Music Classes Need Money Too

For many years the cries of rankled teachers have been filling the boardrooms of education officials pleading for money to be funneled into their respective departments. The reasoning behind most funding choices is that the classes that matter more to the development of students are the ones that receive the most money. Using this rationale, core classes of math, science, English and social studies, classes to promote physical well-being, and classes that are considered more academic are the ones that need the most money. However, classes that do not fall into those categories can are just as ideal for supplementary growth of students in school. A large and continuously growing body of research indicates that a comprehensive in-school music education taught by well-trained educators can improve even the best and brightest of students in incredibly positive ways. The Board of Education in Columbus, Georgia should allow more of its funds to be directed into music classes because music education helps students boost academic achievement, prepares them for the challenges of the 21st century workplace, and supports healthy social development.

Those in opposition of music education might state that it is a distraction to other classrooms or simply too difficult to understand (Pitts 2). Parents and teachers alike claim that classes such as music, drama, and other arts are detrimental to a students learning experience in courses that are socially considered more worthy of a student’s brain power. However, students do as much work in those classes as they would in an academic elective, less even, if they do not have the materials to work outside of class. Courses in arts are often in group settings (chorus or band) or require expensive to...

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...pecifically designed for memory”, but the parts that help students learn new languages (Shuler 9). Students with a background in music have built on their natural abilities to learn and understand languages. Language does not stop at actual speaking and grammatical ability, however. Students of music are more competent in communication in general as well as more verbose and eloquent (Peterson 207). The pupils also learn basic sciences of sound and pitch and the mathematical skills of graph reading, fractions, and pattern recognition. The brains ability to link certain songs and information translates to the brains ability to make connections in other aspects of a students’ studies. Overall, the effort that children put into music while they are developing greatly effects them for the rest of their educational career and well into their professional careers as well.