Importance Of Education On Education

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)

[Opening Statement] In Plato’s The Republic his mentor, Socrates, discusses what the ideal education should include. He claims that “the rearing in music is most sovereign,” and makes an argument to defend his stance (80; bk.3, ln.401, par. d). Education for Socrates is not informative (this is how “education” is mostly viewed in modern times; just filling one’s mind with information), rather, he sees education as a formative tool to shape the soul of an individual. Socrates views music in a much broader sense than what would typically come to mind. “Music” in the Republic refers to both literary education and the conventional song and melody. Socrates’ beliefs on musical education are true, because music is formative, music teaches

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.

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.”

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.

“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

Opening Statement] In Plato’s The Republic his mentor, Socrates, discusses what the ideal education should include. He claims that “the rearing in music is most sovereign,” and makes an argument to defend his stance (80; bk.3, ln.401, par. d). Education for Socrates is not informative (this is how “education” is mostly viewed in modern times; just filling one’s mind with information), rather, he sees education as a formative tool to shape the soul of an individual. Socrates views music in a much broader sense than what would typically come to mind. “Music” in the Republic refers to both literary education and the conventional song/melody. Socrates’ beliefs on musical education are true because music is formative, music teaches temperance and good morals, and most importantly, he is correct, because the Bible itself teaches the importance of music.

Music, in all its complexity can be seen as a living, breathing mechanism that has the ability to sink deep down into one’s soul and create feelings of awe, excitement and wonder. Music speaks to and connects people of all cultures, backgrounds and ideologies, creating a common bond between various members of the human species. When listening to a beautifully composed piece of music, I myself cannot help but feel connected to the instruments, the artists and the composer. It has been my experience that music not only helps me learn, but also helps me grow.

Ask anyone whom they believe to be a musical “god,” and they can cite many proficient musicians: Classical prodigies like Mozart and Beethoven, 20th century modernist composers such as Shostakovich, Wagner, and Arnold Schoenberg; even rock and roll legends like Jimmy Page, Frank Zappa, or Jimi Hendrix. But this term, “musical god,” could only have originated from one: Apollo, the literal Greek god of music. No matter how often mortal musicians practiced and dedicated themselves to their instrument, Apollo could easily best them. The god’s prowess was the subject of contrast in Ancient Greek culture.

While Cercone discusses the benefits of having music education in society, she briefly addresses a counterargument on how there is no direct connection seen by most people. This not only enhances her reasoning skills but also her credibility as a writer and advocate of music education. She realizes that there is a valid argument opposing her views and understands that her position is to persuade that her views are significant too.

Few would argue against the idea that we educate ourselves and our society so that we have adequate means with which to understand and interact with elements of the world around us. Subjects such as mathematics, language, history, and the hard sciences are granted immediate and unquestioned legitimacy in our schools, and with good reason. We encounter each of these elements of our lives on a daily basis. We need to have an understanding of these disciplines in order to interact with them, otherwise they are meaningless to us. I submit that the same can be said for the fundamental concepts of music. Music is something that we encounter in our society every day. It surrounds us. Indeed

The two are in fact much closer to being the same than not, and thus, the idea that they work together in complementary engagement, is not so far fetched. The preceding examination, therefore, lays the foundation in inspecting what art is, its function, and where its boundaries lie. Secondly, the endeavor extends into an analysis of how fine art can and does help to further the cause that is philosophy. The final conjecture here is that the fine arts are positively necessary for the attainment of human excellence, existing as a focal practice. Whether you are at the gym listening to music to try to increase the blood flow to your muscles to increase the amount of weight that you are able to lift. Or simply having a romantic dinner with a loved and need to further illuminate the mood. It is universal and can be used at any time of the day, anywhere in the world. The great thing about music is that it is both a necessity and a luxury, therefore one does not lose the value of the music, because without it who knows, the world would most likely be in chaos. As a wise man once stated, "It is not the notes that makes the music, but the spaces between each

In Republic 3, Socrates mentions the editing of song. He states that the type of music and the emotions associated with that type of music can cause the listeners to be more prone to feeling and executing those emotions. Socrates states “rhythm and harmony most of all insinuate themselves into the inmost part of the soul and most vigorously lay hold of it in bringing grace with them” (Republic, p.80), however this theory could be used in a positive or negative way. If the type of music one was listening to was fearful and chaotic, one could project those feelings of chaos and fear into their lives. However it could also be used in a positive way, where if one were to listen to a beautiful and powerful song, that could have a direct positive effect on their performance as a worker, soldier, etc... “it is sovereign because the man properly reared on rhythm and harmony would have the sharpest sense” (Republic, p.80). It is obvious that Socrates believes that music directly correlates with feelings, and for that reason should be monitored for the greater purpose of the city.

Music is one of the most important parts of human society. It is used as an emotional outlet and allows people to express themselves. “Music is a reflection of self.” Music is the relationship between tones that normally on their own would not be too exciting, but once put together they convey emotions, thoughts, and ideas. Music is meant to transport an individual to another world, the composer's world. A composer will construct a story influenced by their own lives and their society. An important part of the music is also the history behind it and how it has impacted people. “Music is defined as a practical activity, and is an art form that has always invited theoretical speculation and critical reflection.” Music is everywhere and is in everyone's life but, not everyone knows its early history and how it evolved into today's genres. Researching, studying and examining early music and its evolution reveals how music has transformed from simple monophonic lines with no real timing into large orchestral pieces. Early forms of music included one or two parts, while orchestral pieces included multiple types of instruments, each independently playing different parts. Musicology is the is the process study, inquiry and reflection of music, while it forms its own context and employs distinct concepts, it's clearly dependant upon and reflective of music as its subject.” Musicological research has not been able to pinpoint what the music of primitive people or non-western