In cases where students, who took music lessons, showed better general intelligence than non-music students, Farnsworth proposed that these cases may be explained by underlying factors such as brighter students are more inclined to take music lessons and families with higher standards of living are to afford music lessons (Costa-Giomi 1). While these tests support the theory that music would not benefit the lives of children, they do not consider many confounding variables that could obscure results. These confounding variables include the quality of music lessons taught and the type of music taught. If proper music instruction is implemented and the proper type of music is used, then the resulting side effects of music on a child’s life can prove very
In cases where students, who took music lessons, showed better general intelligence than non-music students, Farnsworth proposed that these cases may be explained by underlying factors such as brighter students are more inclined to take music lessons and families with higher standards of living are to afford music lessons (Costa-Giomi 1). While these tests support the theory that music would not benefit the lives of children, they do not consider many confounding variables that could obscure results. These confounding variables include the quality of music lessons taught and the type of music taught. If proper music instruction is implemented and the proper type of music is used, then the resulting side effects of music on a child’s life can prove very