What if there was one activity that could benefit every
student in every school across the nation? An activity that could improve
grades and scores on standardized testing? An activity that would allow
students to form lasting friendships? An activity that would help students
become more disciplined and confident?
Fortunately, there is such an activity. Unfortunately,
many schools will not make it a part of their curriculum, due to issues of
funding and scheduling. This activity is something that everyone is aware of,
but not everyone has a chance to participate in. This activity is music.
For years, music classes have been the ugly ducklings of
school curriculums—the last courses to be added, the first courses to be cut.
They have always taken second place to traditional academic classes. Music,
however, has proved itself to be extremely beneficial time and time again, from
the undeniable improvement in grades regarding traditional academic classes to
the glowing remarks from music students everywhere. In an ever-changing world,
the addition of music education in schools needs to be next on the academic
agenda. Music education should be a required component in all schools due
to the proven academic, social, and personal benefits that it provides.
According to the No Child
Left Behind Act, the following are defined as, “core academic subjects”:
English, reading or language arts, mathematics, science, foreign languages,
civics and government, economics, the arts [emphasis
added], history, and geography. Although music, being a part of the arts, is
supposedly on the same level as other academic subjects, it is not being
treated as such.
Music education greatly enhances students’ understanding
and achievement in non-musical subjects. For example, a ten-year study, which
tracked over 25,000 middle and high school students, showed that students in
music classes receive higher scores on standardized tests than students with
little to no musical involvement. The musical students scored, on average,
sixty-three points higher on the verbal section and forty-four points higher on
the math sections of the SATs than non-music students (Judson). When applying
to colleges, these points could be the difference between an acceptance letter
and a rejection letter.
Furthermore, certain areas of musical training are tied
to specific areas of academics; this concept is called transfer. According to
Susan Hallam, “Transfer between tasks is a function of the degree to which the
tasks share cognitive processes”. To put this simply, the more related two
subjects are, the more transfer will ensue. This can be evidenced with the
correlation between rhythm instruction and spatial-temporal reasoning, which is
integral in the acquisition of important math skills. The transfer can be explained
by the fact that rhythm training emphasizes proportions, patterns, fractions,
and ratios, which are expressed as mathematical relations (Judson). Transfer
can be seen in other academic subjects as well. For example, in a 2000 study of
162 sixth graders, Ron Butzlaff concluded that students with two or three years
of instrumental music experience had significantly better results on the
Stanford Achievement Test (a verbal and reading skills test) than their
non-musical counterparts (qtd. in Judson). This experiment demonstrates that
music can affect improvement in many different academic subjects. All in all,
it can be shown that music education is a worthwhile investment for improving
students’ understanding and achievement in academic subjects.
Related to academic
achievement is success in the workforce. The Backstreet Boys state that,
“Practicing music reinforces teamwork, communication skills, self-discipline,
and creativity” (Why Music?). These qualities are
all highly sought out in the workplace. Creativity, for example, is, “one of
the top-five skills important for success in the workforce,” according to
Lichtenberg, Woock, and Wright (Arts Education Partnership 5). Participation in
music enhances a student’s creativeness. Willie Jolley, a world-class
professional speaker, states that his experience with musical improvisation has
benefited him greatly regarding business. Because situations do not always go
as planned, one has to improvise, and come up with new strategies (Thiers, et.
al). This type of situation can happen in any job; and when it does, creativity
is key. Similarly, music strengthens a person’s perseverance and
self-esteem—both qualities that are essential in having a successful career. Thus, music education can contribute to
students’ future careers and occupational endeavors.
Participation in music also boasts social benefits for
students. Music is a way to make friends. Dimitra Kokotsaki and Susan Hallam
completed a study dealing with the perceived benefits of music; in their
findings they wrote, “Participating in ensembles was also perceived as an
opportunity to socialize with like-minded people, make new friends and meet
interesting people, who without the musical engagement they would not have had
the opportunity to meet”. Every time a student is involved in music, they
have the chance to meet new people, and form lasting friendships.
Likewise, in a study by Columbia University, it was
revealed that students who participate in the arts are often more cooperative
with teachers and peers, have more self-confidence, and are better able to
express themselves (Judson). Through one activity, a student can reap all of
these benefits, as well as numerous others. Moreover, the social benefits of
music education can continue throughout a student’s life in ways one would
never suspect. An example of this would be that “students who participate in
school band or orchestra have the lowest levels of current and lifelong use of
alcohol, tobacco, and illicit drugs among any other group in our society”. By just participating in a fun school activity, students can change
their lives for the better. Music education can help students on their journey
to success.
Chinese philosopher Confucius once stated, “Music
produces a kind of pleasure which human nature cannot do without” (Arts
Education Partnership 1). Music education provides personal benefits to
students that enrich their lives. In the study of perceived benefits of music
by Dimitra Kokotsaki and Susan Hallam, it was found that “participating in an
ensemble enhanced feelings of self-achievement for the study’s participants,
assisted individuals in overcoming challenges, built self-confidence, and
raised determination to make more effort to meet group expectations regarding
standards of playing”. In an ensemble, every member is equally important, from
the first chair to the last chair. Thus every person must be able to play all
of their music and be ready for anything. When one person does not practice
their music and comes to rehearsal unprepared, it reflects upon the whole
ensemble. Needless to say, no one wants to be that person. So students take it
upon themselves to show that they want to be there and come prepared. This type
of attitude continues throughout students’ lives.
Furthermore, group participation in music activities can
assist in the development of leadership skills. One participant in the
perceived benefits of music study stated that, “I have gained confidence in my
leadership skills through conducting the Concert Band”. Conducting an ensemble
is just one of the many leadership opportunities available to music students.
Music can also be a comforting activity to many students.
High school senior and school band member Manna Varghese states that for her,
music is a way to relieve stress. When she is angry or frustrated, she likes to
play flute or piano to relax. For students, music classes are not necessarily
something they participate in for a grade, or to put on a college application.
Students participate in music classes because they enjoy them and want to be
there.
Even though it has been proven that music education
benefits students, many people argue that it still should not be required in
schools. They state that with the increasing importance placed on standardized
testing, there is not enough class time to include music classes (Abril and
Gault 68). However, it has been shown that the time students spend in music
classes does not hinder their academic success. A study by Hodges and O’Connell
found that “being excused from non-musical classes to attend instrumental
lessons does not adversely affect academic performance” (Hallam 14). Thus, in
reality, having students enroll in music classes would not be detrimental to
their academic performance, and the students would then be able to reap all of
the benefits that come with music education. Furthermore, funding for music
education is an issue at many schools. The people in charge of determining
funding for schools often choose to fund traditional academic classes over arts
programs. Paul Harvey states, “Presently, we are spending twenty-nine times
more on science than on the arts, and the result so far is worldwide
intellectual embarrassment”. Clearly, the current system for the allocation
of funds for schools is not adequate. By transferring some of the funding from
traditional academic classes to music classes, this embarrassment could be
avoided. Evidently, although some may try to argue against it, music education
should be required in all schools.
What would life be like without music? Imagine it for a
moment. No listening to music on the radio on a long drive. No music to dance
to. There would not be any soundtracks in movies, and concerts and musicals
would be nonexistent. Eventually, no one would even remember what music is.
Many people do not realize it, but music has a bigger effect on their lives
than they may think, and they would definitely care if it was to disappear.
Without music, life would never be the same. To keep music alive, students must
be educated about it in schools. Students will not only get to experience and
enjoy what music has to offer, but will reap the innumerable benefits that come
with music. Ancient Greek philosopher and teacher Plato said it best: “Music
gives a soul to the universe, wings to the mind, flight to imagination, and
life to everything.”
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