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Student Opinion

Do We Need Better Music Education?

A guest essay argues that we are teaching music the wrong way. Do you agree?

By Jeremy Engle

Do you play any musical instrument — or have you ever? Do you think music should be an essential part of every child’s education?

In “ We’re Teaching Music to Kids All Wrong ,” Sammy Miller, a Grammy-nominated drummer and the founder of a music education company, writes:

Each fall, as school starts up again, music educators witness a familiar ritual: Eager first-time students squeak on a clarinet, suppress giggles at the noises coming from the tubas and zealously hit a bass drum a little too hard. It’s a moment characterized by excitement, enthusiasm and the anticipation of new beginnings — which is why it’s so disheartening to know that many of those kids will eventually quit their instruments. The fact that many children don’t stick with music is bad news not only for the state of self-expression and joy but also for education. Studies show that students who play an instrument do better in science, English and math and are more likely to want to attend college . They also may have less anxiety and be more conscientious — they are the kids you want your kids to be friends with. I have never met an adult who is expressly thankful to have quit music as a child, but I’ve met many who have regrets. So why haven’t we, as parents and educators, been better able to encourage our own kids to continue? In my 15 years as a musical educator, talking to countless teachers, I’ve learned one thing: There is no magical fix. Making music education more successful doesn’t need to involve expensive digital accessories or fancy educational platforms (and I say that as someone who developed an online educational platform). There’s no technological or financial program that will convert children into lifelong music lovers. Instead, we need to start by rethinking how we teach music from the ground up, both at home and in the classroom. The onus is on parents and educators to raise the next generation of lifelong musicians — not just for music’s sake, but to build richer, more vibrant inner personal lives for our children and a more beautiful and expressive world.

Mr. Miller urges parents and educators to take a new approach to musical education:

It’s often been repeated that “music is a language,” yet we’re reluctant to teach it that way. When we learn a language, we don’t simply memorize phrases or spend all day reading — we practice the language together, sharing, speaking, stumbling but ultimately finding ways to connect. This should happen in music class, too. Music should be a common pursuit: Ask any dad rock weekend band or church ensemble how it experiences music, and the performers are likely to tell you it’s not a chore but a way of building community. Most important, we need to let kids be terrible. In fact, we should encourage it. They’ll be plenty terrible on their own — at first. But too often kids associate music in school with a difficult undertaking they can’t hope to master, which leads them to give up. Music does not have to be, and in fact, shouldn’t be, about the pursuit of perfection. And the great musicians have plenty of lessons to teach students about the usefulness of failure.

Students, read the entire article and then tell us:

Do you play any musical instruments? If so, how did you learn? What role does music play in your life?

Mr. Miller writes that after great “excitement, enthusiasm and the anticipation,” many children eventually quit their instruments. What kind of musical education, in or out of school, have you had? How effective has it been?

If you are one of the many people described by Mr. Miller who have started an instrument but later quit, why did you give up? Do you think a different approach to musical education, like the kind described in the essay, might have helped you to stick with it?

While saying there is no “magical fix” for converting children into lifelong music lovers, Mr. Miller shares several recommendations for improving musical education, such as, letting kids to be terrible and make a lot of mistakes or encouraging students to write their own simple songs using a few chords. What do you think of his proposed approach? What other suggestions would you give to parents and educators who hope to spark a love of music in young people?

Mr. Miller writes that studies show that students who play an instrument do better in science, English and math, and may have less anxiety and be more conscientious. What benefits of music education have you seen or experienced? Do any of these benefits, or others not mentioned in the essay, come to mind when you think of the value of learning music?

Does reading Mr. Miller’s essay make you more excited about playing music? Why or why not? If you could learn to play any instrument (or one different from what you already play), what would it be? Why?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

How Children Benefit from Music Education in Schools

In this article:.

How Children Benefit from Music Education In Schools

Educational benefits/facts:.

• Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons (Arete Music Academy. "Statistical benefits of music in education." Arete Music Academy. Accessed July 17, 2014).
• Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests (Hille, Katrin, et al. "Associations between music education, intelligence, and spelling ability in elementary school." Adv Cogn Psychol 7, 2011: 1–6. Web. Accessed February 24, 2015).
• Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs (The National Association for Music Education. "Music Makes the Grade." The National Association for Music Education. Accessed February 24, 2015).
• Students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of community (Nature Neuroscience, April 2007).
• Students in all regions with lower-quality instrumental programs scored higher in English and mathematics than students who had no music at all (Journal for Research in Music Education, June 2007; Dr. Christopher Johnson, Jenny Memmott).
• Students at schools with excellent music programs had higher English test scores across the country thanstudents in schools with low-quality music programs; this was also true when considering mathematics (Journal for Research in Music Education, June 2007; Dr. Christopher Johnson, Jenny Memmott).
• Students in top-quality instrumental programs scored 17% higher in mathematics than children in schools without a music program, and 33% higher in mathematics than students in a deficient choral program (Journal for Research in Music Education, June 2007; Dr. Christopher Johnson, Jenny Memmott).
• Students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program, and 32% higher in English than students in a deficient choral program (Journal for Research in Music Education, June 2007; Dr. Christopher Johnson, Jenny Memmott).
• Substantial majorities of both teachers and  parents view student access to music and  arts education as “extremely” or “very” important ( NAMM Foundation and Grunwald Associates LLC, 2015.  Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in  the United States: 2015).
• Both parents and teachers have high  standards and expectations for quality  music programs, especially the importance of competent, certified teachers ( NAMM Foundation and Grunwald Associates LLC, 2015.  Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in  the United States: 2015). ​
• On average, students have had only  about three years of in-school music  education, according to parents; more  than a third have had one year or less,  with one in six of all students having had no music instruction at all ( NAMM Foundation and Grunwald Associates LLC, 2015.  Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in  the United States: 2015).
• Substantial majorities of both parents  and teachers want to see the scope  of elementary school music education expanded (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Substantial majorities of teachers and  parents believe budget cuts in music  programs hurt students and that music  is not as adequately funded as other  core subjects. Most teachers and  parents rate the funding for their own  school’s music program as average or worse (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Asked about 15 possible ways to cut  school budgets, both teachers and parents  are more willing to make cuts in 12  of the 14 other curricular, administrative  and service areas than cut music and  arts education. Only the number and salaries of teachers are more sacrosanct (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• More than 80 percent of teachers, and  nearly as many parents, say that the time  allotted to music education—adequate  rehearsal time, class duration and class  frequency— is important for a quality music education program (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Eight in 10 teachers and more than seven in 10  parents believe the number of minutes of  music education required every week is an important quality component (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• The number and quality of musical instruments,  along with materials, are high  on parents’ lists of “must haves” for a  quality program. But many teachers report that these essentials are in short supply (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Fewer than half of teachers (42 percent)  and parents (46 percent) say their schools  have the musical instruments they need for all students who want to learn to play (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Just 41 percent of teachers and 46 percent  of parents say their schools have enough sheet music for every participating child (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Teachers in urban schools are more likely  to consider music and arts education as  core to the curriculum (38 percent) and  value access to it (81 percent), compared  to teachers in rural areas (30 percent of  whom consider music and arts education  as core to the curriculum and 70 percent of whom value access to it) (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Urban  teachers also believe more strongly that  music education can build 21st century  skills, such as