ABSTRACT

Since the mid-1990s, when the “Mozart effect” received a great deal of attention, the extramusical effects of music education-particularly intelligence development-have intrigued music educators, researchers and parents all over the world. However, this idea has been overstated yet has gained much attention and become embedded in the public consciousness, which has resulted in them misunderstanding the value of children`s participation in music education. This study aims to examine the research trends on the issue of music education and children`s intellectual development by reviewing the literature published in international journals since 2000. Even though many studies have reported various cases in which children`s intelligence was improved through music training and have revealed the positive associations between music lessons and intelligence, the debate on this issue is ongoing: the results from the previous literature tend to be inconsistent, and other studies have contradicted their findings. Therefore, it is important for music educators to critically review and understand the literature before applying the findings to one`s own practice. This study is expected to provide valuable ideas to music educators who are responsible for passing out accurate information to parents and students.

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