Why Is Art and Music an Important Part of Education

What if there was i activity that could benefit every student in every school across the nation? An activity that could meliorate grades and scores on standardized testing? An activity that would let students to class lasting friendships? An activity that would help students become more disciplined and confident?

Fortunately, in that location is such an activeness. Unfortunately, many schools will not arrive a role 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 identify to traditional academic classes. Music, notwithstanding, has proved itself to be extremely beneficial time and time again, from the undeniable comeback in grades regarding traditional academic classes to the glowing remarks from music students everywhere. In an ever-irresolute world, the improver of music education in schools needs to exist adjacent 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.

Co-ordinate to the No Child Left Backside Act, the post-obit are defined as, "core bookish subjects": English language, reading or language arts, mathematics, scientific discipline, foreign languages, civics and government, economic science, the arts [emphasis added], history, and geography (Benefits of the Report 1). Although music, being a part of the arts, is supposedly on the same level as other academic subjects, it is not being treated equally such.

Music education greatly enhances students' understanding and accomplishment in not-musical subjects. For case, a ten-year study, which tracked over 25,000 eye 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-3 points higher on the verbal department and forty-4 points higher on the math sections of the SATs than not-music students (Judson). When applying to colleges, these points could be the difference betwixt an acceptance letter of the alphabet and a rejection letter.

Furthermore, certain areas of musical training are tied to specific areas of academics; this concept is chosen transfer. According to Susan Hallam, "Transfer between tasks is a function of the degree to which the tasks share cognitive processes" (v-6). To put this simply, the more related two subjects are, the more transfer will ensue. This can exist 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 preparation emphasizes proportions, patterns, fractions, and ratios, which are expressed as mathematical relations (Judson). Transfer can be seen in other academic subjects besides. For case, in a 2000 study of 162 sixth graders, Ron Butzlaff concluded that students with two or iii years of instrumental music feel had significantly better results on the Stanford Accomplishment Test (a verbal and reading skills examination) than their non-musical counterparts (qtd. in Judson). This experiment demonstrates that music can affect improvement in many different bookish subjects. All in all, it can be shown that music instruction 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, cocky-field of study, and creativity" (Why Music?). These qualities are all highly sought out in the workplace. Inventiveness, for example, is, "one of the height-five skills important for success in the workforce," according to Lichtenberg, Woock, and Wright (Arts Pedagogy Partnership 5). Participation in music enhances a student'due south creativeness. Willie Jolley, a globe-grade professional speaker, states that his experience with musical improvisation has benefited him greatly regarding business. Because situations do non always go as planned, one has to improvise, and come upwardly with new strategies (Thiers, et. al). This blazon of state of affairs tin can happen in whatever job; and when it does, creativity is central. Similarly, music strengthens a person's perseverance and self-esteem—both qualities that are essential in having a successful career (Arts Education Partnership 5). Thus, music educational activity tin contribute to students' hereafter 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 too perceived equally an opportunity to socialize with like-minded people, brand new friends and meet interesting people, who without the musical engagement they would not have had the opportunity to run across" (eleven). Every time a student is involved in music, they have the run a risk to meet new people, and grade lasting friendships.

Likewise, in a study past 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 amend able to express themselves (Judson). Through one activity, a educatee can reap all of these benefits, as well every bit numerous others. Moreover, the social benefits of music pedagogy tin can continue throughout a educatee's life in ways ane would never doubtable. An case of this would be that "students who participate in school band or orchestra have the lowest levels of current and lifelong utilize of alcohol, tobacco, and illicit drugs among any other group in our social club" (Judson). By only participating in a fun school activity, students tin can change their lives for the better. Music teaching can aid students on their journey to success.

Chinese philosopher Confucius once stated, "Music produces a kind of pleasure which man nature cannot practise without" (Arts Education Partnership 1). Music teaching 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-accomplishment for the report'south participants, assisted individuals in overcoming challenges, built self-conviction, and raised determination to make more effort to meet grouping expectations regarding standards of playing" (12). In an ensemble, every member is equally important, from the first chair to the final chair. Thus every person must exist able to play all of their music and be set up for anything. When ane person does not exercise their music and comes to rehearsal unprepared, it reflects upon the whole ensemble. Needless to say, no ane wants to be that person. So students take it upon themselves to bear witness that they want to be there and come prepared. This type of attitude continues throughout students' lives.

