vin cing ▁data . ▁ ▁Rec ent ▁high - profile ▁music ▁advoc acy ▁projects ▁include ▁the ▁" M oz art ▁Effect ", ▁the ▁National ▁Anth em ▁Project , ▁and ▁the ▁movement ▁in ▁ ▁World ▁Music ▁Ped ag ogy ▁( also ▁known ▁as ▁ ▁Cultural ▁D iversity ▁in ▁Music ▁Education ) ▁which ▁see ks ▁out ▁means ▁of ▁equ itable ▁ped ag ogy ▁across ▁students ▁regardless ▁of ▁their ▁race , ▁eth nic ity , ▁or ▁so cio e conom ic ▁circumst ance . ▁ ▁The ▁Moz art ▁effect ▁is ▁particularly ▁controvers ial ▁as ▁while ▁the ▁initial ▁study ▁suggested ▁listening ▁to ▁Moz art ▁posit ively ▁impact s ▁spatial - tem por al ▁reasoning , ▁later ▁studies ▁either ▁failed ▁to ▁rep licate ▁the ▁results , ▁suggested ▁no ▁effect ▁on ▁I Q ▁or ▁spatial ▁ability , ▁or ▁suggested ▁the ▁music ▁of ▁Moz art ▁could ▁be ▁subst it uted ▁for ▁any ▁music ▁children ▁enjoy ▁in ▁a ▁term ▁called ▁" en jo y ment ▁ar ous al ." ▁Another ▁study ▁suggested ▁that ▁even ▁if ▁listening ▁to ▁Moz art ▁may ▁tempor arily ▁enh ance ▁a ▁student ' s ▁spatial - tem por al ▁ab ilities , ▁learning ▁to ▁play ▁an ▁instrument ▁is ▁much ▁more ▁likely ▁to ▁improve ▁student ▁performance ▁and ▁achiev ement . ▁Edu c ators ▁similarly ▁critic ized ▁the ▁National ▁Anth em ▁Project ▁not ▁only ▁for ▁prom oting ▁the ▁educational ▁use ▁of ▁music ▁as ▁a ▁tool ▁for ▁non - mus ical ▁goals , ▁but ▁also ▁for ▁its ▁links ▁to ▁national ism ▁and ▁militar ism . ▁ ▁Contempor ary ▁music ▁sch