▁mult itude ▁of ▁other ▁academic ▁areas ▁as ▁well ▁as ▁impro ving ▁performance ▁on ▁standard ized ▁tests ▁such ▁as ▁the ▁A CT ▁and ▁S AT . ▁Music ▁training ▁from ▁pr esch ool ▁through ▁post - second ary ▁education ▁is ▁common ▁because ▁invol vement ▁with ▁music ▁is ▁considered ▁a ▁fundamental ▁component ▁of ▁human ▁culture ▁and ▁behavior . ▁Cult ures ▁from ▁around ▁the ▁world ▁have ▁different ▁approaches ▁to ▁music ▁education , ▁largely ▁due ▁to ▁the ▁varying ▁histor ies ▁and ▁politics . ▁Studies ▁show ▁that ▁teaching ▁music ▁from ▁other ▁cult ures ▁can ▁help ▁students ▁perce ive ▁un famil iar ▁sounds ▁more ▁comfort ably , ▁and ▁they ▁also ▁show ▁that ▁musical ▁preference ▁is ▁related ▁to ▁the ▁language ▁spoken ▁by ▁the ▁listener ▁and ▁the ▁other ▁sounds ▁they ▁are ▁exposed ▁to ▁within ▁their ▁own ▁culture . ▁ ▁During ▁the ▁ 2 0 th ▁century , ▁many ▁distinct ive ▁approaches ▁were ▁developed ▁or ▁further ▁ref ined ▁for ▁the ▁teaching ▁of ▁music , ▁some ▁of ▁which ▁have ▁had ▁w ides p read ▁impact . ▁The ▁Dal cro ze ▁method ▁( eur h ythm ics ) ▁was ▁developed ▁in ▁the ▁early ▁ 2 0 th ▁century ▁by ▁Swiss ▁music ian ▁and ▁educ ator ▁É mile ▁Ja ques - D al cro ze . ▁The ▁K od ály ▁Method ▁emphas izes ▁the ▁benefits ▁of ▁physical ▁instruction ▁and ▁response ▁to ▁music . ▁The ▁Or ff ▁Schul werk ▁approach ▁to ▁music ▁education ▁leads ▁students ▁to ▁develop ▁their ▁music ▁ab ilities ▁in ▁a ▁way ▁that ▁par alle ls ▁the ▁development ▁of ▁western ▁music . ▁ ▁The ▁Su