talking to countless teachers, I’ve learned one thing: There is no magical fix. Making music education more successful doesn’t need to involve expensive digital accessories or fancy educational platforms (and I say that as someone who developed an online educational platform). There’s no technological or financial program that will convert children into lifelong music lovers. Instead, we need to start by rethinking how we teach music from the ground up, both at home and in the classroom. The onus is on parents and educators to raise the next generation of lifelong musicians — not just for music’s sake, but to build richer, more vibrant inner personal lives for our children and a more beautiful and expressive world.

Mr. Miller urges parents and educators to take a new approach to musical education:

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The International Journal of Music Education is the official peer-reviewed journal of the International Society for Music Education. It is the prime vehicle for dialogue and exchange between music educators in more than 80 countries around the world and represents the various disciplines within music education. The editorial board of IJME represents the most prominent scholars and practitioners and the journal is the only scholarly publication representing the best practices and research with a world-wide scope. The four issues of IJME per year focus individually on documenting scholarly researc, and innovative practices in teaching and learning. Included from time to time is a special showcase issue targeted at timely topics and issues of relevance to the world of music education. The uniqueness of the journal is that it covers the full range of topics and methodologies relevant to music education theory and practice as well as important issues that are currently being addressed within the profession. IJME is published by Sage Publications .

Subscription Information

ISME Members receive one copy of each of four printed issues per year and access to the online journal.

Council of Professional Associations partners receive one copy of each of four printed issues per year and access to the online journal.

To access IJME online members and partners should log into this website (see link at top right of this screen) and then scroll down to click on the cream tile that says IJME online access.

Non-ISME members and Institutions can subscribe to IJME directly though  SAGE Publications

IJME issues

Each issue includes articles relating to both research and practice:

• Research: scholarly reports that enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency and of interest and relevance to the international community.
• Practice: articles relevant to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction.

Submitting articles

To submit an article to the IJME, visit the IJME website .

Editorial Board

Details of the members of the editorial board for IJME can be seen here .

Master of Music in Music Education

Quicklinks: Curriculum • Faculty •  Cost

Program at a Glance

• 32 Credits Required
• 18–24 months Completion Time

Related Programs

• Doctor of Musical Arts in Music Education (DMA)
• Certificate of Advanced Graduate Study in Music Education (CAGS)

By transforming yourself, you will lift your music department, school, and community. And that changes the world .

You understand that music engages your students in ways that other subjects cannot. You have witnessed a new intensity in them as they really hear a piece of music for the first time. You’ve felt your students’ joy in working as a team, and you’ve been moved when they’ve performed at venues where the healing power of music is especially needed—such as the local soup kitchen, veteran’s hospital, or hospice.

Boston University has long stood for music education that goes beyond schooling, extending active music participation from infancy through senior adulthood. Our faculty is comprised of leaders in early childhood music education, community music facilitation, music technology, and lifespan engagement. They are eager to share their expertise with you because expanding the number of highly qualified music educators is at the center of their careers.

As a Master of Music degree student, you will examine critically a variety of research that informs music education. You will discuss and analyze philosophical, sociological, and psychological ideas and problems in the field of music education. Music theory and analytical techniques in composition will sharpen the eye and ear. Our list of engaging electives will ensure that you have opportunities to hone your scholarly writing and research skills. Your student colleagues will be music education professionals from around the world who will become lifelong friends and professional contacts.

Our online Music Education degree graduates leave re-energized, with their teaching bolstered by new techniques, their research skills grounded in theory and history, and their analytic skills sharpened.

By transforming yourself, you will lift your music department, school, and community. And that changes the world.

Join us. Let’s get started.

Awards & Accreditations

NASM Accredited: Boston University holds accreditation by the National Association of Schools of Music (NASM), an organization of schools, conservatories, colleges, and universities with 615 accredited institutional members.

Why Choose BU’s Master in Music Education?

• Excellence:  Enhance and enrich your Music Education studies by being a part of a major research institution with access to world-class faculty and resources.
• Choice:  As a student in the MM in Music Education program, you can choose from over 15 electives in order to customize your own educational path. Our program offers a three-course focus in Music Technology, which allows students to qualify for Level 1 certification through TI:ME (Technology Institute for Music Educators).
• Options:  Students are welcome to campus each summer to take intensive one- or two-week electives to satisfy their requirements. Past courses included: Empowering Song: Music with Body, Mind, and Heart; and Special Topics in Digital Music Education.

Follow a “Day in the Life” of Master in Music Education candidate, Paul Shihadeh, who is also the musical director of the world famous “O” by Cirque du Soleil.

Boston University offers competitive tuition rates that meet the needs of part-time students seeking an affordable education. These rates are substantially lower than those of the traditional, full-time residential programs yet provide access to the same high-quality BU education. To learn more about current tuition rates, visit the  Tuition & Fees page .

Students in Boston University’s online Master of Music in Music Education (MusM) complete at least eight courses and at least 32 credit hours: 12 credits of music education, 4 credits of music theory, and 16 credits of approved electives.

Courses run in seven-week intensives where students take one course at a time. Students typically complete two courses per semester and can complete the program in 18 to 24 months. Learn more about the full breakdown of course requirements for this program from  BU’s College of Fine Arts .

Attention Arkansas Residents, please note:   Enrollment in the MM in Music Education program offered by Boston University does not lead to public school (P–12) teacher licensure or a subject field endorsement (for public P–12 schools) in Arkansas.

