How old does a child need to be to start music lessons?January 19th, 2013 | Posted by in Music
Sometimes parents ask me, “How old does a child need to be to begin music lessons?” In order to answer that question, it is best to understand the developing mind.
“Windows” for learning coincide with childhood brain development. For example, the language window begins to close between the ages of 4 and 6. Prior to the closure of the language window it is easy for a child to learn a new language. After the language window begins to close, it becomes increasingly difficult to learn a new language. Learning windows do not close all at once, neither do they close completely. If they did, adults wouldn’t be able to learn anything new. But the development of the brain that accompanies learning only happens during childhood. (In general, learning windows may be kept open longer by focusing on a specific skill set prior to the window’s closure.)
The pitch window
The pitch window coincides with the language window, which begins to close between the ages of 4 and 6. During this stage of brain development, the understanding of pitch may be maximized. This is easily accomplished by singing and playing a musical instrument. It is important to note that a Harvard University study found that extensive early childhood music education resulted in an increase in size of the corpus callosum, the bundle of nerves that connects the hemispheres of the brain. This increase has the potential to affect all other areas of learning, particularly math and science. This is where the baby Mozart idea came from. While the theory behind listening is a nice idea for parents, the study found that nothing can replace actual instrument practice. Playing an instrument forces both hemispheres of the brain to work together, combining pitch and coördination with abstract thought.
So why doesn’t everyone have their three-year-old in music lessons? This is a complex issue that many people do not understand. Young children have a short attention span and require constant supervision. As a result most teachers will not accept students at this age, thus creating a shortage of music teachers for the very young. This lack of acceptance by teachers also creates the false assumption that music education for the young does not matter. Compounding the issue are misinformed parents. Another issue is practice. There are very few young children who will practice without an adult at their side. So even those young children who are taking music lessons may not benefit completely since their parents MUST supervice at home practice. As a result of these difficulties, music lessons are frequently postponed until after the pitch window has closed.
Benefits of catching the pitch window
Perfect pitch seems to corrolate to homes where music is taught at an early age. It is unclear whether this is because of genetics or early exposure, or a combination of both.
Prior to the closure of the pitch window, tone deafness can be easily corrected. This is generally done by asking the child to sing a pitch, any pitch. The teacher matches their pitch. Then the child is asked to follow the teacher as they go up or down, one step at a time. As the child improves, more difficult exercises can be implemented. Singing is an excellent way to improve the understanding of pitch.
After the pitch window closes, tone deafness can frequently be corrected throughout childhood, though it may not be as complete. Tone deafness can sometimes be corrected in adults, though it is important to remember that the process becomes increasingly difficult with age.
The coördination window
The window for coördination typically begins to close between the ages of 10 and 12. It is extremely important for music students to begin taking lessons prior to the closure of this window. The question of public music education comes to mind here. In most school districts, band and orchestra instruction begins in 5th grade. This is not because it is the optimum time for students to begin their music studies. It is because music educators have to fight to get their programs in the school. On the district level they have to make it known that if children don’t get an instrument in their hands by this age, IT WILL BE TOO LATE. And as usual, public music education is treated by the school district with a minimal approach. Since that is the age that the window begins to close, that is the age the public schools begin band and orchestra.
A student who begins lessons after the coördination window closes will face increasingly difficult issues with dexterity. This is not to say that teenagers and adults cannot learn to play an instrument. In general, teens and adults progress rapidly, particularly in the first year of instruction. The issues that hamper their progress come with more advanced music and almost always relate to dexterity.
For more information on music and the developing mind visit these websites: