The Effect of Music on Spacial Reasoning

There is direct evidence, however, that music study does play a significant role in the improvement of spacial reasoning, the type most closely related to geometry and architecture. Research at the University of California at Irvine by Frances Rauscher has demonstrated a direct cause and effect relationship. She writes bluntly, "all other things being equal, if you look at two kids - one who studies music and one who doesn't - the child who studies music will have enhanced spacial reasoning" (Snyder, 1995, p. 40). This improvement, she writes, "generalizes as they get older and into better mathematical skills . . . a better understanding of those concepts that are required of research mathematicians" (Snyder, 1995, p. 41). This is the kind of spacial reasoning that is used when playing chess, for engineering, architecture, navigation and anything that requires a conceptual understanding of how things go together in space. She concludes, "I think the schools are really where music is going to make the most difference, and this connection to spacial reasoning is perhaps the place where music instruction is the most important and crucial for disadvantaged kids" (Snyder, 1995, p. 41). Every indication suggests that music will improve performance in the very areas that the educational reform movement would have us believe is important. But, by their actions, the reformers are removing the opportunities to achieve the very ends they set out for themselves.

Reference:

Snyder, , N., and Frances Rauscher. "Music and reasoning." ((1995). ): 40-41+50..