CFAME541 Introduction to Music Technology

The course will include activities designed to introduce students to significant technologies that can support music teaching and learning. These technologies will include music sequencing/production, recording, audio and MIDI editing, computer-based notation, graphic-based web authoring, social media for music distribution, and computer-assisted instruction software. The majority of learning activities will begin with a teacher demonstration of a set of skills in music software. Each demonstration will be followed by an assignment designed for students to practice those skills and demonstrate mastery of techniques. Information on applying for Level I TI:ME (Technology Institute for Music Educators) certification will be provided at the end of the course. [4 credits] [4 credits]

CFAME541S INTRO MUS TECH

INTRO MUS TECH [4 credits]

CFAME542 Music Technology Pedagogy

This course serves to expand the knowledge that many teachers have about uses of technology for teaching music. Students explore music technology pedagogy; that is, the practice of teaching music in a technologically enhanced environment and the special kinds of teaching skills required to do so effectively. Students examine theoretical foundations of the uses of technology for music teaching, including theories of student interaction with technology, multimedia principles, and technology-infused music curricula. Students will design a technology based curricular unit of music study and implement that unit in a real-world scenario such as their own classroom or studio. [4 credits]

CFAME542S MUS TECNLGY PED

MUS TECNLGY PED [4 credits]

CFAME543 Special Topics in Music Education Technology: Notation with Sibelius

ME543: Special Topics in Music Education Technology: Notation with Sibelius will focus on skill development with notation software. Students will develop advanced skills with techniques in notation software including multi-voice staves, part creation, custom styles, and page formatting. No prior experience with Sibelius or other notation software is expected. Students will be required to have access to their own installation of the latest version of Sibelius. [4 credits]

CFAME543S SPEC TOPICS MUS

SPEC TOPICS MUS [4 credits]

CFAME545 Power, Marginalization, and Privilege in Music Education

Prerequisites: CFAME525. - This course is designed to expand awareness of the intersections between music, education, and society as they relate to issues of power, privilege, and marginalization within US, educational, and global contexts. Students will participate in group discussions, individual reflection, and student-designed projects to increase awareness of their own biases and assumptions and deepen reflective practice in music making and teaching. Upon completion of the course, students should be better prepared to engage in acts of social justice, transform structural biases, build coalitions to effect change, and advocate for marginalized students in their own care. [4 credits]

CFAME740 Introduction to Music Education Research

In this course, students become acquainted with a variety of research that informs music education, learn both to critique and apply that research, and develop their scholarly writing skills. [4 credits]

CFAME740S INTRO MU ED RES

INTRO MU ED RES [4 credits]

CFAME741 History and Philosophy in Music Education: Perspectives and Practice

The purpose of this course is to examine and discuss historical and contemporary philosophical ideas and problems in music and music education. A goal is for students to develop a sharpened sensitivity to past and present thought (primarily, but not limited to historical and philosophical thought) in the field of music education in order to better inform their own curricular and instructional choices. [4 credits]

CFAME741S MU ED1 PHIL/HST

This course description is currently under construction. [4 credits]

CFAME742 Psychology and Sociology in Music Education: Perspectives and Applications

The purpose of this course is to critically examine psychological and sociological concepts as they relate to music and education. Topics include key issues and concepts in psychology and sociology; psychology as related to music education processes; problems encountered in the sociology of music education; and cultural influences that affect both the psychology of the individual and the sociological aspects of group dynamics. [4 credits]

CFAME742S MU ED2 SOC/PSYC

CFAME751 Community Music Perspectives

Drawing upon the social, cultural, political, and economic milieu including movements in music education, music therapy and ethnomusicology, this course first examines reasons for the growth and development of community music. Students will be asked to trace an aspect of community music that may be considered as part of its heritage and also to evaluate and critique a contemporary community music project through fieldwork. Students will then be in a position to articulate their own vision for community music both as a practicum and as a scholarly pursuit. [4 credits]

CFAME753 Introduction to Early Childhood Music Education

ME 753 will provide an overview of early childhood development and education. Students will then investigate the musical development of very young children, and explore the components of research-based, developmentally appropriate early childhood music education. Special attention will be paid to the role of play in childhood and designing and implementing play-based musical experiences. [4 credits]

CFAME759 Curriculum in Music Education: Vision and Design

This is the final course in the Master of Music in Music Education degree program, and it lasts for 14 weeks. In the course, students focus on the development of a site-specific music curriculum, including the philosophical, psychological, and sociological foundations for that curriculum as well as the prospective implementation and assessment of the project. Because the nature of the project is to bring together elements from all previous coursework, it is graded as the Comprehensive Examination for the degree program. [4 credits]

CFAME840 Contemporary Issues in Music Education

Study of current issues influencing the state of music education in schools. Focus on the interpretation, implementation, and development of policy. Topics include public policy, politics, advocacy, diversity, evaluation, and curriculum. [4 credits]

CFAME842 Qualitative Research Methods

This course introduces graduate students to key issues and concepts in qualitative research. Students develop skills in conducting interviews, and observations; they gain experience with ethnographic and narrative techniques including transcribing, coding, interpreting data and presenting results of analysis. Prerequisite required: ME 859 Problems, Theories, and Literature (4 cr.) [4 credits]

CFAMH750 Toward a 21st-Century Aesthetic of Musicking

This course will work toward a 21st-century aesthetic of musicking. Expanding on Christopher Small's reevaluation of performing and listening, students will investigate what it means for individuals and collectives "to musick" in the 21st century through notions of sound, (dis)place(ment), disability, ecology, media, ethnocentrism, morality, empathy, and provocation. After conceptualizing these frameworks, students will apply them to their communities to ground this understanding in the diverse worlds in which they live, teach, and work. [4 credits]

CFAMH835 American Music

Early music in the colonies. Various attempts to create an individual American musical style. Diversity of influences: European, African American, Indian, Spanish-Mexican, religious, jazz, folk song, minstrel, etc. Music of Billings, Lowell, Mason, Gottschalk, MacDowell, Ives, Gershwin, Copland, and others. [4 credits]

CFAMH837 MH837 Crossroads: Traditions in African-American Vernacular Music

The course addresses elements and aspects of African-American music which extend beyond the confines of blues, including early rock'n'roll, hip-hop, 1940s big band jazz, and beyond. Additionally, the course incorporates a variety of intertextual elements, including literary cross-currents in African-American linguistic theory (as relevant to music), including Henry Louis Gates' seminal text Signifying Monkey and more. [4 credits]

