Does learning to play a musical instrument make your child stronger in academics?

“Children who study music from an early age can do better at a range of subjects such as maths, science, arts and language. The earlier a child ... comes to grips with music, the more the brain growth will be influenced. It sets them up for life.” - Dr Richard Letts, Music Council of Australia

We would all have encountered the advice on how we should encourage (*force*) our children to learn a musical instrument (preferably piano or violin) so that they will do well academically. Many research findings support this popular notion. For me, I find it strange because my thoughts are that the hours spent on practising the musical instrument could have been the hours spent on memorising the names of the muscles and bones of the human body! How is it then possible for the child to do well academically?

I have two hypotheses.

Hypothesis 1

Children who are strong in academics are the ones who are able to learn a musical instrument. In the first instance, all children are enrolled in learning a musical instrument, those who have difficulty learning would have dropped out, leaving behind those who study music. And when you assess those who study music, you’ll find that they are also strong in academics. This brings to the question is it because I know how to play the piano (cause) therefore I am good at math (effect) or I am good at math (cause) therefore I can play the piano (effect)?

Hypothesis 2

Children who play music acquire skills that are relevant to be strong in academics. They learn:

• That there are rewards from hard work, practice and discipline;
• To memorize by repetition and recognise patterns;
• Time management.

Some children as young as 5 years old may have already experienced their first graded music exam, hence they have early exposure and experience to exams.

These two arguments put forth demonstrate the linkage and indirect benefits of learning to play a musical instrument. However, I do believe there is a direct benefit that is children who learn music from a young age might have improved auditory senses which might aid in learning languages as well as be attentive in class.

Reducing suicide risks by taking a EPA and DHA

My classmate from university, C passed away on 16 January at age 39. He had jumped to his death, apparently after battling depression for the past two years. His father witnessed the incident.

I am very saddened by his choice – an irreversible choice – when one ultimately takes one’s own life. Perhaps it might be a good choice for him – if he had been miserable all these while. Perhaps, it might be a good choice for those around him – if they had been helpless and had seen him struggle through each day.

One thing’s for sure, I will never see or hear from C again. I dedicate this to him:

Last night as I lay on my bed,

I wondered what had made you done so;

Last night as I lay on my bed,

I can’t bear to see you go…………….

As a pharmacist, he probably would have known and could gain access to antidepressants if he ever needed them. I don’t know if he took any medication. In 2003, a well publicized US FDA warning on the use of antidepressants – that is it increases the risks of suicidal behaviours – might have led to a reduced use of antidepressants for the past 10 years¹. The same report indicated a simultaneous significant rise in suicide attempts. Indeed the search for a ‘cure’ to prevent suicide by the usual pharmacological experimental models would be very difficult²

-          Suicide death and suicide attempt are rare outcomes, very large sample sizes and long observation periods are required to detect effects.

-          It would not be ethical to have a placebo arm in such high-risk studies.

Of interest is that polyunsaturated fatty acids may play a role in reducing suicidal behavior3. In recent years, substantial evidence has linked a dietary deficiency in essential long-chain omega-3 (LCn-3) fatty acids, eicosapenaenoic acid (EPA) and docosahexaenoic acid (DHA), to the occurrences of major depressive disorder, bipolar disorder, schizophrenia, attention deficit hyperactivity disorder (ADHD), and anxiety disorders. The evidence suggests that EPA+DHA doses in the range of 1–4 g/d are potentially efficacous and are safe and well-tolerated in pediatric, adolescent, and adult psychiatric patients. In particular, the EPA+DHA in a 2:1 EPA to DHA ratio are efficacious for the treatment of mood symptoms and a larger ratio of EPA to DHA may be more efficacious for treating depressive symptoms as well as ADHD symptoms. To minimize the gastrointestinal adverse events (nausea, diarrhea, gastroesophageal reflux, eructation) associated with LCn-3 fatty acids, patients should be instructed to take their pills with meals.

Now, is it that simple? Could eating more fish be able to safe C? Could he had led happier lives by popping omega-3 fatty acid supplements?

1. Lu CY et al. Changes in antidepressant use by young people and suicidal behavior after FDA warnings and media coverage: quasi-experimental study. BMJ. 2014 Jun 18;348:g3596.
2. Mann JJ, Currier D. Medication in Suicide Prevention. Insights from Neurobiology of Suicidal Behavior.The Neurobiological Basis of Suicide. Boca Raton (FL): CRC Press; 2012. Chapter 21.
3. McNamara RK, Strawn JR. Role of Long-Chain Omega-3 Fatty Acids in Psychiatric Practice. PharmaNutrition. 2013 Apr;1(2):41-49.

Babybeats at Wolfgang Violin Studio

I attended a trial session with my no.2 last Sunday, 5^th Oct 2014. It was the last session of the term for an ongoing class, in which many of the students were progressing to their Kinderviolin program. Details of the class are as follows:

Description: A parent accompanied music and movement playgroup with an emphasis on the violin

Duration: 45 minutes

Group size: Max 8 parent-child pair

Number of facilitators: 2

Target age group: 2.5 to 4 years

I could see how the curriculum was well thought to incorporate fun and play into the teaching of music to preschoolers. The session progressed as follows:

1)      sing-along in twos, groups of four and the entire class

2)      classical violin music appreciation with illustrations of animals, fruits etc

3)      teaching rhythm using various percussion instruments, castanets, tambourines, drums, triangle etc

4)      using finger puppets for fingering awareness

5)      method and practice to hold violin bow

6)      identifying and reading notes

7)      violin setup, playing notes A and E on the violin and a simple tune (Twinkle Twinkle Little Star) 1 child to 1 facilitator

Time was very short and my no.2 enjoyed herself thoroughly.

