At this point in time when you are making important and influential budget and program decisions for the upcoming school year, I want to bring your attention to how important music is as a core academic subject and in providing a well-rounded education for students. As you know, the No Child Left Behind Act defines the arts as a core subject in addition to English, reading or language arts, math, science, foreign languages, civics and government, economics, history and geography (Archives). With this, the arts play an essential role in the overall learning development of children. Music is basic and should be offered to all children, K-12, and for a number of reasons.
Music teaches valuable life-skills which can be applied to all facets of life. It is the one area of the curriculum that teaches dedication, perseverance, and self-discipline (Miller and Coen 460). In reading and performing music, students learn to work collaboratively in reaching goals through making music, and they also learn to develop a good work ethic along with self-motivation. They learn self-discipline through practicing and being able to take instruction and criticism. They can also develop self-confidence in “being able to perform musically, to entertain audiences, and to understand and follow a composer's intentions…one [of the many skills] that transfers into all of life's venues” (Petress). Furthermore, the former U.S. Secretary of Education, Richard W. Riley, states that “studying music and the arts elevates children’s education, expands student’s horizons, and teaches them to appreciate the wonder of life” as he describes the influence of music education. Music provides students with the opportunity to be independent and to really focus on achievement...
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.... This is very important to the students’ futures.
Last but not least, research has suggested that secondary students who study music tend to perform better academically and in staying above the influence in comparison to students who are not involved with music (Catterall et al.; Texas). This contributes even more to the benefits of music education as music needs to be integrated into the curriculum. In the end, students are the most important, and providing them with a well-rounded education should be one of the primary goals.
There are many more reasons as to why music needs to be offered in all schools, and the main points have been stated. I hope you will choose to continue providing this school and its students with a music education program, taught by exemplary music educators to provide students with opportunities to succeed and reach their full potential.
Expanded and strengthened state private insurance companies are to be expected since more younger Texans enter the market thanks to the premium support. Texas can expect savings through more proper use of medical care, lower numbers in Medicaid, and savings from increased recipient cost sharing. Texas must refuse to comply with the new high-risk pools. There are many reasons Texas should not comply but the main reason is poor design. Currently, eighteen states have decided not to participate in these pools, Texas is undecided. Any person with a pre-existing medical disorder whom has been without insurance for six month will qualify. The law gave the Department of Health discretion in determining with conditions qualifies. Theoretically, the Department of Health could say the flu is a pre existing medical condition. If Texas does not refuse to comply with these pools it is only a matter of time before the demand will exceed the supply. A huge concern is when the funding is gone what do the state politicians do. I see two options. One, state officials will end the coverage all together and pull the plug. Two, continue to allow the program to run with the use of state tax dollars.
Throughout history music has played an important role in society, whether it was Mozart moving people with his newest opera or the latest album from the Beatles. Where would society be today without music? With schools cutting their music programs, the next Mozart may not get his chance to discover his amazing talent. Music programs are essential to education. To fully understand this one must understand how music helps the human body, why schools have cut music programs, and why people should learn music.
The Grand Mosque of Córdoba remains to this day, one of the finest mosques, of that which once was part of the west of the Islamic Umayyad Caliphate. Córdoba was once the capital and seat of the Umayyad Caliph in Spain; then known as Al-Andalus. As such, this city was graced in the days of Islamic Rule by the building of a mosque; a most fundamental part of any Islamic city. If one were to think of Spain now, Islam is of course not the first thought that would usually come to mind. Spain is, after all, a Christian land with a deep Roman Catholic history, and the location of many Christian Pilgrimage destinations. Thus, one would be forgiven for thinking that the Islamic Empires had probably never even reached as far as West Europe. The Grand Mosque of Córdoba tells a different story.
Both 1984 and The Handmaid’s Tale are dystopian novels, however, these books are a lot more complex than mere portrayals of dystopia, it can be argued that they are explorations of dystopia rather than mere portrayals. In order to explore dystopia, many themes must be considered, such as; feminism, love and repression. Nonetheless, it is apparent that human characteristics are the driving point of the two novels, predominantly, the depiction of human resilience. In an imperfect world, it is important to have certain qualities which, if plentiful, it can mean success, whereas if it lacks, it can mean failure, this characteristic is resilience. The protagonists in each novel, Winston in 1984 and Offred in The Handmaid’s Tale face situations which leave them both in disarray, and both even consider suicide. The authors tentatively highlight human resilience, its limits and most importantly its strengths into the two novels.
Before addressing the need for music instruction in our schools I would like to briefly examine the need for education of any kind. Education is a means of making sure our society has a given set of knowledge. The set of knowledge we perceive ourselves as needing changes based on our surroundings and the issues we are dealing with. In American education's early history we perceived ourselves as needing a set of knowledge that included a common language and common view of history, as well as knowledge of those things with which we would interact every day. In many ways early public education was more a means of social control than an altruistic endeavor. In today's climate we see ourselves as having more diverse needs in our education...
Many people, all throughout history, have aspired to create a perfect life for themselves. However, this dream is not often very easily available. The Great Gatsby, by F. Scott Fitzgerald, is a novel about the decay of society, the blindness of love, and the pointless pursuit of the now non-existent American dream. In The Great Gatsby, Fitzgerald shows the United States not in the glittering golden light that many claimed, but rather cast in a dark gloomy haze, polluted by crime, corruption, and moral decay. Fitzgerald also strikes down the notion that foolish love is harmless. Additionally, the author illustrates that the American dream is a now no-longer existent, and foolish pursuit. Many thought the roaring twenties were the height of American society, but they were actually just the beginning of a downward spiral.
