on of the whole child. Studying the arts has been associated with the stimulation of creativity, problem-solving abilities, self-discipline, abilities to understand and interact with others, and the experience of joyous self-expression. Programs in the arts help even young students discover new applications related to mathematics, reading, and social studies. Researchers have stated that a child is disadvantaged if they are not presented with the opportunity to participate in arts programs. Pressures such as a focus on standardized test preparation, have led to threats to reduce or eliminate music, art, and physical education programs (Graham, Parker, Wilkins, & Fraser, 2002).
Research has reported that the music programs are an important part of a child's education, contributing not only to the development of the whole child, but also to the development of academic skills such as reading and mathematical abilities (Graham, Parker, Wilkins, & Fraser, 2002). Research has also pointed out that learning music is associated with increased special task performance (Rauscher, Shaw, Levine, Wright, Dennis, & Newcomb, 1997). Studies regarding effects of music education and academic achievement tend to be theoretical and lack empirical support. An empirical study is needed to explore the effects of instrumental music education on mathematics and reading skills.
Research regarding effects of music education on spatial reasoning consistently pointed out the association between the skills utilized during the learning of music and those used for mathematics and reading. When the same set of skills are used for two subjects, it is assumed that to increase their development in one area such as music, leads to the ability to use this increased skill level with the other subject. Empirical support demonstrated that music learning leads to increased spatial task performance (Rauscher, Shaw, Levine, Wright, Dennis, & Newcomb, 1997). Supp...