Argument For Music Education Essay

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

Title: The Case for Fifth Grade Band Thesis Statement: School districts and band programs have multiple factors to consider when deciding at what age their beginners should begin instruction, which should include prior musical experience or piano training. School districts and band programs have multiple factors to consider when deciding when to start beginners in instrumental music programs. Across the United States, research shows that there isn’t a unified starting age for beginners but rather a large range of starting ages. Factors that are commonly considered are: what ages are housed in the building, scheduling, developmental progress of the students, among many others. However, school districts and band programs make these decisions

* “when you speak with great educators, and look behind the test scores, the lessons learned in studying music, learning to play an instrument, playing in a band, learning to read music, all provide a richness to a child's education that will last a lifetime,” (par 1).

“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.

Think back to your primary and secondary school years. Do you remember going to music classes? Learning how to pluck out simple songs on the piano, a xylophone, or a recorder; or learning how to sing out a catchy tune? Did you have as much fun as I remember having? This fun is about to come to an end for the coming generations. Public schools are beginning to cut music programs from their budgets altogether, so our children may never know the sweet solace of scratching out a simple song. Generally, music programs-- as well as fine arts as a whole-- at the primary and secondary levels are depicted as mere extracurricular activities that are only found appealing to specific types of students and, thus, hold no real purpose or benefit. It has

Elliott notes the lack of importance given to these life goals that music education provides by some school administrators and how this can impede on students’ willingness to achieve other academic and vocational goals. The lack of music education can therefore result in below-average levels of academic and vocational accomplishment and high levels of custodial trouble, meaning unruly or absent students. He therefore advocates music education to be part of the core curriculum from kindergarten till the end of high school for “educational, economic, custodial and practical” reasons. Koopman also provides three arguments supporting music education at school. The first one is that music instruction is essential to personal development, the second

Silence. This is what many people would hear if they walked into just one of the many music halls in a school whom has cut their music program. Many schools across the nation are suffering from severe budget cuts, and sadly music is far too often the first on the list to go. Music in the American public school system is often a way for students to express themselves and develop a sense of pride and devotion by being a musician. Yet, music education has been proven to improve young students’ cognitive capabilities, music programs are still being cut from the curriculum in schools across the nation. Funding, nation testing standards, availability, and participation are major factors whether a program may or may not stay in American classrooms, which demonstrates America’s destructive need for results from students to be tangible at the expense of the enjoyment of students.

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.

My music students will be supported by predictable routines and clearly communicated goals, within an organized learning environment. Rules and expectations for learning will be clearly articulated, revisited often, and represent a mutual contract of respect, responsibility, safety, honesty, and caring, in the effort to maximize learning and encourage participation. Students not only know and agree upon the goals of their learning community, but in my classroom they will understand the impact of their poor choices on their grades and the health of the whole. Students who do not use good judgment in their actions will always be dealt with respectfully and promptly, using predetermined and appropriate consequences.

In musical and conventional classrooms, basic knowledge and skill is gained through instruction and experience. The groundwork for greater success is taught to all, enabling each and every student to pursue their own development. Furthermore, musical independence gives students the responsibility and privilege of controlling their own level of expertise. It is the job of instructors and professionals to offer students the opportunities to enhance their abilities and gain experience. However, students have the freedom to choose how intensely and freely they grow as a musician. They must apprehend the ability to work "with, through, and beyond" a piece in order to make significant choices and enhance themselves.

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.”

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.

Sabol (2013), makes three points that really resonate with my conversations with Kyla, my counterpart music teacher and myself. First, in the section on creativity, Sabol (2013) talked about the need for creative thinkers in the world (p. 35). This stands out to me because in my school district we have been working on an initiative called Authentic Intellectual Work (AIW). Through AIW all teacher are trying to help their students think at a higher or more creative level when arts lessons are brought to be looked at they achieve these goals more often than the other subject areas. Through this professional development, it is nice to show other subject areas the importance of the arts.

Every organization strives to achieve a high reputation and music schools are no different. In fact, being responsible for the future of young talents, it is of utmost importance to have a teaching staff that is highly qualified and professionalized to provide music education to children. The director checks the credentials of a teacher even before interviewing him/her.

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.