communication, critical  thinking, problem-solving and innovation skills (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• African-American parents (76 percent)  and Hispanic parents (75 percent) are  significantly more likely than Caucasian  parents (67 percent) to enroll their  children in school music classes where  opportunities exist, and they are more  interested in their children participating in  virtually every type of music class in or out of school (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• African-American and Hispanic  parents generally believe more strongly  in a wide array of potential benefits from  music education, are more likely to have  seen these positive impacts on their own  child and more strongly support expanding  music education programs. Ironically,  these parents also are more likely to report  that there are no music programs in their  schools (21 percent of African-American  parents and 22 percent of Hispanic parents report this, compared to 15 percent of Caucasian parents)(NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Students in the West are  more likely to have school music programs  that take place only outside of school  hours—and they have access to fewer types of programs as well (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• It’s  striking  that both teachers (87 percent) and parents  (79 percent) strongly believe music  education has a positive impact on overall academic performance (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• More than eight  in 10 teachers  (83 percent) and  more than seven  in 10 parents  (73 percent) say  budget cuts in  music education  are detrimental to students (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• On average, both teachers and  parents would be more willing  to cut spending in 12 of  15  other programs before they’d cut funding for music and arts education (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Teachers in Title I schools are more likely to report  that their schools have no music program  at all. In Title I schools that do offer music  programs, teacher responses suggest that  they have fewer full-time music teachers—  and teachers in these schools are more  likely to report there are no professional  development opportunities for the music teachers they do have (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Federal education policy specifically  authorizes the use Title I funds for music  and arts education. But few teachers—  even the majority who know what Title I  is—are aware of this significant opportunity  to provide or improve music programs  in the country. Even fewer parents are  familiar with Title I, let alone the fact that Title I funds can be used for music education (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• The College Board identifies the arts as one of the six basic academic subject areas students should study in order to succeed in college (Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York).
• Nine in ten adults believe students benefit from having music included in their curriculum (89 percent) ("Public Schools are Improving Their Grades, but Private Schools Remain at the Head of the Class," Harris Poll, September 29, 2015).
• Research at McGill University in Montreal, Canada showed that grade-school kids who took music lessons scored higher on tests of general and spatial cognitive development, the abilities that form the basis for performance in math and engineering (http://nisom.com/index.php/instruction/health-benefits).
• A study of 8 to 11-year-olds found that, those who had extra-curricular music classes, developed higher verbal IQ, and visual abilities, in comparison to those with no musical training ( Forgeard et al., "Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning," PLOS One, 2008).
• A study of almost one thousand Finnish pupils who took part in extended music classes, found they reported higher satisfaction at school in almost every area, even those not related to the music classes themselves (Eerola & Eerola, "Extended music education enhances the quality of school life," Music Education Research, 2013).
• A 2012 U.S. Department of Education report that compared surveys from 1999-2000 and 2009-2010 found that music was offered in 94 percent of elementary schools during both timeframes, and that visual art offerings dropped only slightly, from 87 percent of schools in 2000 to 82 in 2010 (Jessica Siegel, "Amid Tests and Tight Budgets, Schools Find Room for Arts," CityLimits.Org, June 7, 2013).
• Learning a musical language could have cognitive benefits similar to those evident in bilingual children.  Although this view has intuitive appeal because music and language are both auditory communication systems, the positive effects of bilingualism are evident for fluid intelligence (i.e., executive control) but not for crystallized intelligence (e.g., knowledge acquired through experience, such as vocabulary), whereas the effects of music lessons appear to extend to both domains (E. Glenn Schellenberg, "Music and Cognitive Abilities," Current Directions in Psychological Science Journal, Vol. 14, No. 6, December 2005).

