This review of the literature discusses findings relevant to the topic: effects of music programs on academic achievement. The following issues are reviewed: introduction, historical perspective of music education, music and the public school curriculum (value of music education, schedule, support, and budget issues), music and spatial reasoning (the Mozart Effect, music and the brain, and spatial task performance), music and academic achievement (music and mathematics and reading), music and at-risk students, music and school reform (No Child Left Behind, Success For All, Co-Nect), and summary and conclusions.
Music education is viewed from more than one perspective. Its value with regard to musical performance is considered, as are associated processes and products (Elliott & Rao, 1990). Aesthetic education states that the performance is a means to musical understanding and not just an end in itself. Music viewed from an artistic standpoint, states that its study brings a working understanding and critical know-how, which can be applied to specific contexts. Musicianship is a form of knowledge, which can be taught and learned, and applied elsewhere (Elliott & Rao).
Mark (2002a) reported that over the course of the music education profession, philosophy, multiculturalism, psychology, technology, and advocacy are central issues. The 1950s brought a new philosophy of music education, aesthetic education. Aesthetic education guided the profession and remained unchallenged until the 1990s, when a group of philosophers started to advocate a praxial philosophy. As music educators
started to become more involved in advocacy in the 1970s, philosophy was overshadowed by justifications for continued school music. Music was then viewed for its value related to other academic subjects and overall behavior. Musical and
nonmusical values have remained the subjects of interest related to the value of music education. Mul...