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Henry Wadsworth Longfellow wrote, “Music is the universal language of mankind.”  It is a transcendent medium, one that takes on a variety of forms to meet the intrinsic needs of each person.  It is enlivening and motivating.  This we can all agree on.  What has been debated in recent decades is the relationship of music to learning.  Early studies presented the concept of the “Mozart Effect”, claiming that simply listening to Mozart made people (particularly applied to children) smarter.  The study had shown enhanced performance on certain measures after a period of listening to Mozart.  What followed was a firestorm of (good-intentioned as well as money-motivated) promoters of the idea that listening to music would make children smarter.  Many began to believe that simply playing great musical works in the presence of infants and young children would boost their IQs and give them the fighting edge in the race to becoming the uber-brilliant brain child apparently desired the world over. 

To the dismay of purveyors of music as a magical brain supplement, more recent studies have shown that the connection between listening to music and test results may be more likely the result of a favorable, perhaps relaxing, environment, not of a permanent increase in brain capacity.  Likewise, studies showing the connection between children who take music lessons and high academic scores, have been challenged by further research claiming this connection has more to do with other factors that allow the child to participate in those lessons (parent involvement, socio-economic factors, etc.). 

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