There have been myriad studies on the neurological impact of music. It has been shown that an early musical education can assist with the creation of synaptic connections between the right and left hemispheres, particularly with regard to language and reasoning. In fact, one could say that music is the original cross-curricular subject.

Music is a language. Yes, most of the terms come from Italian, German, or French, but in and of itself, the semantics of music are the most complete and universal language. Learning songs and playing instruments similarly opens a child’s eyes to other cultures, fostering an open-minded attitude towards worlds and traditions beyond their everyday experiences.

Music is physical. Anyone who has played an intense piece of music can tell you about the detailed coordination of arms, hands, fingers, cheeks, lips, and facial muscles, along with the muscular and diaphragmatic control that is needed to respond instantly to the auditory cues. It develops hand-eye coordination and builds a positive relationship between the mental and physical bodies.

Music is mathematical. Rhythmically based on the subdivision of time into fractions, it takes a logical and analytical brain to figure these out instantaneously without the use of paper and pencil. One’s spatial intelligence is similarly enhanced, enabling the student to form mental images which can assist with engineering and advanced mathematics.

Music is discipline. Learning an instrument takes time and effort; one has to put aside time to practice, and a child learns delayed gratification based on their input. Group lessons and ensembles teach the need to listen and respond to peers, improving patience and the art of attentiveness, and learning about teamwork and camaraderie.

Music is memory. Even when reading music, students are using muscle memory and an understanding of their instrument. This enhanced memory function can be related to other areas of school life. Similarly, an auditory education can assist with the development of an emotional memory, understanding the patterns in surrounding noise and the empathetic implications of these.

Music is embedded into school life at Arnold House, and we encourage the boys to explore their musical creativity throughout their time here. Performing, composing, listening, and following a curriculum throughout the school rooted in Kodály enables the boys to discover and extend their talents and passions in a supportive environment. Through this sustained effort, we learn to build a sense of achievement and cultivate an attitude of discipline, persistence and commitment. Bearing one’s soul through a piece of art or a performance gives pupils the chance to take risks, conquer fears and learn how to cope with criticism. We all have a memory of a significant event at school when we took ourselves out of our comfort zones – be it as first violin in the school orchestra or ‘tree number three’ in a nursery nativity. Performance and the creative arts allow pupils to develop a sense of pride and achievement; these should be the overarching emotions our children feel at the end of every school day.

Looking ahead, there are two large concerts for all our ensembles – the Senior Summer Concert on the 22nd of May and the Junior Summer Concert on the 18th of June. From September, we will be extending our provision of music into Reception and Year 1 by offering one-to-one violin, ‘cello, and piano lessons. Next academic year, the music department has some exciting projects on the horizon; keep your eyes and ears open for announcements soon, and remember – “You can’t use up creativity. The more you use, the more you have.” Maya Angelou (1982

Claire Tomsett-Rowe
Director of Music