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Recent high-profile music advocacy projects include the "Mozart Effect", the National Anthem Project, and the movement in  World Music Pedagogy (also known as  Cultural Diversity in Music Education) which seeks out means of equitable pedagogy across students regardless of their race, ethnicity, or socioeconomic circumstance. The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts spatial-temporal reasoning, later studies either failed to replicate the results, suggested no effect on IQ or spatial ability, or suggested the music of Mozart could be substituted for any music children enjoy in a term called "enjoyment arousal." Another study suggested that even if listening to Mozart may temporarily enhance a student's spatial-temporal abilities, learning to play an instrument is much more likely to improve student performance and achievement. Educators similarly criticized the National Anthem Project not only for promoting the educational use of music as a tool for non-musical goals, but also for its links to nationalism and militarism.

If the goal of public education is to equip children to be productive members of society, then the intangible argument makes the most vital points about the importance of music education. As Leonard Bernstein once said, music “can name the unnameable and communicate the unknowable.”

In some communities – and even entire national education systems – music is provided little support as an academic subject area, and music teachers feel that they must actively seek greater public endorsement for music education as a legitimate subject of study. This perceived need to change public opinion has resulted in the development of a variety of approaches commonly called "music advocacy". Music advocacy comes in many forms, some of which are based upon legitimate scholarly arguments and scientific findings, while other examples controversially rely on emotion, anecdotes, or unconvincing data. Redesigning school value systems is necessary. Although some administrators acknowledge the value of music, the majority do not think it should be a required subject in schools. Too many superintendents of school districts are reluctant to take the lead in implementing arts-based education reform, or they feel powerless. Music is one of humanity's most astounding and lovely inventions, music is a permanent place in the educational system. Our children's happiness and intellectual development depends on it.

Recent high-profile music advocacy projects include the "Mozart Effect", the National Anthem Project, and the movement in World Music Pedagogy (also known as Cultural Diversity in Music Education) which seeks out means of equitable pedagogy across students regardless of their race, ethnicity, or socioeconomic circumstance. When it comes to human cultures, identities, and institutions, diversity discourses in music education have a tendency to be anthropocentric. This chapter expands on ideas of diversity in music education by examining the connections between ecology—which is defined as interactions between living things and their physical surroundings—and education.The Mozart effect is particularly controversial as while the initial study suggested listening to Mozart positively impacts spatial-temporal reasoning, later studies either failed to replicate the results,[42][43] suggested no effect on IQ or spatial ability,[44] or suggested the music of Mozart could be substituted for any music children enjoy in a term called "enjoyment arousal."[45] Another study suggested that even if listening to Mozart may temporarily enhance a student's spatial-temporal abilities, learning to play an instrument is much more likely to improve student performance and achievement.[46] Educators similarly criticized the National Anthem Project not only for promoting the educational use of music as a tool for non-musical goals, but also for its links to nationalism and militarism.[47]

Researchers Glenn Schellenberg and Eugenia Costa-Giomi also criticize advocates incorrectly associating correlation with causation, Giomi pointing out that while there is a "strong relationship between music participation and academic achievement, the causal nature of the relationship is questionable."[49][50]