Biological Connection to Musical Activities Uncovered
Dr. Norman M. Weinberger, writing in the November 1998
issue of Educational Leadership, summarized several research
studies indicating that musical activities are biological,
rather than solely cultural or social, behaviors. The article,
"Music, Brain and Education," reinforces the value
of music education, while advocating for further research
into the biological correlation between exposure to music
and increased brain activity. His thesis was presented in
a talk, entitled "Brain, Behavior, Biology and Music:
Implications of Research Findings for Educational Policy,"
at the Learning Brain Expo 98, held in San Diego October
30 — November 1, 1998.
In commenting upon recent research into this area, including
Dr. Frances Rauscher’s groundbreaking hypothesis that
piano training enhances learning of mathematics and science,
Dr. Weinberger points out that unfortunately scientists
and educators have traditionally lived in different worlds.
"The scientific study of music has been terribly neglected,"
he adds, citing how much is known about the development
of language skills, for example, due to focused research.
Dr. Weinberger reasons that musical abilities could be similarly
enhanced – if parents and teachers would reinforce
children’s spontaneous musical activities as much as
they reinforce language behaviors, children would strengthen
an existing channel of communication, expression and cognition.
Dr. Weinberger, professor of psychobiology at the University
of California Irvine, works at the Center for Neurobiology
and Memory, the only institution in the world devoted solely
to the brain and learning. He also serves as Director of
MuSICA (Music and Science Information Computer Archive)
and, in April 1998, was appointed Executive Director of
the newly established International Foundation for Music
Research. "I feel great excitement about the increasing
role music could have in helping educators meet their goals,"
Dr. Weinberger concludes.