Cognitive Benefits/Facts:

• Everyday listening skills are stronger in musically-trained children than in those without music training. Significantly, listening skills are closely tied to the ability to: perceive speech in a noisy background, pay attention, and keep sounds in memory (Strait, D.L. and N. Kraus, Biological impact of auditory expertise across the life span: musicians as a model of auditory learning. Hearing Research, 2013.)
• Music training in childhood “fundamentally alters the nervous system such that neural changes persist in adulthood after auditory training has ceased" (Skoe, E. & N. Kraus.  2012.  A little goes a long way: How the Adult Brain Is Shaped by Musical Training in Childhood.  The Journal of Neuroscience, 32(34):11507–11510).
• Studies have shown that young children who take keyboard lessons have greater abstract reasoning abilities than their peers, and that these abilities improve over time with sustained training in music (Rauscher, F.H. , & Zupan, M., "Classroom keyboard instruction improves kindergarten children's spatial-temporal performance: A field experiment" Early Childhood Research Quarterly, 15 , 215-228.2000).
• Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons (Arete Music Academy. "Statistical benefits of music in education." Arete Music Academy. Accessed July 17, 2014).
• Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training (National Association for Music Education. "The Benefits of the Study of Music." National Association for Music Education. Accessed July 17, 2014).
• Young Children who take music lessons show different brain development and  improved memory over the course of a year, compared to children who do not receive musical training ( Dr. Laurel Trainor, Prof. of Psychology, Neuroscience, and Behavior at  McMaster University, 2006).
• Musically trained children performed better in a memory test that is  correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics, and IQ ( Dr. Laurel Trainor, Prof. of Psychology, Neuroscience, and Behavior at  McMaster University, 2006).
• Music education sharpens student attentiveness (Arts Education Partnership, 2011).
• Music education equips students to be creative (Arts Education Partnership, 2011).
• Everyday listening skills are stronger in musically-trained children than in those without music training.  Significantly, listening skills are closely tied to the ability to: perceive speech in a noisy background, pay attention, and keep sounds in memory ( Strait, D.L. and N. Kraus, Biological impact of auditory expertise across the life span: musicians as a model of auditory learning.  Hearing Research, 2013.)
• According to research published in a 2014 article  in Parents magazine, learning how to play percussion  instruments helps children develop coordination and  motor skills, because they require movement of the hands, arms, and feet (Kwan, A. 2013, “6 Benefits of Music Lessons,” Parents).
• Music and math are highly intertwined. By understanding beat, rhythm, and scales, children are learning how to divide, create fractions, and recognize patterns (Lynn Kleiner, founder of Music Rhapsody in Redondo Beach, CA).
• Certain instruments, such as percussion, help children develop coordination and motor skills; they require movement of the hands, arms, and feet (Kristen Regester, Early Childhood Program Manager at Sherwood Community Music School at Columbia College Chicago. Copyright © 2013 Meredith Corporation).
• In order to fully reap the cognitive benefits of a music class, kids can’t just sit there and let the sound of music wash over them. They have to be actively engaged in the music and participate in the class (Dr. Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory).
• Researchers found that after two years, children who not only regularly attended music classes, but also actively participated in the class, showed larger improvements in how the brain processes speech and reading scores than their less-involved peers (Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory, quoted in Melissa Locker, "This Is How Music Can Change Your Brain," Time, December 16, 2014).
• A study at the University of California at Irvine demonstrated that young kids who participated in music instruction showed dramatic enhancements in abstract reasoning skills. In fact, researchers have found neural firing patterns that suggest that music may hold the key to higher brain function ( Rauscher, Shaw, Levine , Ky and Wright, "Music and Spatial Task Performance: A Causal Relationship," University of California , Irvine , 1994) .
• Playing a musical instrument strengthens eye-hand coordination and fine motor skills, and kids who study an instrument learn a lot about discipline, dedication and the rewards of hard work ( http://nisom.com/index.php/instruction/health-benefits).
• Music training not only helps children develop fine motor skills, but aids emotional and behavioral maturation as well, according to a new study, one of the largest to investigate the effects of playing an instrument on brain development (Amy Ellis Nutt, "Music lessons spur emotional and behavioral growth in children, new study says," The Washington Post, January 7, 2015).
• Music training leads to greater gains in auditory and motor function when begun in young childhood; by adolescence, the plasticity that characterizes childhood has begun to decline.  Nevertheless, our results establish that music training impacts the auditory system even when it is begun in adolescence, suggesting that a modest amount of training begun later in life can affect neural function (Adam T. Tierney, Jennifer Krizman, Nina Kraus, "Music training alters the course of adolescent auditory development," Proceedings of the National Academy of Sciences, 2015).
• A Canadian study of 48 preschoolers and published in 2011, found that verbal IQ increased after only 20 days of music training. In fact, the increase was five times that of a control group of preschoolers, who were given visual art lessons, says lead researcher Sylvain Moreno, an assistant professor of psychology at the University of Toronto. He found that music training enhanced the children’s “executive function”—that is, their brains’ ability to plan, organize, strategize and solve problems. And he found the effect in 90% of the children, an unusually high rate (Joanne Lipman, "A Musical Fix for American Schools," The Wall Street Journal,  October 10, 2014).
• In a 2009 study in the Journal of Neuroscience, researchers used an MRI to study the brains of 31 6-year-old children, before and after they took lessons on musical instrument for 15 months. They found that the music students’ brains grew larger in the areas that control fine motor skills and hearing—and that students’ abilities in both those areas also improved. The corpus callosum, which connects the left and right sides of the brain, grew as well (Joanne Lipman, "A Musical Fix for American Schools," The Wall Street Journal,  October 10, 2014).
• Exposing children to music during early development helps them learn the sounds and meanings of words. Dancing to music helps children build motor skills while allowing them to practice self-expression. For children and adults, music helps strengthen memory skills (© 2015 Program for Early Parent Support (PEPS), a 501(C)(3) nonprofit organization).

