Music Education
Friedrich Nietzsche once said, “Without music, life would be a mistake”. Music is almost as old as the human race and is as much a part of it as anything. So why would anyone choose to get rid of it? An Increasing number of schools across the nation are deciding to cut music education programs. This includes band, orchestra, choir, and general music classes. In 1991, 55.4 percent of public school eighth-graders took part in music classes at school. In 2004, this figure was just 49.1 percent. Money plays a huge role in this statistic: “...when funds are scarce, arts courses are usually the first to be dropped from a school’s curriculum” (“Arts Education”). While many argue that music education is an unnecessary cost for schools, it improves student’s overall well being.
The academic benefits of music education are immense. In a study by Shirley Brice Heath, a researcher at Stanford University and Carnegie Foundation for the Advancement of Teaching, students with at least three hours of participation in the arts, three days a week for at least a year are four times more likely to be recognized for academic achievement (Ford, AdamMcMahon, Maureen). Students in music excel in core subjects such as math, English, and science. In 1997, the College Board produced a study, revealing that students with at least four years of music education scored an average of 49 points higher on the verbal section of the SAT and 34 points higher of the math section (“Arts Education”). These days, this is the difference between being accepted to a college and not.
Music education reinforces creativity and better behavior in children. To play notes on the page is one thing, but to play beyond it, to express the m...
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...know until they have tried it? “Given the opportunity, every human being is a musician, at some level” (“EDITORIAL”).
Music education plays an enormous role in student’s overall well being, outweighing the costs of it. In 1994, Congress passed the Improving America’s Schools Act, concluding that “...the arts are forms of understanding and ways of knowing that are fundamentally important to education” (Ford, AdamMcMahon, Maureen). Congress recognized the importance of music education. Now the effort must be made to make a difference. If people really do want the best for the future, music education is key. Ramon Cortines, former chancellor of the New York City public schools stated, “We engage in the arts, we ought to teach the arts, because this is part of what it means to be human” (“Arts Education”). When people eventually realize this, the benefits will be vast.
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.
Involvement in music during high school leads to higher test scores. A group of students involve in music lessons scored higher on a mathematics achievement test than the students
Lebuta, Joseph A. & Smith, Deborah A. Music Education: Historical Contexts and Perspectives. (1997) Upper Saddle River, NJ. Prentice Hall.
Bringing to attention the issue at hand, the topic of music education is somewhat disregarded in most school systems. The majority of general educators, parents, and societies appear to have little interest in how the youth of this generation are impacted by learning, listening to, and being involved in the creation of music, and how said youth profit from it. Inclusion in the arts is linked to advantages in math, intellectual aptness, analytical thinking, and oral skill (Smith). In "Why Arts Education is Crucial, and Who's Doing it Best," the essence of Fran Smith's argument is that students enlisted in music and art classes have been found to excel above their peers in general education due to the exposing of such extra-curricular enrollments. While Fran Smith is arguing the increased collective knowledge influenced by music, Lucy Green's book, The Cultural Study of Music: A Critical Introduction, infers that upon instructors commencing the incorporation of commercial music in the classroom, the goal was not to imprint the value of music, but conversely to implore on their students' music preference and keep them entertained and focused (Green).
Sheftel, B. (2002). Music Education Curriculum in Public Schools. PageWise, Inc, Retrieved August 6, 2003
Music As A Social Praxis." Music Education Research 15.4 (2013): 455-470. Education Research Complete. Web. 7 Apr. 2014.
middle of paper ... ... Music was not taught in the high school I was in. To satisfy my interest in learning about music and how to play musical instruments, I had to find a source of education other than school; a great depiction in agreement with Graff’s claim that students are being limited by not considering their interests when creating curricula (Graff 197). In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explaining how conforming students to certain perspectives of education limits their potential in other educational branches that interest the 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.
We are all familiar with the way children interact and play together. Through these interactions, it is clear to see their curiosity, energetic attitude, and friendliness. However there is one important part of their interactions that is overlooked. We often do not think much of kids humming a tune or combining small syllables into a little song, but if we paid close attention, we could see how music is so thoroughly integrated into a child’s life. After reading “Songs in Their Heads: Music and its Meaning in Children’s Lives” by Patricia Shehan Campbell, it became clear to me how children have a concept of music from such a young age, and in a lot of cases, their knowledge of music is not taught to them through school.
“Oh no; The dreaded sight reading music!” fretted an inexperienced musician. Have no fear; an experienced musician is here to help! To an inexperienced musician, sight reading music can seem like a nightmare. It can even make an experienced musician get the goose bumps. Throughout a band student’s high school career and into their college career, they will have to sight read music.
The Importance of Arts Education Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing a dramatic cut in arts education curriculum in our public schools due to the limited amount of time and funding. In many cases, budget cutbacks mean arts education cutbacks.
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.
In, “Doing things with Music,” it states that music is a crucial tool for cultivating and regulating our social life (3). Without music, the many young lives would indeed dramatically change in the ability to sensitively relate to and communicate with others. Especially, when one is playing with a large group of people, it involves teamwork teaching the children that musicians negotiate over how to play a passage, when to play their part, coming to a group decision, disagreeing, and resolving a conflict peacefully, without resorting to bullying, and name-calling. As explained in, “Child Growth and Development Through Music,” it discusses that by having musical training background, experience, and technical insights gained earlier puts the child in a good position for future progress (61). This allows for participation in various musical activities and provide opportunities to discover talent and develop special interests.
Many children struggle with subjects in school that they need help on and time is all they need to study and work on their studies. Music programs may put a lot on a child’s tight schedule and cause stress. Music programs shouldn’t be forced into anyone’s education especially if they didn’t choose it. Music programs cause way to much stress, requires money to be spent, and adds on to their responsibilities. Kids shouldn’t be forced to do something they don’t want. They should have a choice.
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.”