Do we teach melody as deeply as we teach meaning?

Have you ever noticed how a student can recite lyrics flawlessly but still miss the feeling of the phrase? Or how some young singers mimic a tune but don’t quite capture its emotional shape?

A recent study suggests that our brains process melody and meaning in spoken language separately—but simultaneously. That means our perception of how something sounds is just as important as what it means.

Researchers found that when we hear someone speak, the brain activates distinct areas for understanding what is being said (meaning) and how it’s being said (melody). This melodic contour—also called prosody—adds nuance, emotion, and clarity. It’s how we sense sarcasm, urgency, or comfort in someone’s voice, even if the words are simple.

So, what does this mean for music learning?

In the classroom or studio, are we giving melody the attention it deserves—not just as a pitch sequence, but as a conveyor of feeling and intention?

For vocalists, this might involve exploring spoken word as musical preparation. In instrumental settings, could we treat phrasing exercises as opportunities to “speak” through our instruments? And with younger learners, how might we harness the natural musicality of speech in early music games or storytelling?

Melody is meaning. Are we letting students tap into both?