Why studying music and the brain is so fascinating, and so difficult

Music is food for the brain and, consequently, the food of neuroscience. Studying how the brain processes music and how music changes the brain has fascinated neuroscientists for almost 30 years. But these two types of studies, how the brain processes music and how music changes the brain, are also very difficult.
“The problem is that there are often external factors that are difficult to control that could affect the results of these studies — including the background, age and musical experience of the participants themselves.” These factors can also change our brains. Actually, every experience we have has the capacity to change our brains, so trying to nail down all the external factors so that you can say, for sure, that music impacted the brain in the way you think is extremely difficult.
One of the interesting studies highlighted in this article looks at “uncertainty and surprise” in music. These are the moments when we think we know what is coming in the music and then the writer or composer hits us with something unexpected or unusual. Our brain can both dislike that we didn’t get what we were expecting and enjoy that we didn’t get what we were expecting. It turns out our choice of reaction can be heavily influenced by all those external factors like background and age.
So instead of a typical human reaction, we start to see the multitude of human reactions to the same stimulus. Music feeds our understanding of the world inside our heads.
Making music together does more than build skills—it builds friendships.
Research shows ensemble experiences activate empathy and connection, helping students feel they belong. From choirs to community bands, music is where friendships grow.
Founder of Bigger Better Brains, Dr Anita Collins, receives hundreds of emails from students around the world asking questions about neuromusical research. So she decided to record a short video about the most asked questions she has received.
We often assume background music helps students concentrate—but new research suggests it’s not one-size-fits-all, especially for learners with ADHD. This study explores how different sounds—classical, preferred music, binaural beats, and medication—affect focus. The takeaway? Familiar, enjoyable music may support attention better than trendy brain hacks. What could this mean for your classroom or studio?
What if music could help neurodivergent students focus, listen, and communicate more easily? Music learning strengthens how the brain processes sound, supports attention and memory, and helps students filter speech in noisy settings. For learners with ADHD, autism, or sensory challenges, it offers a structured, motivating way to build essential skills.
A 2020 study from Brazil found that kids aged 8–12 who joined twice-weekly group music sessions outperformed their peers in reading, writing, and math. They also showed better attention and memory. Led by Projeto Guri, the program proves what many music educators feel: consistent, inclusive music-making fuels broader learning.
Some students don’t light up when the music soars—and it’s not about effort or attitude. Neuroscience is uncovering how individual brain wiring can shape emotional responses to music, including a rare condition called specific musical anhedonia. As educators, this challenges us to broaden our lens: what if joy in music doesn’t look the same for everyone?
Holidays don’t have to mean a full stop to music learning. This blog explores how short, simple strategies—like mental practice, travel-friendly plans, and encouraging messages—can help students stay connected over the break. Plus, find tools and inspiration to support motivation and communication all season long.
Recruitment in 2025 is about more than filling seats—it’s about consistently advocating for music learning as essential to student growth and wellbeing. Families want to see the long-term value, and students need connection and purpose. Ongoing, intentional messaging leads to stronger recruitment, stability, and lasting impact.
The “Wanna Be Like…” poster series helps music teachers show students how learning an instrument connects to success beyond the music room. This blog introduces the series, invites teachers to contribute new role models, and offers a free download of five brand-new posters.
Even toddlers can groove to the beat—this study reveals that young children naturally adapt their movements to changing rhythms, especially when music is playful and fun.
Music isn’t just an artform—it’s a brain booster. This post explores how music primes the brain for learning by enhancing focus, memory, and emotional connection. For music teachers, it’s a reminder that every lesson is more than musical—it’s neurological.
Practice works best when it feels like play.
This article explores what really motivates kids to practise music—highlighting the power of choice, enjoyment, and small wins over pressure or routine. A must-read for music educators rethinking how we support practice.
What if perfect pitch isn’t a rare gift you’re born with, but a skill your brain can grow—shaped not by fate, but by how you listen, learn, and tune in over time?
BBB resources are now available in multiple languages—because every brain deserves the chance to learn music.
Melody isn’t just about pitch—it’s how we communicate emotion, intention, and meaning in music and speech alike.
What if perfect pitch isn’t a rare gift you’re born with, but a skill your brain can grow—shaped not by fate, but by how you listen, learn, and tune in over time?
Free Easter campaign download with posters and social tiles to help students understand the value of music learning.