CFAMH862 An Ethnographic Exploration of African Musical Cultures

This course explores a selection of musics from sub-Saharan Africa in ethnographic context, with a particular focus on their practical application in the Western classroom or ensemble. This course is an intensive introduction to vastly diverse and contradictory music from a variety of African cultures. Rather than attempting a cursory regional overview, we will be exploring specific musics thematically. The course aims to provide you with a sense of the intensity of African musical creativity, its global ubiquitous influence, and an appreciation of how important music is to individual lived experiences. Students will find a variety of source material throughout this course. It includes scholarly writing, online sources, videos, sound recordings, musical exercises, journalistic material, as well as material drawn from the personal experiences of the instructor. Additional resources on African music and culture are included in the bibliography. Students are always encouraged to research additional material in this vast subject area. Upon successful completion of this course, students will have gained the knowledge and skill required to bring African music into their own classroom or ensemble. [4 credits]

CFAMT400 Graduate Theory Review

This course is dependent on a student's theory proficiency exam results. Review of fundamental music theory and analysis through the study of chord grammar, voice leading principles, figured bass, four-part chorale harmonizations and form. Materials are approached through listening, writing, and analytical work. Pre-requisite for MT600, unless placed out via theory proficiency exam. [2 credits]

CFAMT600 Analytical Techniques

Systematic and empirical investigations into formal and compositional procedures of selected masterworks from the tonal repertoire. Lectures leading to individual analytical projects. [4 credits]

CFAMT630 Orchestration

Orchestration I Contemporary orchestral techniques, focusing on scoring for modern winds, brass, strings and mixed ensembles, including full orchestra. Concepts include chord spacing, melodic projection, layering and delineation of material, and extended instrumental techniques. Materials are approached through readings, listening, writing and analytical work. [4 credits]

CFAMT781 Jazz and Popular Arranging

Standard notational methods; chord vocabulary; arrangements of popular melodies in a variety of styles; development of materials from lead sheets; class performance of arrangements. [4 credits]

Every day, our talented faculty of working artists challenges students to push the boundaries of Theatre, Music, and Visual Arts in the context of an elite research university.

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Summer Session

Some online MM in Music Education degree students take advantage of our summer session, completing coursework on campus while enjoying Boston’s cultural offerings and summer sea breezes. Residence hall accommodations are usually available. More information—including session dates, optional on-campus residence hall availability, financial aid, and tuition rates—is communicated to students during the academic year.

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Admission deadlines are four times per year. Please complete our inquiry form to receive more information. For assistance with your application or to ask questions, please contact our admissions team at 1-855-884-5636, email [email protected] , or visit the CFA program website .

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Master of Music

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• PhD in Music Education

From large ensembles in celebrated concert halls to chamber groups in intimate recital spaces, performance opportunities across all disciplines abound, with nearly 900 student performances each academic year. Whether your focus is on early, classical, or contemporary music, whether your passion is for jazz, electronic, or world music, there is an ensemble—or in many cases, multiple ensembles—to suit your interests, including specific opportunities for percussion, piano, and organ & carillon. For students in theatre & drama, musical theatre, dance, and opera, opportunities abound in both professionally produced and student-run presentations.

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How Music Education Sharpens the Brain, Tunes Us Up for Life

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When Amy Richter was a little girl, her father often traveled for work. He often came home bearing gifts of music and record albums. They bonded while poring over all that vinyl, she recalls, exploring the world of music from classical and rock to bluegrass.

Richter’s love of music only grew as she got older and studied voice and piano. Diagnosed with dyslexia, she also found that music helped her cope with her learning disability. It helped her gain focus and confidence. That’s why she studied music therapy in college. She knows the power of music to supercharge our brains.

“Music really became the guiding force in my education and helped me to connect with other people, helping build confidence through performance, also helping with my mental health,” said Richter, who founded  Music Workshop , a free music curriculum designed to cultivate a love of music from a young age, that can help schools beef up their arts offerings on the cheap. Schools across the country, including hundreds in California, from Yuba City to San Diego, now use her program. “It really became a tool in my life to better myself.”

To be sure, aficionados of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how music can shape the architecture of the brain. This cognitive research illuminates the connection between music and learning and gives heft to longstanding arguments for the power of music education that are newly relevant in the wake of California’s Proposition 28, which sets aside money for arts education in schools.

“The K-12 grades are the years in which brain function is most rapidly evolving and information from all different types of learning and subjects is being processed and absorbed, including connections across what we might think of as different school subjects, but they are all connected in our developing brains,” said Giuliana Conti, director of education and equity for  Music Workshop , which is particularly popular at schools that often tap substitute teachers in an era of high teacher absences.

“Music education provides physical and auditory experiences that work like bridges for brain structures. As the brain processes musical sounds and body movements, neural pathways across different regions of the brain grow and strengthen. The more those pathways are activated, the more usable they become across time and other skill sets or learning experiences.”

Amid the ongoing crises in literacy and numeracy plaguing our schools and the enduring sting of pandemic learning loss, many arts advocates are pointing to music education as a way to boost executive functioning in the brain. This enhanced cognitive function, often coupled with a surge in well-being, may be the secret sauce that makes music education such an academic powerhouse, research suggests.  Music may prime the brain to learn.

“Music is this wonderful, holistic way of engaging almost everything that is important for education,” said Nina Kraus, a noted neuroscientist at Northwestern University who studies the biology of auditory learning, in a  webinar. “First of all, we know that the ingredients that are important in making music and the ones that are important for reading and literacy are the same ingredients. So when you’re strengthening your brain by making music, you’re strengthening your brain for language.”

Kraus, who grew up listening to her mother play the piano, is passionate about the impact of sound, ranging from the distracting to the sublime, from noise pollution to Puccini, on the brain. The gist of much of her research is how thoroughly sound shapes cognition. Music training, for example, sets up children’s brains to become better learners by enhancing the sound processing that underpins language, she said.

