More Brain Points

 Neuromusic Research Disparities in a Post-Pandemic Age 

Music education has been a notoriously underfunded field of study within schools throughout American education systems. During the Covid-19 lockdown, many schools faced drastic budget cuts that called for drastic program downgrades. And these downgrades are not suffered equally. Recent findings show that “schools with mostly white students offer significantly more music offerings than schools in the same metropolitan area that serve mostly students of color” (Shaw). Current neuroscience research has been uncovering the potential music education can have on cognitive processes and how it can benefit the average student’s learning experience. 

Based on a study released in 2024, “music can enhance cognitive functions by utilizing different brain regions to strengthen memory” and there is a “positive impact of music education on cognitive development and performance in language tasks, attention, and planning” (Artikatay). All these traits are promising qualities for a student’s brain development. After an extended period of isolation that stunted many young students' first-hand development of educational skills, classes dedicated to the arts are now more important than ever. Isolation during the COVID-19 pandemic has been reported to cause “a documented rise in anxiety and depression and a reduction in attention span” (Einem).  

After the period of extreme isolation that has impacted students from all backgrounds, it is important that we advocate for all students to have the same opportunities to develop and learn at the same level. With the extent of research that has been released regarding the positive benefits of music education, there is little reason for schools to be pointing to the arts department when cutting costs. Creating barriers for students who do not have financial resources to attain private music lessons is a deliberate attempt of our school system to deprive students of reaching their full cognitive potential. We cannot blame the damages COVID-19 has caused for the disparities in music access for students, as many schools are still able to provide those resources. Because of this, we must ensure that COVID relief funding is allocated properly to ensure all students can reap the neurological benefits of music education.  

 

References 

Artikatay, G., G (2024). Cognitive Neuroscience and music education: Relationships and interactions. International Journal of Educational Spectrum, 6(1), 91-119. https://doi.org/10.47806/ijesacademic.1402953  .  

Einem, Johnny von. “The Benefit of Music Education on the Well-Being of Children in a Post-COVID World.” Phys.Org, Phys.org, 8 Dec. 2023, phys.org/news/2023-12-benefit-music-well-being-children-post-covid.html. 

Ryan D. Shaw, Assistant Professor of Music Education. “Covid-19 Threatens the Already Shaky Status of Arts Education in Schools.” The Conversation, 18 Jan. 2024, theconversation.com/covid-19-threatens-the-already-shaky-status-of-arts-education-in-schools-168548.