When one listens to music, the subcortical activity of the brain makes auditory cortical spheres active, on both sides of the brain. The hippocampus and parts of the frontal lobe engaged when the person follows the music. Movement reactions to music such as nodding and tapping of feet help the cerebellum to process information. This shows significant importance of music to a child with learning disabilities.
During the performance of a piece of music, the frontal lobe plans how to carry out the necessary tasks. The motor cortex works in providing guidance for any movements needed in the music performance. Sensory cortex gives the right feedback for the performance. For example, it will give a needed feedback to press the right key in case of a keyboard player. Activation of the visual cortex and stimulation of language areas occur when one reads music. Any emotions triggered by engaging in music this way influences the activity of amygdala. Research has shown that conditions including depression, autism, anxiety and phobias are due to impaired functioning of amygdala (Silberg, 2011). Thus, the function of music making amygdala active and generating positive emotions helps a lot in children with learning difficulties.
Researchers have discovered that the deepest workings of the human brain relate to music making (Silberg, 2012). Music making seem to go hand in hand with increased math ability, language development and discrimination, better adjusted social behavior and improved school grades. According to music therapists, music in emotional expressions acts like a catalyst. The process of music therapy involves setting of goals, assessment and evaluation. This aims to facilitate a successful program that meets the client’s needs.
Music plays a role in language skill development of children. In listening to music, the brains of children learn to connect the sounds they hear to the words listened to or sang. This enhances learning and