While we live in a visually oriented world, our brains are fundamentally wired for sound, she argues. Reading, for example, is a relatively new phenomenon in human history, while listening keenly for a sound, say a predator, is a primal impulse deeply embedded in the brain. Put simply, what we hear shapes who we are.

“Music really is the jackpot,” as Kraus, author of “ Of Sound Mind ,” puts it. She has conducted extensive research showing that music education helps boost test scores for low-income children.

Music also helps us manage  stress.   Perhaps that’s one reason that offering more music and arts classes is also associated with lower chronic absenteeism rates and higher attendance, research  suggests . Think of music education as lifting weights with your brain. It makes the whole apparatus stronger and healthier.

“Music is therapeutic because it helps us to regulate our emotions,” said Richter, who adds that a culturally relevant music curriculum can help engage a diverse student body. “It helps us to lower our cortisol levels. It helps promote relaxation. It helps us with focus and concentration. It also helps us with connection. Now more than ever, we know how important connection is, especially among our youth.”

In the post-pandemic era, these insights may well fuel the uptake of music classes in a state struggling with low test scores, but the implications for brain health actually go far beyond academic prowess and social-emotional well-being in childhood.

Indeed, early musical experiences may impart a lifelong neuroplasticity, Kraus has documented. Studies suggest that a 65-year-old musician has the neural activity of a 25-year-old non-musician. A 65-year-old who played music as a child but hasn’t touched an instrument in ages still has neural responses faster than a peer who never played music, although slower than those of a die-hard musician.

“What I would say to everyone who thinks about picking up an instrument: It’s never too late,” Richter said. “Even just practicing scales can help with cell regeneration. So I encourage adults to continue to learn music along the way, whether that’s picking up an instrument or listening to music, it’s always really important for brain development.”

Music pricks up our hearts and minds, as well as our ears. Children must persevere to master a piece of music and collaborate to perform it in the spotlight. They must learn focus, patience and grace under pressure. That kind of electrifying shared experience, working as a community, is something new to many of them, experts say.

“When music is more regularly incorporated as part of children’s everyday lives,” Conti said, “it can move the needle in their learning and development more effectively across many different parts of their lives: socially, emotionally, musically and academically.”

It’s the intangible effects of music education, the elements that can’t be reduced to data points and parameters, that strike Kraus as the most profound. Music builds a feeling of joy and a sense of belonging between musicians and their listeners, which is something that little else in our age of digital background noise can do.

“Music connects us, and it connects us in a way that hardly anything I know does, so it’s very, very important,” Kraus said. “We live in a very disconnected world. Depression, anxiety, alienation, the inability to focus, all of that is on the rise. Intolerance is on the rise. Music is a way to bring us together.”

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Northwestern University has been in the forefront of music education for decades, producing literally thousands of teachers that can be found throughout the world.

Flexible programs offer a wide array of coursework as well as options for double majors, added certification, and many opportunities for independent study. Classes are small so that students receive individual attention from faculty who are vitally interested in issues of creative and critical thinking, philosophically based education, student-centered learning, issues of social context, and music technology.

The Doctoral Research Center  CSEME  (Center for the Study of Education and the Musical Experience) engages graduate students in creative study side by side with faculty, a feature that makes this program especially innovative.

The graduate student support provided to PhD students includes year-round tuition and stipend and fully subsidized health insurance.

Music Education Faculty

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Undergraduate Program

Northwestern's undergraduate program offers distinct advantages. Not only does its high standards far exceed state and national requirements, but the quarter system allows for more courses and experiences in four years than are generally found in other programs. Students frequently elect to double major in music education and performance, and can complete the double major in four years. Collaborations with over 60 schools in the Chicago area provide many opportunities for practice teaching, Every methods-based course includes weekly experiences in area K-12 schools . Job placement each year is 100%. 

Undergraduate music education majors are required to complete a music education interview and a performance audition.

See Bachelor of Music Admission Requirements

Note: The Music Education Program is closely aligned with the School of Education and Social Policy teacher education unit. Students receive their K-12 certification from the SESP certification office . As part of that unit, the program has adopted the Conceptual Framework philosophy, created by the teacher education unit.

Graduate Programs

Graduate study in music education offers the flexibility to tailor your studies to your professional interests. After completing master’s study, many Northwestern graduates pursue advanced degrees or professional roles in research, conducting, or administration.

Master of Music: Music Education

The master’s degree program provides a strong foundation in philosophy, research, and curriculum design. In planning an appropriate course of study, students may draw upon the resources of the Bienen School of Music as well as the entire University to meet individual professional interests and needs. Competitive applicants will typically receive an offer of scholarship support and/or a graduate work stipend.

There are two options for individuals interested in the MM in Music Education:

For currently certified music teachers:

A one-year program open to individuals who hold teaching certification in music. This program can be completed within an academic year of three quarters. A typical load is four graduate courses per quarter with required participation in ensembles.

See Admission Requirements for 1 Year MM Program

For those seeking certification with the master’s degree:

A two-year program for individuals with a completed bachelor’s degree in music but who do not have teaching certification. Program requirements include the core graduate courses as well as methods classes, field experiences, and at least a quarter of full-time student teaching. (Northwestern does not offer a certification-only program.)

See Admission Requirements for 2 Year MM Program

Pursuing Multiple Master’s Degrees

Students in the Bienen School may complete two master’s degrees, such as Music Education and then also Conducting or Performance. Students must meet the requirements for admission of both programs. The two master’s degrees may then be pursued sequentially, but not concurrently.  For more information, contact the Office of Music Admission at [email protected] .

PhD Program

The PhD program in music education is considered one of the finest anywhere. Graduates can be found in prestigious positions at colleges and universities both in the United States and abroad. Interdisciplinary in nature, the program combines coursework within the Bienen School of Music with programs located in many other parts of the University. All students accepted in the PhD program receive a fellowship that includes a full tuition waiver and stipend guaranteed for up to 5 years.

See PhD Admission Requirements 

Current Research on Issues of Race, Gender, and Disability in Music Teaching and Learning

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Music Teaching and Learning in Virtual Communities

Doctoral Research Center

The Center for the Study of Education and the Musical Experience (CSEME) engages graduate students in creative study side by side with faculty.

