How music shapes the brain, strengthens learning and nurtures the whole child
By Moema — inspired by the research of Dr. Anita Collins and Dr.Nina Kraus
What if Einstein was right about music? What if music is not simply an art to be enjoyed, but one of the most powerful forces in human development? For generations, music has stirred emotion, awakened memory and created connection in ways that words alone often cannot. Today, neuroscience gives new depth to that intuition: music does not merely enrich education. It helps shape the way children think, feel and learn.
Research increasingly shows that music is far more than a decorative subject in school. Musical learning activates auditory, motor, emotional and cognitive networks at the same time, strengthening attention, memory and executive functions. Dr. Nina Kraus’s research has shown how music helps “tune” the brain for language and learning, while Dr. Anita Collins has highlighted the lasting benefits of music education in the developing brain.
The link between music and language is especially striking. Because the brain processes elements of music and speech in related ways, music becomes a natural ally of language development. Rhythm helps learners perceive syllables and speech patterns more clearly. Melody supports pronunciation, fluency and auditory discrimination. This can help learners expand vocabulary, communicate with greater confidence and engage more successfully with additional languages, especially multilingual learners and learners learning English as an additional language.
Music also supports broader academic growth. It strengthens numeracy through pattern, structure and sequencing. It enriches literacy through listening, interpretation and expression. It encourages creativity, reflection and critical thinking. Just as importantly, shared musical experiences cultivate empathy, emotional regulation and a sense of belonging. In ensemble settings, learners learn to listen, collaborate and contribute with responsibility.
The evidence is increasingly consistent: learners who engage in sustained musical learning often demonstrate stronger focus, motivation and self-regulation, alongside positive gains across core academic areas. Music is not an “extra.” It is a bridge that connects mind, body and emotion, helping to nurture the whole learner.
At St. Nicholas School, this vision is part of everyday learning, from Early Years onward. On Primary Grade 1 learners participate in a structured strings programme that includes violin, viola, violoncello and double bass, complemented by recorder, ukulele, singing and xylophone. Sustained throughout the Primary years and aligned with the International Baccalaureate Primary Years Programme (PYP), the programme culminates in Grade 5 with integrated artistic performances involving orchestra, band, choir and dance.
Research-informed observations indicate that sustained engagement in instrumental and ensemble-based music education is associated with gains in executive function, attentional control, working memory and neuroplasticity development. Its interdisciplinary nature also supports cognitive transfer across academic domains, fostering holistic learning outcomes for all participating learners.
If Einstein was right, then music is far more than a beautiful companion to education. It is one of its deepest languages. It strengthens the brain, supports academic growth and helps children learn with greater confidence, sensitivity and joy. To place music at the heart of education is to recognize its power not only to enrich school life, but to transform the way children grow.
Key Research by Anita Collins & Nina Kraus
Anita Collins
Anita Collins — Music education and the brain: What does it take to make a change? Anita Collins Music
How playing an instrument benefits your brain – Anita Collins
Collins, A. (2014). Neuroscience, music education and the pre-service primary (elementary) generalist teacher. International Journal of Education & the Arts, 15(5). ijea.org
Bigger Better Brains — About Dr. Anita Collins biggerbetterbrains.com.au
Resources & research curated by Collins Anita Collins Music
Nina Kraus
Kraus, N., Slater, J., Thompson, E., Hornickel, J., Strait, D. L., & Nicol, T. (2014). Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children. Frontiers in Neuroscience. DOI: 10.3389/fnins.2014.00351 Frontiers
Kraus, N., Hornickel, J., Strait, D. L., Slater, J., & Thompson, E. (2014). Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds. Frontiers in Psychology. DOI: 10.3389/fpsyg.2014.01403 Frontiers
Barrett, K. C., Ashley, R., Strait, D., & Kraus, N. (2013). Art and science: how musical training shapes the brain. Frontiers in Psychology. DOI: 10.3389/fpsyg.2013.00713 brainvolts.northwestern.edu
Tierney, A. & Kraus, N. (2013). Neural responses to sounds presented on and off the beat of ecologically valid music. Frontiers in Systems Neuroscience. DOI: 10.3389/fnsys.2013.00014 Frontiers
Author
Moema Lima Lohbauer
With over 20 years of pedagogical experience, I am a lead learner, conductor, and coordinator of educational music projects. I believe that music is a powerful force for human transformation, and that the quality of each step in the learning journey shapes meaningful and lasting experiences for learners. I see myself not only as an educator, but as a guide who inspires curiosity, nurtures potential, and continues to learn alongside every learner I journey with.
