Letter: Music lessons are for art's sake
Your support helps us to tell the story
From reproductive rights to climate change to Big Tech, The Independent is on the ground when the story is developing. Whether it's investigating the financials of Elon Musk's pro-Trump PAC or producing our latest documentary, 'The A Word', which shines a light on the American women fighting for reproductive rights, we know how important it is to parse out the facts from the messaging.
At such a critical moment in US history, we need reporters on the ground. Your donation allows us to keep sending journalists to speak to both sides of the story.
The Independent is trusted by Americans across the entire political spectrum. And unlike many other quality news outlets, we choose not to lock Americans out of our reporting and analysis with paywalls. We believe quality journalism should be available to everyone, paid for by those who can afford it.
Your support makes all the difference.Dear Sir: I was interested to read about the Swiss research which confirms what many of us in the trade know through experience - that music lessons can boost a child's reading ability and language development ("Look, listen and learn", 29 August).
But if those who are trying to promote music in schools seize on this "transfer effect" as evidence for the value of music in the curriculum, they are falling into the age-old trap of utilitarianism. They should instead concentrate on the fact that musical activity - the handling of non-verbal sounds in time - is a unique form of human experience, a unique way of knowing and of expression.
As music therapists can tell us, music gets through to both young and old when other channels of communication are blocked. All children, and not merely those who are "gifted", benefit from musical experiences.
If music and the other expressive arts are elbowed out of the curriculum in the political clamour for more time for the 3Rs and science, we shall be educating a generation of young people who are using, literally, only part of their brains.
Teachers need to encourage children to think not only logically, but laterally and imaginatively as well. That wider mode of thinking will stand them in good stead in adulthood, whatever their job.
BARBARA POINTON
Former Head of Music, Homerton College, Cambridge
Royston
Hertfordshire
Join our commenting forum
Join thought-provoking conversations, follow other Independent readers and see their replies
Comments