Wolfgang Violin Studio was started by Min Lee, a renowned classical violinist from Singapore and her mother Annie Lee. A child prodigy, Min Lee gave her first public performance at the age of 5. For more info http://www.wolfgangviolin.com/index.aspx

Other music playgroup:

Music For Kids by Liberal Music & Arts School (tel: 6562 5661)

Duration: 60 minutes

Group size: Max 8 children

Target age group: 3 to 5 years

Methodology: Uses the Orff Method to introduce music through a mixture of singing, dancing, acting and use of percussion instruments. Developed by German composer Carl Orff (1895-1982), the Orff philosophy encourages children to experience music at their own level of understanding.
"Tell me, I forget…show me, I remember…Involve me, I understand." Carl Orff

Kindermusik  (Newborn to 7 years) licensed educator list

Minimaestroes (6 months to 5 years)

Ourmusicstudio (Newborn to 6 years)

Musicfactory (Newborn to 6 years)

..and the list goes on…………….

Pros and cons of Suzuki violin method

This method of teaching violin originated from Japanese violinist Shinichi Suzuki (1898–1998) in the mid-20th century, As he realized that learn to speak their native language with ease, he utilised this basic principle of language acquisition to the learning of music, music being another language. 

Below is an article reproduced from this site which lists the pros and cons of the Suzuki method:

Early beginning. Students begin very early, even as young as age 3.

Pros

1. The early years are often considered prime for developing muscle coordination and mental processing.

2. Children may have a greater chance of quickly learning an instrument.

Cons

1. Some educators believe children age 3-5 is too young to begin violin since the student may not really understand what is going on. Coupled with the high demand for structured practice, this may be detrimental in their musical progress. 

Suzuki violin method uses common repertoire and a standardized curriculum.

Pros

1. This enables group practice and performance because all the students play the same songs.

2. For a home with multiple Suzuki students this can ease financial burden of buying books as each sibling uses the same materials.

Cons

1. Many of the Suzuki songs used are of the same style and time period. Unless a Suzuki teacher is flexible and supplements with outside material, students will be limited in their playing styles.

2. Although non-competitiveness and positive peer interaction is encouraged, it might be easy for students to compare themselves to others around them who are playing in the same books but are further ahead than themselves.

Review of past Suzuki songs takes the place of the traditional etude or theory books.

Suzuki believed that every technical problem or difficulty that a student needs to learn can be taught right in the context of their song book repertoire. Repetition and review is key in the Suzuki violin method to mastering songs and moving on to the next level.

Pros

1. Repeating and reviewing music can serve as wonderful building blocks to new music.

2. Constant review of music facilitates group lessons and performance.

3. Going back to the basics (simpler, familiar music) allows students to easily work on the fundamentals of proper form, technique, and intonation.

4. Etude and theory books can sometimes be non-motivating for children. Learning technique under the guise of a fun song is much more appealing and motivating for children.

Cons

1. Students may miss out on building a repertoire of many wonderful and useful etudes that have been written for the exact purpose of teaching students a specific technique.

2. Although reviewed frequently, repetition of techniques may not be enough in the context of a fun song. Etudes are designed to give student ample practice by repeating a specific technique over and over again.

3. Etudes give variety to practice and lesson time, and can serve as wonderful warm-ups.

Suzuki Students practice and perform frequently in a group setting.

Pros

1. It is beneficial for students to hear and see other students playing the violin, especially playing the music and songs they themselves are learning.

2. When playing in a group, a student learns valuable skills; keeping perfect rhythm and beat, following a leader, and to keep playing or 'catch up' when they make a mistakes.

3. Students meet and become friends with other youth that have a common interest in music.

4. Students become very comfortable in performing with their group. Performing becomes a non-stressful, enjoyable event.

Cons

1. Depending on the size and playing ability of the group, certain techniques of a student when played poorly, like intonation and proper form, may go unnoticed and uncorrected by a teacher.

2. Student may develop a tendency of robotic playing at the expense of their individual musicianship.

3. Performing always as a group may make a student dependent on the ability of others to perform. As a result, they may not develop the ability to perform as well as a soloist.

Suzuki violin method teaches students how to play violin by ear (listening to recordings and other violinists), not by reading music.

Pros

1. Students develop a strong ear. This means they are able to listen to music and replicate it.

2. When students do begin learning note reading they have already developed the ability to hear phrasing and predict the melodic direction of a song.

Cons

1. Learning music first by ear and later by note reading may compromise sight reading ability.

2. Students may develop the tendency to be dependent on others and not take ownership of their practicing and learning.

3. Students may struggle to develop their own style and interpretation of music because they are always copying others, and recordings.

Parents are very involved at lessons. They take notes and attend every lesson. They then become the at-home violin teacher.

Pros

1. For the very youngest students, parental involvement is necessary.

2. Parental involvement boosts student's self-esteem and confidence.

3. Parent helps student to stay on track during the week and make practice time more effective between lessons.

Cons

1. Students may become slack in taking responsibility and listening to their violin teacher if their parent is always taking notes at lessons and directing their practicing at home.

2. Students may be less likely to take ownership for their own learning, and as result could lack intrinsic motivation.

3. Older students may become dependent on teaching styles better suited for younger students.

My take is that I will choose the Suzuki method to start my child on the instrument. Due to the strong parental involvement, it also encourages the child’s sense of security and promotes bonding. The delayed reading 3 allows the students to focus on learning the instrument in entirety without having to struggle with note reading at the same time.

List of centres in Singapore that use the Suzuki Violin method:

Mac's music school

Mandeville conservatory of music

Klassique Musik

Other centres that teach violin to preschoolers

Wolfgang Violin Studio