A Mathematician Lament Paul Lockhart Analysis

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.

Famous music composer, Ludwig van Beethoven once rightly quoted “Music is a higher revelation than philosophy”. Indeed, music has higher magnitude than just being a mere form of entertainment- it plays a significant role in our society be it politics or religion or even academics. So important is music’s value that it has been recorded throughout history of mankind in numerous ancient writings including the sacred Hindu scripture, Veda. Thus it is no surprise that even today the value and contribution of music has not declined but on the contrary, risen.

Music in many ways. has a potential to allure an individual, especially children, to improve their intellect, when involved in music. Schools and organizations had researched and estimated that schools with music curriculum, have more graduation and successful rates than school that do not doesn’t have music subjects. Universities have concluded that a specific part of our brain had a major role that can progress to become intellectual when exposed to classical music, and later on, was exposed to another conclusion, that classical music, only has rapid effect in specific amount of time. Professors and theorists dispute with disagreement that listening to classical music is uncertain and does not necessarily make people smarter. Listening to other music other than classical, however, was proven to be more effective.

These parents regard playing a musical instrument as a highly difficult and demanding task. This implies that those students who aim to get good grades with music are likely to receive very poor grades in other conventional subjects. therefore, should not have compulsory status in public schools which are funded by taxpayers’ resources. Further, it is argued that the standard curriculum teaches abstract reasoning, mathematics, sciences and medicine which has great value, even if the skills acquired are not, thereafter, directly usable in everyday life. The study of arts and music gives no practical application. The objective of public education funds must be of helping students to develop valuable skills for their practical lives. It is believed that the study of mathematics, language, science, etc. provides both useable knowledge and abstract skills.

“Musical is a universal experience. With few exceptions, all humans perceive musical pitch, tone, timbre, and harmony. We listen to music to relax, to help us think, to celebrate, and grieve. Our emotional responses to music have been noted in literature, poetry, and drama. The power of music to evoke an emotional response is used by advertising companies, film directors, and mothers singing their babies to sleep. Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. (Foran, 2009) Several musical melodies are used in grade school to learn information. Music is used in my math classes across the world to enhance the learning process of formulas. English classes use music help children learn prepositional phrases, adjectives, adverbs, noun, and etc. However, after most scholars reached a certain grade level, using music to achieve new heights academically became a technique of the past. Most instructors didn’t bother using music in order to help retain information. It was almost as if it was forgotten about. But, if music is so important why isn’t it allowed in most classrooms today? Many teachers are not fond of music in the classroom. To many, it is seen as a distraction. Is it the type of music a person chooses to listen to? Would it be different if the music chosen by

Elementary schools and high schools across the U.S. have lately suffered from financial strain. Because of this, budget cuts have to be made and music programs often suffer before sports and academics. Although some people believe that music is not a key component in preparing for employment and higher education, yet several others express otherwise, who say music has been shown to stimulate other parts of a student’s mind that can help them excel. Statistics have shown that the correlation between music class and other academia is not only positive for students, but also can improve future scholastic abilities, and thus should not be cut from schools. Through the evaluation of various sources

“I get that music programs are under intense pressure, that all across America they are sitting hunched over with one nervous eye on a hooded figure stalking the halls with a big budgetary ax”, states Peter Greene. It has become common today to dismiss music’s contribution to the field of education. In the article “Stop Defending Music Education”, written by Peter Greene, the issue if obvious. What the issue is whether or not public schools should teach music and art, since so many students are below proficient levels in “more basic” subjects like reading and math.

Web. 21 Feb. 2016. This article’s author argues that it is important for music classes to remain available to children in school due to their mental benefits. The author explains that many school boards tirelessly attempt to eliminate music programs, however, there is abundant evidence that supports keeping the programs since learning music can dramatically improve children’s ability to read and comprehend math. The author backs their argument with a plethora of statistics from various sources showing the sharp contrast between the scores of music and non-music students. This article adds to the proof that education can be aided by a student’s understanding of

Over the years music education in schools has dropped dramatically for more reasons than one. Now, students are required to take little to no music classes throughout their schooling year which is causing the drive and ambition about school from students to decrease significantly. After analyzing several experiments, documents, and scholarly journals research discovered that the decrease in music education has affected students on all levels of their education. From elementary school all the way through the student’s final years in high school. This decrease has affected students with techniques such as memorization, motivation, self-confidence, and many more. On the other hand, some might say that not everyone likes music and some people’s learning styles don’t require any music education to help them succeed. This is true but the overall majority of the population of students has been affected due to the decrease of music education in schools. Due to the fact that music education is plummeting, the overall education and productivity of students is decreasing.

Cercone goes into detail on how studies have shown that music classes benefit a child’s learning process, test scores, and other areas of academic study. These support her argument and are all facts that her readers cannot properly disagree with. Cercone discusses how attitude and academics depend on one another to enhance a student’s learning and she goes one step further in explaining how this goes on in the music classroom, strengthening her thesis.

It is understood why this has been stressed against music in schools. However, it is faulty. Other beliefs are that it does more harm than good because “it affects grades negatively”. In the words of John McDaniel, “They claim that students will spend too much time on practicing, trips and performances, which will affect

Music is something that builds ideas, inspires, destroys, and enlightens people. Music in history has changed throughout the ages, music now is incredibly different in sound compared to the way it use to be. One thing that has not changed is the feeling, the way a song is written. Music entails words of another’s mind and their personal experiences. Many philosophers have said that music is pure; the emotional expression of a song can have an impact on the way someone is feeling. Music is my personal way of escaping, not only by listing to the lyrics, by writing, by singing, by playing, I cannot imagine what life would be if music was nonexistent.

The French music education system stretches farther and wider than the American music education system. “The allied theoretical goal is to develop a coherent account of pedagogy that embraces the art, science, or craft of teaching, the values and idea by which teaching is informed,” (Alexander 5-6). The concept of education in France focuses not only on the achievement of the students in the music classes, but also on the success of the music educators leading the classes. The so-called “art of teaching” directly impacts the goal of learning and this is taken into consideration when forming objectives for the public education system (Alexander 5). In the Credo of the European Association of Conservatories, the importance of music for people of all ages taught by people of all backgrounds is expressed (“AEC Credo”). In the second statement on the list, the European Associate of Conservatories, also called the AEC, states, “the AEC promotes the role of music and therefore music education as an outstanding example of non-verbal communication in the integration of Europe and as a tool for cooperation in an increasingly multi-cultural modern society,” (“AEC Credo”). Europe, being comprised of numerous small countries, allows for frequent and easy travel from place to place, though often crossing borders means changing national languages. Because of this, The AEC makes clear the necessity of non-verbal communication in classrooms, so as to include more people in the education

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

The article “The effects of music on achievement, attitude and retention in primary school English lessons” by Koksal, Yagisan, and Cekic show the impact music has in the classroom. The Article claims “best learning environment is one that includes music” (Köksal, et al. 1897). Meaning music activates different parts of the brain that coincide with memory. Through an experimental study mentioned in the article shows music has a “increased achievement in English vocabulary learning” (Köksal, et al. 1899). Memory channels are activated and students are able to retain what is being taught through the use of music. Therefore the article suggests music is a method that can be used in primary schools to exercise the mind helping students hold onto what they learn for longer periods of time. The authors argue music brings out a different level of intelligence in the classroom. However the article fails to briefly describe traditional methods, other possible methods, and possible defaults of a music learning environment jeopardizing a overall well conducted study of music used as a source of education.