Furthermore, grouping participation in music activities can assist in the evolution of leadership skills (Kokotsaki and Hallam xiii). One participant in the perceived benefits of music written report stated that, "I have gained confidence in my leadership skills through conducting the Concert Band" (Kokotsaki and Hallam 28). Conducting an ensemble is just one of the many leadership opportunities bachelor to music students.

Music can also exist a comforting activity to many students. High school senior and school ring 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.

Fifty-fifty though it has been proven that music education benefits students, many people argue that it still should not be required in schools. They land that with the increasing importance placed on standardized testing, there is not enough class time to include music classes (Abril and Gault 68). However, information technology has been shown that the time students spend in music classes does not hinder their academic success. A report past Hodges and O'Connell found that "being excused from not-musical classes to attend instrumental lessons does not adversely bear on academic performance" (Hallam fourteen). Thus, in reality, having students enroll in music classes would non be detrimental to their academic performance, and the students would then be able to reap all of the benefits that come up with music education. Furthermore, funding for music teaching is an consequence at many schools. The people in charge of determining funding for schools often cull to fund traditional bookish classes over arts programs. Paul Harvey states, "Presently, nosotros are spending 20-nine times more on scientific discipline than on the arts, and the effect then far is worldwide intellectual embarrassment" (Hale 8). Clearly, the electric current arrangement for the allocation of funds for schools is not adequate. Past transferring some of the funding from traditional academic classes to music classes, this embarrassment could be avoided. Evidently, although some may try to debate against it, music education should exist 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 bulldoze. No music to dance to. At that place would non be any soundtracks in movies, and concerts and musicals would exist nonexistent. Eventually, no one would even call back what music is. Many people do not realize it, but music has a bigger outcome on their lives than they may call up, and they would definitely care if it was to disappear. Without music, life would never be the same. To keep music live, students must be educated most it in schools. Students volition not simply get to experience and enjoy what music has to offer, but will reap the innumerable benefits that come up with music. Ancient Greek philosopher and teacher Plato said it all-time: "Music gives a soul to the universe, wings to the mind, flying to imagination, and life to everything."

Works Consulted

Abril, Carlos A., and Brent M. Gault. "The Land of Music in Secondary Schools: The Primary's Perspective." Journal of Research in Music Education 56.1 (2008): 68-81. JSTOR. Web. xix October. 2013.

Arts Didactics Partnership, comp. Music Matters: How Music Didactics Helps Students Learn, Reach, and Succeed. Washington D.C.: n.p., 2011. Impress.

Hale, Donna Sizemore. "Stay Involved to Protect the Arts." American String Instructor 63.iii (2013): eight. ProQuest. Web. nineteen Oct. 2013.

Hallam, Susan. "The ability of music: its touch on on the intellectual, social and personal development of children and young people." International Journal of Music Educational activity 28.3 (2010): 269-89. Print.

Judson, Ellen. "The Importance of Music." Music Empowers Foundation. N.p., n.d. Web. 1 October. 2013.

Kokotsaki, Dimitra, and Susan Hallam. "Higher Education music students' perceptions of the benefits of participative music making." Music Education Inquiry 9.1 (2007): n. pag. Google Scholar. Web. 26 October. 2013.

National Clan for Music Education, comp. The Benefits of the Study of Music. N.p.: north.p., 2007. Print.

Thiers, Genevieve, et al. "Music Education and Success…From the Ring Room to the Board Room." Everything Nosotros Needed to Know About Business organisation, We Learned Playing Music. By Craig K. Cortello. N.p.: north.p., north.d. NME.com. Spider web. 18 October. 2013.

Varghese, Manna. Personal interview. 24 October. 2013.

Why Music? Prod. NAfME. Radio

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Source: https://thehumanist.com/features/articles/the-importance-of-music-education

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