Social Benefits/Facts:

• Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education (Arte Music Academy. "Statistical benefits of music in education." Statistical-Benefits-Of-Music-In-Education. Accessed July 17, 2014).
• Music education supports better study habits and self-esteem (Arts Education Partnership, 2011).
• Hispanic and African-American parents  generally feel music provides more benefits  to children than other parents do.  Like their urban counterparts, however,  they feel they’re being shortchanged in  a number of ways—though they’re taking  steps to overcome these deficits that could model solutions for other groups ( NAMM Foundation and Grunwald Associates LLC, 2015.  Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Majorities of both parents and teachers  see a myriad of social-emotional,  academic, 21st century skill, community,  and physical and health benefits  from music education—especially social-emotional benefits (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Majorities of both parents and teachers  are aware of research on the effects of  music on the developing brain, and have  personally experienced the benefits of music education on their own children or students (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Four of the top five benefits  teachers see in  the potential of music education to  help students express themselves (cited  by 92 percent of  teachers), become  more confident  (90 percent), and  develop better  practice habits (89  percent) and more  self-discipline (88 percent) (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Majorities of parents whose children  are involved in music classes also credit  music education for making them  happier, more focused, more selfdisciplined,  stronger academically and more helpful (NAMM Foundation and Grunwald Associates LLC, 2015. Striking a Chord: The Public’s Hopes and Beliefs for K–12 Music Education in the United States: 2015).
• Taking music lessons offers a space where kids  learn how to accept and give constructive criticism,  according to research published in The Wall Street Journal in 2014 (Joanne Lipman, "A Musical Fix for American Schools," The Wall Street Journal,  October 10, 2014).
• Group classes require peer interaction and communication, which encourage teamwork, as children must collaborate to create a crescendo or an accelerando (Kristen Regester, Early Childhood Program Manager at Sherwood Community Music School at Columbia College Chicago. Copyright © 2013 Meredith Corporation).
• Playing an instrument teaches kids to persevere through hours, months, and sometimes years of practice before they reach specific goals, such as performing with a band or memorizing a solo piece (Mary Larew, Suzuki violin teacher at the Neighborhood Music School in New Haven, Connecticut. Copyright © 2013 Meredith Corporation).
• Lessons offer a forum where children can learn to accept and give constructive criticism. Turning negative feedback into positive change helps build self-confidence (Mary Larew, Suzuki violin teacher at the Neighborhood Music School in New Haven, Connecticut. Copyright © 2013 Meredith Corporation).
• Making music together, children learn to work as a team while they each contribute to the song in their own way. At the same time, music helps children learn that together they can make something larger than the sum of its parts (© 2015 Program for Early Parent Support (PEPS), a 501(C)(3) nonprofit organization).
• More benefits of music for children include learning cooperation, sharing, compromise, creativity, and concentration - skills that become invaluable as they enter school, face new challenges, and begin to form new friendships and develop social skills (© 2015 Program for Early Parent Support (PEPS), a 501(C)(3) nonprofit organization).
• Kids who make music have been shown to get along better with classmates and have fewer discipline problems. More of them get into their preferred colleges, too (http://nisom.com/index.php/instruction/health-benefits).
• 95 percent of Americans consider music to be part of a well-rounded education, and 93 percent feel that schools should offer music education as part of the regular curriculum.  Nearly four in five (79 percent) even say that music education should be mandated for every student in school (2003 Gallup Poll conducted for NAMM).