Music Education PhD Students

Miguel Garcia

PhD Candidate

[email protected]

Miguel Garcia is a professional musician, educator, and scholar. He is currently a Ph.D. Fellow at the Center for the Study of Education and the Musical Experience at the Bienen School of Music, Northwestern University. He has held teaching positions in Chicago, Illinois, and Evanston, Illinois, where he directed an urban school music program and taught undergraduate and graduate courses in string pedagogy, instrumental music, and music, psychology, and healing. He holds degrees from Boston College (B.A., Music) and Roosevelt University (M.M., Violin Performance) and will receive his Ph.D. from Northwestern University (Music Education) in the summer of 2024.

As an active clinician and researcher, Mr. Garcia has presented at state, national, and international conferences and festivals. His scholarship can be found in a number of book chapters and publications, including the upcoming Teaching Music Performance: A Guide for Evidence-Based Pedagogy and Gender Expansiveness in Music Education . Mr. Garcia’s research interests include musical identity, string pedagogy, gender and music education, and the relationships between music participation and identity development. A professional violinist and violist for over 20 years, Mr. Garcia has performed with orchestra and chamber ensembles including the Illinois Symphony, Peoria Symphony, Chicago Summer Opera, and the Apollo Orchestra.

Alexandra Gilbert Rudy

1st Year PhD

[email protected]

Alexandra Gilbert Rudy is a first-year PhD student in Music Education from Davidsonville, Maryland. She holds a Bachelor of Music in Flute Performance and a Bachelor of Music Education from the University of Maryland where she was identified as a member of the Maryland Medallion Society, an organization which recognizes the top twenty graduating seniors at the university each academic year. She also holds a Master of Music in Music Education from Ithaca College in upstate New York. Prior to attending Northwestern University, Alexandra served as the Director of Bands at Annapolis High School, conducting the Concert Band, Marching Band, Pit Orchestra, and Pep Band while also teaching several general music courses. As a doctoral student, her academic interests include engagement and motivation in the ensemble setting, the accessibility of music education, multilingual learners, and the role of music administrations in public school systems.  

Stephanie Gregoire

[email protected]

A native of Michigan’s upper peninsula, Stephanie Gregoire holds a BM in music education from Western Michigan University and a MM in music education from Northwestern University. Prior to her studies at Northwestern, Stephanie served five years as a conductor with the Chicago Children’s Choir (CCC), where she directed the Hyde Park neighborhood choir program and many CCC in-school choirs throughout the city. Her choirs have performed at the Art Institute of Chicago, the Network of Executive Women National Awards Ceremony, and the National Guild for Community Arts Education Conference. Stephanie’s academic interests include topics of gender and sexuality in music education, world music pedagogy, and context-specific music teacher preparation.

Huilin Guan

2nd year PhD

[email protected]

Huilin Guan graduated with honors from both Shandong Normal University with a Bachelor of Arts in Music Education and the University of Illinois at Urbana-Champaign with a Master of Music Education. Her undergraduate research projects secured highly competitive government funding, one from Shandong Province for "A Report of Curriculum Offerings for General Music Courses in 114 National Key Universities in China" and another from the Ministry of Education for a project on restoring Han Dynasty music and dance. With six years of diverse teaching experience, Huilin has taught in various settings, spanning China and the United States, encompassing public and private schools, urban and rural contexts, formal learning, and informal learning. Her academic interests revolve around elementary general music education, music teacher education, world music pedagogy, culturally responsive teaching, and Asian American studies.  

Aaron Himes

[email protected]

Aaron Himes is a passionate educator, scholar, and performer.  Currently, he is a doctoral candidate in music education at Northwestern University.  Prior to beginning doctoral studies, Aaron served as a music teacher in several school districts in rural Pennsylvania where his experiences included teaching band, general music, and chorus at all levels.  He regularly worked as a consultant, clinician, guest conductor, and performer throughout the region.  Aaron holds the Bachelor of Music Degree in Music Education from Susquehanna University, Selinsgrove, PA and the Master of Music Degree in Music Performance from the University of North Texas, Denton, TX. His current research interests concern music curriculum in higher education, musical identity, and musical sophistication

Carlye Latas McGregor

1st year PhD

[email protected]

Carlye Latas McGregor is a PhD student in Music Education from south Louisiana. She holds a Bachelor’s degree in Music Education from Southeastern Louisiana University and a Master’s degree in Music Education from Louisiana State University. Prior to her studies at Northwestern, she spent eight years teaching in K-12 instrumental classrooms, where she conducted multiple concert ensembles, taught beginner band students, and instructed marching bands. She has led ensembles to performances in Orlando, Philadelphia, and New York City. Carlye’s research interests include goal theory in music education, the impacts of competition on instruction, and student perspectives on music education experiences.

Jeremy Rowland

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Jeremy Rowland holds a BM in Music Education from VanderCook College of Music, a MM in Music Education from Northwestern University, a MS in Teaching & Learning from the University of St. Francis, and obtained National Board Certification in Early Adolescent & Young Adulthood Music in 2020. Prior to students at Northwestern, he taught 7 years in both Chicago Public Schools and South Holland School District 150 as a general music, instrumental, and choral director. Most recently, he has served as the Curriculum Development Manager of The People's Music School in Chicago, IL responsible for developing and coaching teachers on a general music curriculum catered to students in underserved populations. His research interests include culturally responsive music teaching and the intersections of artistic intent, politics, and economy in popular music media.

Myriaha Seavello

2nd Year PhD

[email protected]  

Myriaha Seavello is a PhD student in music education from rural Nooksack, Washington. Prior to attending Northwestern, she was the director of band and choirs at Nooksack Valley High School, where she doubled the program in size. During this time she also served as secretary of the San Juan Music Educators Association, chaired the regional choral festival, and co-chaired the first and only virtual Solo and Ensemble Festival, maximizing access and inclusivity during the COVID-19 pandemic. She holds a Bachelor of Music degree in Music Education from Western Washington University and a Master of Music Education degree from Northwestern University. Her research focuses on gender and sexuality within the contexts of the wind ensemble, anti-fat bias, and intersectional pedagogy.

