How does music education affect the brain

Overview of the topic

The research is about identifying the ways of music education that have impacts on the children. Through this research, it is possible for the researcher to identify different music educational system across the primary school education, where the teaching professionals try to provide music education to the children for developing their brain activities. This includes exploring how education dissertation help can further enhance the understanding of these impacts and the effectiveness of various music education approaches. Through this study, it is also possible to analyse the effective of music education on the children aged from 7 to 10 years, and the impacts of music educational system on the child’s brain is the major aim of the study. The research also focuses on exploring further tactics to redesign the activities of music education to identify its impacts on the child development.

Aim and objectives of the research

The aim of the study is to analyse the impacts of music education among the children, where this study helps to analyse the music educational system of primary schools that focus on introducing music education in the class session to enhance brain developmental activities among the children, aged from 7 to 10 years. The objectives of the research are such as,

Research question of the study

What are the impacts of music education on the children aged between 7 to 10 years?

Sub questions

What are the ways to provide music education?

What are the effects of music education?

How does the music education in the primary education system affect the brain of the children aged between 7 to 10 years?

What would be the suggested recommendations to develop creative music education to improve child’s brain?

Rationale of the research

According to, Pitts (2019), in the recent era of globalisation and digitalisation, there are positive impacts of technological advancement and creative educational system on the children development. As opined by, Smith et al., (2017), the primary schools and the teaching professionals provide creative activities at their class session to raise interest among the children and improve their activities in plying, music and arts, so that they can improve their extra-curriculum activities further. As opined by, Kelman (2020), the teachers believe that, music education is fruitful for the children to understand the perspective and the children start cooperating with the teaching professionals due to creative educational activities, in which they are interested to take active part. According to, BATES (2018), it is beneficial for the primary schools to introduce creative educational activities through music education for increasing student participation rate and enhancing child development. The study is effective to explore the impacts of music education on the brain development among the children, who are aged between 7 to 10 years.

Research outline

Figure: Outline of the research

The research can be conducted through five chapters such as introduction, literature review, methodology of the study, data findings and discussion as well as conclusion and recommendations.

Review of the literate

As opined by, Smith et al., (2017), music education is the field of practice, in which the educators are trained for careers and the teaching professionals try to explore new activities for providing educational activities through music. Especially Swedish schools adopt the music education for better educational activities. The children prefer to attend the class of music education where they can learn through music activities. As stated by, Pitts (2017), the countries like Russia, Australia Canada, France, Japan, UK and Germany are adopting music education over the years to educate the children in an innovative way. The students can develop skill, concepts and methods of music, where they can be interested to explore new educational activities. It has direct impacts on the children, where the teaching professionals try to provide music education in the primary schools. As opined by, Aróstegui (2016), the music education is good for speech therapy, where the speech and the communication skill of the children can be developed. As opined by, Swart (2020), the language and reasoning can also be developed through the music education, and in this regard the music therapy and education develop the brain of the children. The students can learn through music to improve their working activities and develop their day to day performance at the primary schools. As stated by, Cremata (2017), the music therapy and education is also fruitful to develop craftsmanship and improve the creative working activities among the children; hence the music education is good for child development.

As opined by, Smith et al., (2017), the music education allows the students to try something new and develop the confidence as they are effective in singing or playing an instrument, this is hereby beneficial for the students to develop self esteem and self learning activities, where the children try to create new themes and learning activities through music. As stated by, Cox (2018), the maths skill can also be improved through music education, where the interest of the children in mathematics can also be boosted over the period of time and the fear in maths can be eliminated. The students can also make their brain to work innovatively through music education. It further helps the students to represent themselves and improve self confidence and esteem in future. Hence, the brain development activities of the children can be improved through the music therapy and educational activities through music. The interest of the students in participating in the class session is also improved and they try to participate in different activities at the classroom. According to, Bath et al., (2020), it also relieves the stress among the children and improves the creativity; thus, the children can develop their creative activities and innovation through music education where they can explore new solutions and new skills through practising the music education at their primary education.

Anticipated findings

It is expected that, the study will be fruitful to explore the impacts of music education on the child’s brain development, where the children are aged between 7 to 10 years. The educational activities through music have crucial effects on child’s brain, where the children start exploring creative activities through music and they also become interested in the educational activities. According to, Bath et al., (2020), they can relieve stress and improve their activities in education. The extra-curriculum activities can also be improved and it is fruitful for them to improve confidence and self esteem in future. Hence, as stated by Cox (2018), the music education is good for the children to improve their brain and develop skills to represent their abilities in front of others. The study is effective to explore different music educational activities, where the teaching professionals try to develop for encouraging the students and enhancing their brain development in future.

Research methodology

The research can be conducted through choosing the right method so that effective data and information can be gathered. The researcher will choose the deductive approach and positivism philosophy in order to conduct this study after gathering authentic theories and concept of education among the children.

The researcher also selects both the primary and secondary data collection method. Through the secondary data collection method, the researcher would be able to collect he secondary sources of information, such as existing books, journals, newspapers and online articles related to the music educational activities and its effects on the child development. The secondary information is important in this regard to collect theories related to the research topic.

On the other hand, the researcher will also select primary data collection method and in this regard choose interview strategy to gather authentic data and information. The interview will be arranged with the teaching professionals of the primary schools, to review their feedback and improve understanding about the music education.

The researcher also selects the data analysis technique and in this particular study, the researcher will choose the qualitative data analysis method over quantitative data analysis, to analyse the interview data and information collected from the teaching professionals. In this regard, both the primary and secondary data will be analysed through thematic analysis.

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Reference List

Aróstegui, J.L., 2016. Exploring the global decline of music education. Arts education policy review, 117(2), pp.96-103.

BATES, V., 2018. Faith, Hope and Music Education. Action, Criticism and Theory for Music Education, 17(2), pp.1-21.

Bath, N., Daubney, A., Mackrill, D. and Spruce, G., 2020. The declining place of music education in schools in England. Children & Society.

Cox, G., 2018. Living Music in Schools 1923-1999: Studies in the History of Music Education in England: Studies in the History of Music Education in England. London: Routledge.

Cox, G., 2018. Living Music in Schools 1923-1999: Studies in the History of Music Education in England: Studies in the History of Music Education in England. London: Routledge.

Kelman, K., 2020. Making a Case for an Entrepreneurial Music Education in Schools. In Entrepreneurial Music Education (pp. 9-22). London: Palgrave Macmillan, Cham.

Pitts, S., 2019. A century of change in music education: Historical perspectives on contemporary practice in British secondary school music. London: Routledge.

Pitts, S.E., 2017. What is music education for? Understanding and fostering routes into lifelong musical engagement. Music Education Research, 19(2), pp.160-168.

Smith, G.D., Moir, Z., Brennan, M., Rambarran, S. and Kirkman, P.., 2017. The Routledge research companion to popular music education. London: Taylor & Francis.

Swart, I., 2020. Benefits of music education to previously disadvantaged South African learners: Perspectives of music teachers in the greater Tshwane Metropolis. International Journal of Music Education, 38(1), pp.52-65.