Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Studying music primes the brain to comprehend speech in a noisy background. *Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Research shows that music is to the brain as physical exercise is to the human body. Music tones the brain for auditory fitness and allows it to decipher between tone and pitch.
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.
In the past, secondary students who participate in a musical group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2 percent graduation rate and 93.9 percent attendance rate compared to schools without music education who average 72.9 percent graduation and 84.9 percent attendance.
Regardless of socioeconomic status or school district, students who participate in high-quality music programs score 22 percent better on English and 20 percent better on Math standardized exams.
Much like expert technical skills, mastery in arts and humanities is closely correlated to high earnings.
A study from Columbia University revealed that students who study arts are more cooperative with their teachers and peers, have higher levels of self-confidence, and are more equipped to express themselves and their ideas.
Elementary age children who are involved in music lessons show greater brain development and memory improvement within a year than children who receive no musical training.
Learning and mastering a musical instrument improves the way the brain breaks down and understands human language, making music students more apt to pick up a second language.
In a 2005 speech to the American Library Association, then-senator Obama described his view of the importance of literacy: “In this new economy, teaching our kids just enough so that they can get through Dick and Jane isn’t going to cut it,” he said. “The kind of literacy necessary for 21st-century employment requires detailed understanding and complex comprehension.” Education secretary Arne Duncan’s response to the 2013 National Assessment of Educational Progress earlier this week reinforced a pragmatic approach to literacy: “If America’s students are to remain competitive in a knowledge-based economy, our public schools must greatly accelerate the rate of progress of the last four years and do more to narrow America’s large achievement gaps. It is an urgent moral and economic imperative that our schools do a better job of preparing students for today’s globally-competitive world.”
Reading is indeed crucial to success in school and in careers. But we worry that discussions of reading, especially public policy discussions, focus almost exclusively on its utilitarian value. What’s missing is the pleasure readers derive from the reading they do.
Learning in Rural China: The Challenges for Teachers
Mr. Huang became principal of Qiao Tou Lian He school at the age of 25, not because he was specifically trained for the post, but because he had been the only educated person in his village. He’s a dynamic leader who is squarely focused on supporting, developing and evaluating his teachers, of whom only a handful have a high school degree and more than basic teacher training.
The teaching conditions in the rural Qiao Tou Lian He school, 3,000 kilometres southwest of Shanghai, are tough and teachers are struggling […] The Qiao Tou Lian He school is mainly on its own; but the teachers I met there showed an amazing commitment, and I was struck by the positive learning atmosphere – rigorous, highly disciplined, yet joyful – in every classroom I visited.
"The goal is not to turn kids into your kind of adult, but rather, better adults than you have been. Progress happens because new generations grow and develop and become better than the previous ones.”
From Adora Svitak’s talk “What adults can learn from kids.” In her talk, Adora makes a case for why adults shouldn’t underestimate kids. And they shouldn’t. Kids are doing amazing things. Let’s just take a second to think about how Adora organized her first TEDxYouth event when she was just 12.
This weekend, young people around the world are attending, organizing, speaking at, and watching TEDxYouthDay events — TEDx events dedicated to the ingenuity of kids worldwide. Every year we’re taken aback by the amazing things that come out of these events, and we think you should be, too. Find a TEDxYouthDay event near you to attend or watch live online here.
In the Niger, about 36 per cent of girls are married before the age of 15. Only 16 per cent attend middle school, and only half complete the cycle. Supporting girls past primary school is necessary to ensure that they complete their education, and to protect them from child marriage and early pregnancy.
According to the director of the secondary school in Yaouri, Kabirou Ibrah, “In 2011, there were no girls. In 2012, there were only three. And, you see, this year, thanks to UNICEF, there is up to 16 girls. Most students who do not have tutors and who live far abandon secondary school during the first year.”