Community Arts, Part III: Music And Social Skills

Throughout the reading this week, the information presented in David Elliott and Bennett Reimer’s texts stressed the importance of music and more specifically, music education. “People everywhere find music rewarding, and everywhere we find people engaged in formal and non-formal efforts to teach and learn music.” (Elliott, 2014, p. 4)

There are many advocacy statements in music education that claim to support the practicality of music in public school settings. Some statements describe how students involved in music have higher GPAs and standardized test scores. Other advocacy explanations express the emotional and creative values encompassed in music education. I would like to dissect statements in these two areas and see which are the most effective to students, parents, administrators, and politicians respectively.

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

This study took place in the Chicago Public Schools (CPS). The observation portion of the study took place at four different schools in the CPS. Two of the schools had thriving instrumental music programs and two had struggling instrumental music programs.

I. Plato, a Greek philosopher once said “I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.”

Across much of the United States, education budgets, most markedly the funding for music education, are being slashed due to Congressional attempts to balance the budget. Although many areas are affected by a lack of music education for students, according to the Detroit Free Press people from impoverished areas such as Detroit complain that over half of public schools in their area have no instrumental or vocal music instruction. This bankrupts many children from learning skills that could not only have turned into future career aspirations, but would have enriched their educational experience. It is clear that more funding should be allocated to districts for music education because it can encourage higher academic performance, encourage tolerance among an increasingly diversified student body, and greatly contribute to mental and physical health.

As a student whose future career goals have a focus in the arts, this issue is especially sensitive to me. I have experienced first-hand just how little importance our schools place on the art programs they offer, because of this I feel like my high school arts education as well as college

Music education has consistently been at the bottom of the educational priority ladder. With minimal prospects and intense competition for a successful career, music classes have been eclipsed in student interest and funding by courses related to the more lucrative STEM careers. Although music education creates a hefty burden for the school board, the numerous personal benefits warrant music opportunities for all students.

As a future music educator, I believe that all students, irrespective of socio-economic status, should be given the opportunity to seek their potential as musicians, and to grow these natural capacities through music education.   The purpose of music education is not only to develop an appreciation of music, but to also inspire young people to develop their own unique musical identity, through music education study and performance opportunities.   Music education must be directed by the purpose of creating independent musicians, proficient in performing, evaluating, and creating music. I will to offer a positive, safe, and welcoming environment for my future students to learn. I will create an environment for my students to feel driven and inspired

Three fifths of the United States have made cuts to their music programs. Studies have shown that schools with good music education programs help students perform better on standardized tests. Many famous businessmen and woman also attribute their success to their musical background. Therefore schools should have strong music education programs so their students develop necessary skills for their careers, communicate better with others, and score higher on tests.

Music has been taught in schools across the United States for hundreds of years. Music classes may include those such as concert bands, choirs, and orchestras. In most elementary schools, a standard band class is a required course to take. However, as students gets older and continue their education, music becomes more scarcely recognized as important. Many school districts across the country are cutting funding for musical programs as well as eliminating music classes completely. High school students should be required to take at least one music course within their four years of high school education. Music teaches values, helps to improve test scores, as well as increasing usage throughout the brain.

Many people believe that the arts, specifically music programs, hold no beneficial value to students other than for an extracurricular activity. Others believe that having these programs within our schools, only takes away from instructional time. However, research has shown that music education, and exposure to music in general, provides great benefits and values to the adolescents that are involved in said programs (“Music Matters”). Participation in music programs promotes the advancement of academic scores and sets students on the path to success later in life. Furthermore, these programs, be it instrumental or vocal, provide an outlet for adolescents to express themselves and have truly lasting implications on their global development. Notwithstanding all of the pleasure and self-confidence gained through participation in music programs, music education may provide important benefits towards students’ academics by improving their concentration levels and cultivating higher order thinking skills that may increase academic achievement.

It is a part of every citizen’s life. Music education fosters and develops each student’s previous experience with music into a presentation of skill, both alone and with others, that is accessible to a community of listeners. This task of performing

Art education has been proven to help with “cognitive ability, critical thinking, and verbal skills” as well as “motivation, concentration, confidence, and teamwork” (Smith). Having the ability and patience to sit down and paint a masterpiece or work through a song on the piano requires high focus and dedication. Students willing to do this will in turn have stronger skills to focus and be dedicated in other subjects. The mixture of all these abilities gained from participation in art programs lead to higher test scores and overall better performance in school. Still, these are only a few of the assets provided by art education.

Development of language for young kids in school are increasing in a positive way. Kids stay engaged in schools and learn faster than usual. When music classes are prohibited in schools, it gives the kids an interest of doing their work. The effect of music education on language development can be seen in the brain. Relationships between music and language is a big advantage for kids because the test scores and their SAT’s score has improved just because they have experienced with music performance. Kids with participation