Recent research has revealed that brain training programs for children do not lead to significant improvements in real-world cognitive functions.

Here is one hell of a tricky question – if your musical potential, meaning your likelihood of being successful at learning music (whatever that really means) could be measured, would you want to know?

Is it nature or nurture? Is it biological, magic or a quirk?

This study looks at how our brains engaged with familiar and unfamiliar music. Turns out our brains sustains engagement with music that is unfamiliar.

The reward network in our brains is one of the most fascinating areas of the brain. It is often the underlying network that propels our behaviour as well as override our good judgement. It is also one of the key networks in learning.

There is a theory called the theory of familiarity in music. It is, as described at the end of this article, the idea of an inverted U.

In today’s world, filled with myriad parenting methods and high-tech toys that promise to enhance infant development, it is easy to overlook how fundamental the time-honoured practice of music is for all children—starting pre-birth.

You have probably heard of grey matter but have you heard of white matter? White matter in our brain is tissue composed of nerve fibres.

Here is one of those research sentences that are so useful when we are explaining how music learning impacts on every child’s development.

Does all music learning enhance brain development? This is an important question as we examine the research around the impact of music learning on the brain.

Here is a great article to take along to your next staff meeting or use as a discussion point with other teachers in your school, particularly if it is a primary or elementary school.