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Front. Educ. | doi: 10.3389/feduc.2018.00074

Promises of music in education?

  • 1CICERO Learning, Faculty of Educational Sciences, University of Helsinki, Finland
  • 2Department of Psychology and Logopedics, University of Helsinki, Finland
  • 3State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China

Learning in the school is targeted to master academic skills such as reading, writing, and mathematical skills, as well as to acquire knowledge about different subjects such as history, geography, biology, and so on. However, in the future, successful learning will largely be manifested by the students’ global and transferable skills, such as analytical thinking, problem solving, collaboration, and social skills.

Here we introduce the promises of utilizing music to support future learning. We review empirical evidences about the effects of music learning on neurocognitive development in formal and informal settings, in music interventions, and also in community settings. By this review, we wish to stimulate discussion about the roles which music could have in promoting learning in the schools and elsewhere.

Keywords: Music interventions, music education, Child Development, Learning, transfer

Received: 03 May 2018; Accepted: 15 Aug 2018.

Edited by:

Alessandro Antonietti, Università Cattolica del Sacro Cuore, Italy

Reviewed by:

Natale A. Stucchi, Università degli studi di Milano Bicocca, Italy
Angela J. Fawcett, Swansea University, United Kingdom  

Copyright: © 2018 Tervaniemi, Tao and Huotilainen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Mari Tervaniemi, CICERO Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, 00014, Finland, mari.tervaniemi@helsinki.fi