Incidents in the Life of a Slave Girl opens up with an introduction with a protagonist Linda (Harriet Jacobs) a slave girl which was born as a slave and states her reasons why she kept her autobiography private for so long. As Linda goes on and talk about her lifestyle as women slave, on the other hand I will be comparing the life style of another slave Olaudah Equiano who is a male slave which has a different point perspective of how he uses strategies to gain freedom from his master. How does gender complicate Linda’s (Harriet Jacobs) situation in comparison to Olaudah Equaino’s to gain freedom from their masters? Or does her gender complicate her situation? In a comparison of gender such as female and male there were always big difference which is also stated in the bible, from the Apostle Paul women were created second, sinner first and should always be kept silent. So what makes Linda’s gender so complicated to gain freedom from her master? The answer as stated in the book she was owned by Dr.Flint’s daughter which she couldn’t gain her freedom as long as the daughter did not gave her freedom, such on the other Equiano was owned by a master who gave him freedom. What was the reason why Linda could not get her freedom? Gender , Christianity, Strategies.
Scott Hightower’s poem “Father” could be very confusing to interpret. Throughout almost the entirety of the poem the speaker tries to define who his father is by comparing him to various things. As the poem begins the reader is provided with the information that the father “was” all of these things this things that he is being compared to. The constant use of the word “was” gets the reader to think ‘how come the speaker’s father is no longer comparable to these things?’ After the speaker reveals that his father is no longer around, he describes how his father impacted him. Details about the father as well as descriptions of the impacts the father has distraught on the speaker are all presented in metaphors. The repetitive pattern concerning the speaker’s father and the constant use of metaphors gives the reader a sense that the speaker possesses an obsessive trait. As the reader tries to interpret the seemingly endless amount of metaphors, sets of connotative image banks begin to develop in the reader’s mind. Major concepts that are expressed throughout the poem are ideas about what the speaker’s father was like, what he meant to the speaker, and how he influenced the speaker.
“Recent studies show that being involved in music classes makes it easier to learn other subjects and improve skills in other classrooms” (Brown, “The Benefits of Music Education”). A lot of people tend to overlook how much music education has an impact on the success of a student. Because of this, schools should be required to offer fine arts and music classes as electives for the students. Not only will this improve the students test scores, but it will also give the students a broader imagination and more creativity in and out of the classroom. In a lot of schools, fine arts and musical classes are the first to go when there are budget cuts. “Seventy-one percent of the nation’s fifteen thousand school districts have cut instructional hours spent on music and other subjects” (“State of the arts: should music and art classes be brushed aside”). Not only is it affecting the teachers who have specialized in the study of fine arts, it is affecting all of the students and parents who are actively involved in these programs. “Johnson, professor of music education and music therapy and associate dean of the School of Fine Arts at KU, found jumps of twenty-two percent in English test scores and twenty percent in math scores at elementary schools with superior music education” (Lynch “Music Boosts Test Scores”). With that being said, schools should be required to offer music and fine arts classes as an elective for their students.
Much too often in America today, modern music and art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. Within the next year city school budgets will be dropping by twenty five percent, and despite the fact that music and art programs have been showing a dramatic contribution to student’s learning, this substantial drop in funding for the programs will lead to no dedicated money for art or music programs (Mezzacappa). There is no doubt that a cut in funding for art programs will take a huge toll on students overall grades and test scores. Research has found that the studying of music and art facilitates learning in other subjects and enhances children’s skills in other areas (Brown). Furthermore, providing students with a creative outlet can do great justice in reducing the stress from many other classes and even offer insight for students in possible career paths involving the art field. The art industry today currently supports 4.1 million full-time jobs (Dorfman). By increasing the funding of music and art programs for students preschool through twelfth grade we can see a dramatic increase in the education of children across the United States, assist with skill development in young students, and greatly benefit the economy at the same time.
...ls. There is so much that can be gained from arts education. It is imperative that music and art education remains in public schools. Because, even though it has been said many times before, the fact remains that the arts enrich us all.
The position that is being argued is that music should stay in schools. This author is making the claim that music makes children excel in their education. This author uses many different sources. The author relies mainly on studies to back up his argument. The article is recent.
Even when children learn music they able to listen, sing, dance, create movement. Listening to music draw out emotions, and playing music can be just like communicating emotions. Some people find this a very powerful experience. “ Music enriches the lives of students and should be considered a necessary part of education.”
music helps the students get a higher score on a test, quiz, etc. Personally I would disagree with
Kristen Pellegrino, an assistant professor of music education at the University of Texas at San Antonio, has a Ph.D. in music education, M.M. in violin performance, and a B.M. in music education and applied violin. ("Kristen Pellegrino, Music Education.", 1). As she elaborates in her journal, music programs can offer a sense of meaning to students partaking in these programs. She talks of how numerous scholars address the connections between the well-being of students and music making. Pellegrino says, “Stefanakis has written about music as a ‘holistic way in which we come to know ourselves and our relationship with the world’” (Pellegrino, 83). To explain further, comprehension of the world around us is heightened when engaged in music programs. Giving students a comprehensive perspective of the world also gives them the understanding they need in life. Being part of music programs that achieve this make many students feel involved, purposeful, and needed. “Music experiences create a sense of meaning and coherence in life” (Pellegrino,