Quotes/Testimonials:

"One of the biggest kicks is to see a child come into the music program as an introvert and leave as a student leader. That's a tremendous process." - Dick Zentner, 2013 Patrick John Hughes Parent/Booster Award Recipient

“We have this holistic opportunity to teach children the benefits of direct participatory music education.” -  Linda Edelstein, Milwaukee youth symphony orchestra

“At this time when you are making critical and far-reaching budget and program decisions…I write to bring to your attention the importance of the arts as a core academic subject and part of a complete education for all students. The Elementary and Secondary Education Act defines the arts as a core subject, and the arts play a significant role in children’s development and learning process. The arts can help students become tenacious, team-oriented problem solvers who are confident and able to think creatively.” - Arne Duncan, Secretary of Education, Letter to Schools and Community Leaders, 2009

"Early sustained music learning is actually the frame upon which education itself can be built for low-income kids." - Margaret Martin, founder, Harmony Project, quoted in PBS NEWS HOUR. http://www.pbs.org/newshour/bb/education-jan-june14-harmony_01-04

"In science I had very low grades and then once I started learning about music and being able to practice and concentrating, my science grades have gone higher and so have my other grade in other subjects. I would concentrate in my music and it was something to be focused on and not be bothered by anyone. I was using that on my homework and on any type of class work also. Science is now one of my best subjects." - Vianey Calixto, student and Harmony Project Participant quoted in PBS NEWS HOUR. http://www.pbs.org/newshour/bb/education-jan-june14-harmony_01-04

"While more affluent students do better in school than children from lower income backgrounds, we are finding that musical training can alter the nervous system to create a better learner and help offset this academic gap." - Dr. Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory quoted in "Musical training 'can improve language and reading" http://www.bbc.com/news/health-28703013

"Music is no cure-all, nor is it likely to turn your child into a Nobel Prize winner. But there is compelling evidence that it can boost children’s academic performance and help fix some of our schools’ most intractable problems." - Joanne Lipman, "A Musical Fix for American Schools," The Wall Street Journal,  October 10, 2014

"A kid with a music degree isn’t limited to a performance or teaching career. Musicians are everywhere. We are project managers, marketers, Finance folks, IT people and engineers. In my twenty-some years as a corporate HR person, I was always impressed by the way musical people excelled at logic and non-linear thinking, both." - Liz Ryan, "Let the kids study music, already!" Forbes, September 3, 2014

"Being able to think on your feet, approach tasks from different perspectives and think ‘outside of the box’ will distinguish your child from others. In an arts program, your child will be asked to recite a monologue in 6 different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice thinking creatively, it will come naturally to them now and in their future career." - Lisa Phillips, "The artistic edge: 7 skills children need to succeed in an increasingly right brain world," ARTSblog, Americans for the Arts, 2013

"When a child picks up a violin for the first time, she/he knows that playing Bach right away is not an option; however, when that child practices, learns the skills and techniques and doesn’t give up, that Bach concerto is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success." - Lisa Phillips, "The artistic edge: 7 skills children need to succeed in an increasingly right brain world," ARTSblog, Americans for the Arts, 2013

"The ability to focus is a key skill developed through ensemble work. Keeping a balance between listening and contributing involves a great deal of concentration and focus. It requires each participant to not only think about their role, but how their role contributes to the big picture of what is being created. Recent research has shown that participation in the arts improves children’s abilities to concentrate and focus in other aspects of their lives." - Lisa Phillips, "The artistic edge: 7 skills children need to succeed in an increasingly right brain world," ARTSblog, Americans for the Arts, 2013

"When a child has a part to play in a music ensemble, or a theater or dance production, they begin to understand that their contribution is necessary for the success of the group. Through these experiences children gain confidence and start to learn that their contributions have value even if they don’t have the biggest role." - Lisa Phillips, "The artistic edge: 7 skills children need to succeed in an increasingly right brain world," ARTSblog, Americans for the Arts, 2013

