Effects of Three Years of Piano Instruction on Children’s Academic Achievement, School Performance and Self-Esteem

Abstract

This study of the effects of three years of piano instruction is based on a sample of 117 fourth-grade children attending public schools in Montreal. The children had never participated in formal music instruction, did not have a piano at home, and their annual family income was below $40,000 Can. Children in the experimental group ( n= 63) received individual piano lessons weekly for three years and were given an acoustic piano at no cost to their families. Children in the control group ( n= 54) did not participate in formal music instruction. Participants were administered tests of self-esteem, academic achievement, cognitive abilities, musical abilities, and motor proficiency at the beginning of the project and throughout the three years of piano instruction. The results indicated that piano instruction had a positive effect on children’s self-esteem and school music marks but did not affect their academic achievement in math and language as measured by standardized tests and school report cards.