Stop Defending Music Education By Peter Green Plunges Essay

Stop Defending Music Education By Peter Green Plunges Essay

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In “Stop Defending Music Education”, teacher and writer Peter Green plunges the reader into the incessant argument about the necessity of arts programs in elementary and secondary education. Greene addresses how schools are contesting the excision of music programs by promoting its effects on other areas of study. He explores the common practices of educators, in an effort to serve the standardized test community, decreeing that music education helps with test taking, and boosts scores. He argues that if the only obstruction to the amputation of music programs from school curriculum is the claim that such education is actually “test prep with a horn”, then educators leave its value solely built upon its service to testing. Greene imparts ample imagery to prove otherwise.
Greene’s opening argument skillfully enumerates the reasons as to why music education warrants merit aside from the effects it has on other core areas of education. He effectively utilizes logos and pathos interwreathed to captivate the readers and persuade them to agree with his argument that music is omnipresent. He contends that we as a society are constantly draped in music, varying from personal use, to advertisements, employing strong imagery for readers to solidify his argument. I feel that Greene does an outstanding job articulating his point that we as humanity refuse to live without music, so the refusal to support it in school curriculum is nonsensical.
Greene’s strongest arguments are delivered through swift and unyielding pathos. He appeals to pathos in exemplary ways, such as marking the indescribable feeling of listening to music as “profoundly human”, and going further to state that music “lets us touch and understand some of our most complicate...


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...ns, and that the achievements and traditions of one are celebrated and observed as vigorously as the other. By giving sufficient examples that most reasonable people can effectively synthesize, Greene exhibits resolute logos.
Greene uses substantial evidence by accentuating his own experience in his high school band. By giving the readers a personal account, I feel that Greene has successfully magnified his effect. The syntax that Greene uses is interesting throughout the article, keeping the conversation casual to appeal to the pathos of the reader. If this was a stiffer piece, Greene might not have been able to reach the audience that he aimed for.
Throughout the piece, Greene masterfully proves that music has its own values aside from the other areas it may influence through abundant examples, personal accounts, and incessant usage of pathos, logos, and ethos.


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