S n a p s h o ts Fast Fact: O n e in f o u r te a c h e rs m is s e d

RESEARCH REPORT

Music
Instruction
Impacts
Cognitive
Development
Advocates for the arts in schools
claim that music makes a difference
in students academic and personal
growth. But what does the research
really tell us? Scientists at the
University o f S outhern California
(USC) are trying to find out. Early
results of th eir study show that
learning to play music can significantly
affect childrens brain developm ent
during the elem entary school years.
Early findings show that child ren s
knowledge builds over time, based
on the experiences theyve h ad along
the way. Researchers contend that the
sharper students becom e, the m ore
they can learn.
We say th at when p eople are th e back of a whole process of O ther studies have shown possible
inspired, they create, th a t it all im agination and knowledge and links between musical training in early
comes in a rush, USC neuroscientist criticism o f w hat has com e b efo re. childhood and structural changes in
and au th o r A ntonio R. Damasio In o th e r words, th ere are signs the brain, but researchers contend this
told Education Week as the study th a t c h ild re n s brain structure study will provide m ore insights.
was beginning. T h a t m o m en t of develops b e tte r w hen exposed to The USC study is following several
inspiration generally com es on training in music. dozen children, mostly from low-

MYTWOCENTS y Shelette R. Pleat (@ SheletteRPIeat): I am th in kin g o f m aking

th e "M o b ile O ffice" an im p o rta n t to o l and strategy.
What is one new tool
Ms. M athies (@ M sM athies): D eveloping a feedback loop
or strategy you plan to y to nurture g ro w th versus grades.
implement this year?
Leslie (@LeslieLeads): 1. Sm art use o f G oogle p latfo rm .
y 2. Going green and using it fo r setting th e to n e fo r
productive staff d evelo p m en t and sharing.

6 Principal September/October 2016

10 o r m o r e school days in t h e 2 0 1 3 -2 0 1 4 school y e a r edu c atio n w eek research center , j u n e 2016

incom e and bilingual families in Los
Angeles. T he participating children
were 6 and 7 when a portion of them
began to participate in the heralded
El Sistema music instruction program
th at started in V enezuela an d has
gone global.
The L.A. P hilharm onics Youth
O rchestra Los Angeles, the H eart
o f Los Angeles com m unity center,
and two elem entary schools are
partnerin g in the study. T he children
get free instrum ents and intensive
training from adult musicians, and
occasionally have MRIs or o th er tests
to m easure brain activity.
Early findings o f the USC study
published in the February 2016
issue o f Frontiers in Psychology
show that children exposed to
music instruction for two years
are more able than their peers to
identify changes in musical pitch on
the piano and have developed m ore
auditory pathways than their peers.
W h y does this matter?
Auditory processing is linked to the
developm ent o f speech and language,
according to USCs Brain an d
Creativity Institute.
O u r findings dem onstrate th a t
music ed ucation has an im p o rtan t
role to play in childhood developm ent
and add to the converging evidence
th at music train in g is capable o f
shaping skills th a t are ingredients
o f success in social an d academ ic
develop m en t, th e researchers
wrote in their jo u rn al article. It is
o f p articular im portance that we
show these effects in children from
disadvantaged backgrounds.
E arlier studies also suggest that
music instruction can help childrens
brains develop. This growing body of
evidence could build an even stronger
case that children in all com m unities
can benefit trem endously from
exposure and instruction in strong
music programs.
It signals a challenge for many
principals and schools: how to provide
child ren with this opportunity to
thrive, w h ether at school or with
p artn ers in the community.
designed and the desired outcomes.
ESSA speak:
C o n s u lta tiv e
Process
T he Every S tudent Succeeds Act
(ESSA) presents an opportunity to
create m ore effective education
policies by ensuring that parents,
educators, and other leaders are all
at the table to develop state and
local policies and practices.
The consultative process requires
states and communities to convene
discussions before drafting plans
th at reflect a shared vision. But
what does it m ean to properly
consult with stakeholders? Here are
a few guiding principles:
Stakeholders participating in the
process should be representatives
o f those named in the law.
This stakeholders group should
initially convene to define how
the consultative process will be
The process should then:
Be based on affirmative
interactions between colleagues;
Produce collaborative
discussions, which should include
goal-setting guiding principles;
Be sustained, with stakeholders
participating in discussions
at the decision-making,
im plem entation, and evaluation
stages; and
Be transparent and open to
the public.

If the consultative process has

n o t been initiated, or is stalled,

* Nikol Baker (@ lakebaker2): H ig h -u tility vocabulary, g ro w th mindset,

and effective grading practices.
a stakeholder can initiate
(or re-initiate) the process.
Principals should be proactive

* Joe Rodia (@Jsrodia): Grade-level reading groups w ith th e principal

and genius hour fo r grades 3-5.
in taking part in the process and
ensuring that school leaders
voices are heard. For m ore
W a n t to connect w ith your peers? Check o u t th e list o f T w itte r chats inform ation about these guidelines
and o th e r professional learn in g activities planned fo r N ational for the consultative process, visit
Principals M o n th , w w w .p rin cip alsm o n th .o rg www.learningfirst.org.

Principal September/October 2016 7

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