Victoria Smith

4th Year PhD

[email protected]

Victoria Smith holds a Bachelor’s of Music in Instrumental Performance from California State University, Stanislaus and a Master’s of Music in Music Education from the University of the Pacific; her research focusing on the influences of mariachi on student attainment, achievement, and engagement in school and at home. During her time at UOP, she served as Dr. Ruth Brittin’s Graduate Research Assistant, where she received the “Women of Distinction” award for her work with at-risk students and in gender equality. Prior to moving to Chicago to attend Northwestern, Victoria taught music for sixteen years in California and Washington states. Throughout her teaching career, she taught band, strings, choir, general music, and most notably mariachi. She founded the first elementary/middle school mariachi programs in the Central Valley of California. Her research and academic interests are in culturally responsive practices in music, the development of the female band director, and in continuing to establish scholarship in the area of mariachi music education.   

Melanie Stapleton

3rd Year PhD

[email protected]

A native of Plano, Texas, Melanie Stapleton holds a Bachelor’s of Music Education from Louisiana State University in Baton Rouge, LA and a Master’s of Music Education from the University of North Texas in Denton, TX. She has seven years of teaching experience in all levels of K-12, spending the majority of her teaching career as a secondary choral teacher in and around Houston, Texas. Her website, Blurring the Binary, is one of the leading resources for K-12 music educators focusing on instructing transgender and non-binary students in the music classroom. She has presented sessions at many professional music conferences including National ACDA, TMEA, TCDA, and AzMEA, and guest lectured at numerous universities across the country. Her research interests include gender, sexuality, and social justice in music education, as well as topics of diversity, equity, inclusion, and access in the music classroom.

Contact the Office of Music Admission, Financial Aid and Graduate Services: [email protected]  or  847-491-3141 Request Information

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Online Master of Music in Music Education

Inspire the next great musician.

Learn to better support the next generation’s engagement with music and share your passion with your students.

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To learn more about the University of Florida’s online Master of Music in Music Education and download a free brochure , fill out the fields below. You can also call (866) 794-8806 to speak to an enrollment advisor.

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Benefit from the UF’s heritage of academic excellence and complete a 100% online program offered by a NASM- and CAEP-accredited university.

Best Colleges Top 10 Online Master’s in Music Education: No. 1

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Forbes Best Public Universities: No. 4 U.S. News & World Report Top Public Universities: No. 5

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Study with Leading Faculty

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Cost per Credit Hour: $600

Total Tuition and Fees: $20,979.75*

Grow as a Musician, Excel as an Educator

The University of Florida’s online Master of Music in Music Education program is designed to help music educators enhance their abilities as musicians, teachers, and passionate students of one of humanity’s most dynamic modes of creative expression. Exhaustively exploring both practical and theoretical perspectives, the program, designed and taught by talented leading experts in the field, is perfect for current music educators looking to enhance their ability to encourage student engagement with music.

The curriculum combines advanced musical study with thorough examination of contemporary teaching methods, which can help you develop engaging, inspiring lesson plans for today’s students.

We understand that most educators want to continue teaching while they work toward their degree, and we want you to continue teaching the next generation of musicians too. We embolden our students to immediately apply the knowledge and skills they learn throughout our coursework to their current classrooms, a process that enriches your practice.

Because of this, the program is structured to fit the busy schedules of working educators. We keep our class sizes small, and each course is offered asynchronously. This setup facilitates deeper connections with professors through frequent interaction and allows you to learn at your own pace without a fixed time commitment.

Remote learning and online lessons are an increasingly important part of an educator’s responsibilities, and the UF College of the Arts has been ahead of the curve in world-class online online music education, offering music programs in the virtual space since 2010. Whether you direct a band, chorus, or orchestra; teach general music; lead other types of school-wide music classes at the elementary or secondary levels; instruct private lessons; or otherwise teach and lead music in your community, the program can help you explore new career opportunities and form even greater connections to your students through music — all while earning your master’s in music education online.

*Does not include textbooks and other materials/hardware required to complete the program. Note that these programs are “self-supporting.” Per Florida Board of Governor Regulations 8.002, the term “self-supporting” describes a budgetary model and does not impact student financial aid eligibility.

The Master of Music in Music Education at the University of Florida has helped me become a better inspiration to my students. I see a brighter future with my career since attaining the degree, as it has already led to a promotion and salary increase. – Brandon Benson Director of Bands, Opp City Schools in Alabama

UF Graduate Research Award and Grants

Our online students can also apply for grants to participate in special events with UF faculty. For instance, in 2022 a student from the online music education master’s degree program received grant funding to present original research, which was based on one of their class projects, at a graduate conference held in Nairobi, Kenya. The student’s research and presentation were praised by scholars from around the world. In 2024, five additional students received grants of $2,000 each to attend the Kenya Music Festival in Eldoret, Kenya. This major cultural event has taken place for over 90 years and includes national music competitions and cultural showcases; winning performers are invited to participate in a closing concert attended by the President of Kenya and other high government officials. During this trip, participants had opportunities to engage deeply with the festival as international guests and clinicians, learning about Kenyan music and traditions, shadowing adjudicators during performances, and serving as clinicians with ensembles from across Kenya. We look forward to many other exciting opportunities for our students in the future!

“Our program encourages students to challenge their assumptions, explore different methods, and discover innovative strategies for music teaching. By fostering flexible thinking and creative teaching techniques, we ensure that our students are well-prepared to adapt to the evolving educational landscape.”

—Dr. William I. Bauer, Professor and Director of the Online Master of Music in Music Education

UF Music Ed Student Story: Why I Earned My Master’s Online

Creativity and collaboration are as essential to a music teacher’s toolkit as pedagogical knowledge. At UF, we’ve put a lot of thought into how we could create a program that helps teachers hone their core music education skills, while also encouraging them to inspire their classmates to think of new approaches and ideas.

