The Importance Of Music 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)

Specific Purpose: To persuade my audience that music programs should be kept in public schools.

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.

Houck, Olivia. “2009-10: Against Cutting Art and Music Programs in Schools” Morrison Institute. 19 Mar. 2013.

Diana Hollinger, Russ Sperling, JoAnn Ford (2009, november 5). the state of music education in schools. (M. Cavanaugh, Interviewer)

James A. Keene has gathered an incredible amount of information on the interesting beginnings of music education in the United States. This text offers deep insight and a plethora of information regarding the beginnings of an area of education which has largely been neglected by scholars. For decades and in current teaching populations, the historical foundation and insight first developed by music educators from the earliest colonial times through present day has been unknown. From the introduction of vocal music to the growing interest of orchestral and band music and the a cappella choir movement, reactions to music remained both positive and negative, leading to continued advocation for music in the curriculum, arguing that music offered skill development and appreciation through exposure and practice.

The vast variety available for music programs allows for them to be developed in such a way that they can exist almost completely cost free aside from standard classroom costs that are expected with all other subjects. Not only are these programs incredibly cost effective, but the benefits are tremendous. Though this begs the question of why the budgets are being cut for these music programs if they seem to be so completely positive. The fact of the matter is that most administration panels do not take music programs seriously, writing off their importance in favor of having more money to add to different areas of education. Steve McConnel, journalist for McClatchy Business Tribune stated, about the authority of school administrations, “Music may be at risk because of millions of dollars in education funding cuts. . .local school administrators have the ability to target music . . .to reduce spending” (McConnel). The administration of most school districts do not usually take the time to look at the way students feel about certain school operations before they make the decision to cut them, and this is precisely why music programs are suffering all across the nation, more specifically in areas of high poverty. Areas high in poverty tend to simultaneously be high in crime, and people in those areas

“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.

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for 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

Art and music are cultural aspects of our lives. You see it anywhere and everywhere you go. From art on billboards to the radio playing, art and music will be everywhere. Imagine, though, that there is less music and art in the world, all because public schools would not fund the necessary programs. In an informative article by “AmericansfortheArts”, it states, “U.S. Education Secretary Arne Duncan has stated that he has consistently heard about the narrowing of the curriculum during his trips across the country, and the administration is committed to strengthening arts education opportunities in the future” (“AmericansfortheArts”). This

The issue/concern that I am bringing forth in my Capstone project deals with public education. More specifically, music education in secondary school within the public school system. In recent years, the arts have not been the priority in regards to funding and what our youth needs in terms of preparation for the real world. This is partially due to instituting ideas like NCLB (No Child Left Behind) to focus on just the essentials for children to learn. In the academic world, one may refer to this as essentialism in education. As a result, the arts have viewed as not something that is essential. My case originated from my own personal experiences as a music educator and seeing growth from music students.

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 stigma associated with pursuing an education in the musical arts affects the decision of many musicians nationwide. The appeal of guaranteed financial and career stability of STEM and other paths of high demand jobs is very difficult to pass up, even by the most dedicated musicians. Then, the input and advice of outsiders come into play. These onlookers not only encourage study of the hard sciences and a foolproof path to success via university, but they also totally and blatantly discourage and belittle the intelligence, rationality and integrity of not just the paths of musicians, but all liberal artists. Don’t you want to make money? What do you mean you won’t have internships, don’t you want a job? How are you going to survive? This blitzkrieg of questioning and doubt, though theoretically peripheral to the bigger picture, is reasonably common, however, severely unjustified. Pursuing a formal college education in music is easily one of the best things you could do for yourself, regardless of whether or not this is the career path of your choosing. As a student of formal music education, you are actually being trained in more real world skills than most other majors, which will prepare you for many careers, making you stand-out amongst the masses. Being a music major, you learn more than just music, you learn problem-solving skills, how to communicate and collaborate, and how to overcome failure, which are all essential skills to have as a professional in today’s day

“Education- should enhance understanding of the world, of oneself, and of one’s own experience” (Kelly 2009). What is important about music education? There are many important aspects in music education like pedagogy and performance. For me, music education is about letting the students express themselves. Having the ability to give an idea or to vent is a vital tool in today’s society. This concept influences music because expression is not only in how to connect a phrase, but also how to tell a story. With my time in college, Dr. Joseph Frye will always tell me to tell a story with music. He will also ask me what I want to feel after playing a piece. This is what I believe is important in music education.