If you’re curious what that looks like in practice, the best way to learn is by hearing our students share their personal experiences. Watch this video to see what they have to say about learning online at UF.

UF alumni in every state in the nation and more than 150 countries around the world.

Last year, UF generated $724 million in research awards.

Awards that current UF faculty have earned for making their mark in music education.

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2024 Best Music Education Schools

Featured music education programs, choosing a great music education school, music education rankings by degree level, best schools for music education in the united states, 25 top schools in music teacher education.

There were approximately 76 music education students who graduated with this degree at Teachers College in the most recent year we have data available.

There were approximately 14 music education students who graduated with this degree at WWU in the most recent data year.

There were approximately 29 music education students who graduated with this degree at UGA in the most recent data year.

There were roughly 25 music education students who graduated with this degree at UNL in the most recent data year.

There were about 22 music education students who graduated with this degree at BYU in the most recent data year.

There were roughly 55 music education students who graduated with this degree at NYU in the most recent year we have data available.

There were approximately 66 music education students who graduated with this degree at UF in the most recent data year.

There were roughly 27 music education students who graduated with this degree at UD in the most recent year we have data available.

There were approximately 14 music education students who graduated with this degree at UMCP in the most recent year we have data available.

There were about 99 music education students who graduated with this degree at Boston U in the most recent data year.

There were about 2 music education students who graduated with this degree at Fresno Pacific in the most recent data year.

There were approximately 16 music education students who graduated with this degree at UofL in the most recent year we have data available.

There were approximately 55 music education students who graduated with this degree at UIUC in the most recent data year.

There were about 39 music education students who graduated with this degree at Ball State in the most recent year we have data available.

There were approximately 22 music education students who graduated with this degree at Brooklyn College in the most recent year we have data available.

There were about 48 music education students who graduated with this degree at QC in the most recent data year.

There were about 35 music education students who graduated with this degree at TCU in the most recent data year.

There were approximately 7 music education students who graduated with this degree at Hunter in the most recent year we have data available.

There were about 6 music education students who graduated with this degree at Vanderbilt in the most recent data year.

There were approximately 35 music education students who graduated with this degree at Ohio State in the most recent data year.

There were approximately 14 music education students who graduated with this degree at Miami University - Oxford in the most recent data year.

There were approximately 15 music education students who graduated with this degree at Baylor in the most recent data year.

There were about 26 music education students who graduated with this degree at IU Bloomington in the most recent data year.

There were roughly 16 music education students who graduated with this degree at Iowa in the most recent data year.

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Home › Blog › Research › Benefits of Music To The Brain

April 4, 2018

Benefits of Music To The Brain

By Lia Peralta

updated 10/22/2021

Save The Music believes in the benefits of music in schools . Music has the potential to help students succeed in school, build self-confidence, and create leaders and well-rounded young people. Learning through music can improve a student’s academic performance, increase attendance, and improve test scores overall.

In Save The Music’s recent case study in Newark, New Jersey, schools with quality music education programs had a decrease in students being chronically absent from school. The value of a music program can mean that more students come to school more often, participate more in school activities, and look forward to something during the school day – music class.

We see that students who participate in a school music program have more social-emotional skills like grit, perseverance, and teamwork. Music can prove to be an important part of the school day to help students express themselves and work through feelings of stress and anxiety. This attributes to the social benefits of music education . Music education and social-emotional learning (SEL) intersect when students practice self-awareness, self-management, social awareness, relationship skills, and responsible decision-making ( SEL core competencies ). Embedded into the four major music education processes – create, present, respond, connect – students have the potential to become impactful leaders, creators, independent thinkers, and empowered young people.

Music shows something about who we are as people. Our identities can be communicated through what we play, create, and the music we share with others. We can illuminate our cultures through music and continue a legacy passed down by our families. With music education in schools, teachers can encourage students to use their voices, expressing themselves through music.

In West Virginia, Save The Music found that 83% of music teachers believed that their students who participate in music have increased their overall engagement in school. Additionally, active music programs in schools gave a sense of pride to the whole community. Music education has become a key thread in the fabric of the people who live in school districts with quality music education in schools.

The value of music education seen here is that students who participate in music-making, creativity, and artistic expression attend school more often and perform higher in other academic subjects. The importance of music in school also extends to social and emotional benefits, that each child develops the skills to conquer challenges of life situations in the music classroom and beyond.

Why is music education important ? Let’s explore more areas to answer this question.

THE BENEFITS OF MUSIC EDUCATION TO THE BRAIN: COGNITIVE DEVELOPMENT

There are positive outcomes and cognitive benefits of learning music . It has been shown to increase cognitive competence and development in students who participate in music in school. Playing music throughout life can also lead to a lower risk of developing dementia and increased brain resilience. Playing music activates many senses in the brain that increase thinking skills, including social and emotional awareness, and improve interpersonal communication. Reading music can improve general reading comprehension skills overall. Music sparks the brain and many parts of the brain are activated.

Practicing music is like a cross-fit workout for the brain! When we play and listen to music, it’s processed in many different areas of our brain. The extent of the brain’s involvement was scarcely imagined until the early 1990s, when functional brain imaging became possible. The major computation centers include (Source: This Is Your Brain on Music: The Science of a Human Obsession by Daniel Levitin).

PREFRONTAL CORTEX

Creation of expectations, violation, and satisfaction of expectations.

MOTOR CORTEX

Movement, foot-tapping, dancing, and playing an instrument.

CORPUS CALLOSUM

Connects left and right hemispheres.

AUDITORY CORTEX

The first stages of listening to sounds and the perception and analysis of tones.

SENSORY CORTEX

Tactile feedback from playing an instrument and dancing.

VISUAL CORTEX

Reading music and looking at a performer’s or one’s own movements.

NUCLEUS ACCUMBENS

Emotional reactions to music.

HIPPOCAMPUS

Memory for music, musical experiences, and contexts.

Movement such as foot-tapping, dancing, and playing an instrument. Also involved in emotional reactions to music.

“Playing music is the brain’s equivalent of a full-body workout.”

– “While listening to music engages the brain in some pretty interesting activities, playing music is the brain’s equivalent of a full-body workout. The neuroscientists saw multiple areas of the brain light up simultaneously processing different information in intricate, interrelated, and astonishingly fast sequences. Playing a musical instrument engages practically every area of the brain at once, especially the visual, auditory, and motor cortices. As with any other workout, disciplined structured practice in playing music strengthens those brain functions allowing us to apply that strength to other activities.” (Anita Collins, How Playing An Instrument Benefits Your Brain , July 2014)

Playing music connects different parts of the brain, increasing efficient decision-making skills and more spontaneous creativity.

– “The heavy-tax of piano playing makes their minds efficient in every way. Studies show that when jazz pianists play, their brains have an extremely efficient connection between the different parts of the frontal lobe compared to non-musicians. That’s a big deal — the frontal lobe is responsible for integrating a ton of information into decision-making. It plays a major role in problem solving, language, spontaneity, decision-making and social behavior. Pianists, then, tend to integrate all of the brain’s information into more efficient decision-making processes. Because of this high-speed connection, they can breeze through slower, methodical thinking and tap into quicker and more spontaneous creativity.” (Jordan Taylor Sloan, Science Shows How Piano Players’ Brains are Actually Different From Everybody Elses’ , June 2014)

✓ Check out our guest blog post by Music Education Advisory Board member, Gabriella Musacchia, called “Music and Learning: Does music make you smarter?”

MUSIC EDUCATION FACTS

There has been an outstanding amount of research about young people who play and practice music and its positive outcomes. Music education in schools has profound effects on student performance and the development of well-rounded citizens. At Save The Music, we see students in music programs thrive and discover their creativity. We see them participate more in school activities and engage their families and communities in music education as well.

Explore the benefits of music education statistics below and find more information about the value of music education in Save The Music’s Advocacy Tools .

Studies show music learning yields several benefits to overall development and performance.

– Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons (Arete Music Academy. “Statistical benefits of music in education.” Arete Music Academy. Accessed July 17, 2014).

– Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests (Hille, Katrin, et al. “Associations between music education, intelligence, and spelling ability in elementary school.” Adv Cogn Psychol 7, 2011: 1–6. Web. Accessed February 24, 2015).

– Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs (The National Association for Music Education. “Music Makes the Grade.” The National Association for Music Education. Accessed February 24, 2015).

– Research at McGill University in Montreal, Canada showed that grade-school kids who took music lessons scored higher on tests of general and spatial cognitive development , the abilities that form the basis for performance in math and engineering (http://nisom.com/index.php/instruction/health-benefits).

– A study of 8 to 11-year-olds found that, those who had extra-curricular music classes, developed higher verbal IQ, and visual abilities, in comparison to those with no musical training (Forgeard et al., “Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning,” PLOS One, 2008).

– Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons (Arete Music Academy. “Statistical benefits of music in education.” Arete Music Academy. Accessed July 17, 2014).

– Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training (National Association for Music Education. “The Benefits of the Study of Music.” National Association for Music Education. Accessed July 17, 2014).

– Music and math are highly intertwined. By understanding beat, rhythm, and scales, children are learning how to divide, create fractions, and recognize patterns (Lynn Kleiner, founder of Music Rhapsody in Redondo Beach, CA).

– Playing a musical instrument strengthens eye-hand coordination and fine motor skills, and kids who study an instrument learn a lot about discipline, dedication, and the rewards of hard work. ( http://nisom.com/index.php/instruction/health-benefits ).

– Music training not only helps children develop fine motor skills, but aids emotional and behavioral maturation as well, according to a new study, one of the largest to investigate the effects of playing an instrument on brain development (Amy Ellis Nutt, “Music lessons spur emotional and behavioral growth in children, a new study says,” The Washington Post, January 7, 2015).

– Music training leads to greater gains in auditory and motor function when begun in young childhood; by adolescence, the plasticity that characterizes childhood has begun to decline. Nevertheless, our results establish that music training impacts the auditory system even when it is begun in adolescence, suggesting that a modest amount of training begun later in life can affect neural function (Adam T. Tierney, Jennifer Krizman, Nina Kraus, “Music training alters the course of adolescent auditory development,” Proceedings of the National Academy of Sciences, 2015).

– Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education (Arte Music Academy. “Statistical benefits of music in education.” Statistical-Benefits-Of-Music-In-Education. Accessed July 17, 2014).

– Taking music lessons offers a space where kids learn how to accept and give constructive criticism , according to research published in The Wall Street Journal in 2014 (Joanne Lipman, “A Musical Fix for American Schools,” The Wall Street Journal, October 10, 2014).

– Making music together, children learn to work as a team while they each contribute to the song in their own way. At the same time, music helps children learn that together they can make something larger than the sum of its parts (© 2015 Program for Early Parent Support (PEPS), a 501(C)(3) nonprofit organization).

– More benefits of music for children include learning cooperation, sharing, compromise, creativity, and concentration – skills that become invaluable as they enter school, face new challenges, and begin to form new friendships and develop social skills (© 2015 Program for Early Parent Support (PEPS), a 501(C)(3) nonprofit organization).

– Kids who make music have been shown to get along better with classmates and have fewer discipline problems. More of them get into their preferred colleges, too (http://nisom.com/index.php/instruction/health-benefits).

> Source: NAMM Foundation’s “How Children Benefit From Music Education In Schools”

✓ For more research briefs and handy quotes to help make your case for supporting music education in schools, check out this list from the NAMM Foundation : MUSIC FACTS

Thank you to our partners and friends in music education for publicizing their vital research for us to share. Remember, however you use this fact bank, please remember to include the sources provided.

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Whether you want to spend your career instilling a love of music in young children, helping older children develop their skills, or working in academia, we have a music education program that will fit your needs.

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