“I believe arts education in music, theater, dance, and the visual arts is one of the most creative ways we have to find the gold that is buried just beneath the surface. They (children) have an enthusiasm for life a spark of creativity, and vivid imaginations that need training – training that prepares them to become confident young men and women.” - Richard W. Riley, Former US Secretary of Education

“Music education opens doors that help children pass from school into the world around them – a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” - Gerald Ford, Former President of the United States

“Music is about communication, creativity, and cooperation, and by studying music in schools, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective.” - Bill Clinton, Former President of the United States

"A broad education in the arts helps give children a better understanding of their world… We need students who are culturally literate as well as math and science literate." - Paul Ostergard, Vice President, Citicorp

"Arts education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate, the ability to learn new skills, to be creative and innovative, and to strive for excellence." - Joseph M. Calahan, Director of Cooperate Communications, Xerox Corporation

"The hope of our music, the entire future of our music, unquestionably lies in our children." - Aubertine Woodward Moore, "Our Children, The Hope of Music: Building a Musical America," The Art World, Vol. 2, No. 6, pp. 512-514, September 1917

"Research indicates the brain of a musician, even a young one, works differently than that of a nonmusician.  "There's some good neuroscience research that children involved in music have larger growth of neural activity than people not in music training.  When you're a musician and you're playing an instrument, you have to be using more of your brain." - Dr. Eric Rasmussen, chair of the Early Childhood Music Department at the Peabody Preparatory of The John Hopkins University, quoted in "The Benefits of Music Education," pbs.org, Laura Lewis Brown

"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." - Plato

More Benefits/Facts:

• Research tells us children who play music do better in school and in life.
• A recent Gallup Poll revealed that 94 percent of Americans consider music to be part of a well-rounded education. (Source: NAMM Gallup poll 2006.)
• A Columbia University study revealed that students in the arts are found to be more cooperative with teachers and peers, more self-confident and better able to express their ideas. (Source: Burton, J., Horowitz, R., Abeles, H. Champions of Change, Arts Education Partnership, 1999.)
• Students indicate that arts participation motivates them to stay in school, and that the arts create a supportive environment that promotes constructive acceptance of criticism and one in which it is safe to take risks. (Source: Barry, N., Taylor, K. and K. Walls Critical Links: Learning in the Arts and Student Academic and Social Development, AEP, 2002.)
• A study examined the influence of music education on nonmusical abilities, the effects of music lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music lessons showed statistically higher intelligence quotients. (Source: Glenn Schellenberg, Music Lessons Enhance IQ, Psychological Science, Vol. 15, No. 8, 2004.)
• A study of rural and urban inner-city schools found that arts programs helped schools in economically disadvantaged communities develop students’ critical-thinking and problem solving skills. (Source: Stevenson, L., Deasy, R., Third Space: When Learning Matters, AEP, 2005.)
• With music in schools, students connect to each other better— greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm. (Source: Jensen, E., Arts With the Brain In Mind, Association for Supervision and Curriculum Development, 2001.)
• The vast majority —96 percent—of the school principals interviewed in a recent study agree that participation in music education encourages and motivates students to stay in school. Further, 89 percent of principals feel that a high-quality music education program contributes to their school achieving higher graduation rates. (Source: Harris Interactive Poll, 2006.)
• The skills gained through sequential music instruction, including discipline and the ability to analyze, solve problems, communicate and work cooperatively, are vital for success in the 21st century workplace. (Source: U.S. House of Representatives, Concurrent Resolution 355, March 6, 2006.)

Photo credit: Rob Davidson Photography

• Discover more facts and quotes to help make your case for supporting music education

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1 Introduction

• Published: January 2009
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This book is a collection of critically reflective essays on the praxial philosophy of music and music education. The contributors are an international and interdisciplinary group of scholars who believe that critical thinking, constructive debate, and dialogues are the lifeblood of music education. By means of their essays, they also speak for those who believe that future music teachers must learn to think for themselves and develop their own philosophies based on their own careful reflections. One of the goals of this book is to contribute to music education philosophy generally and the literature of praxialism in music education specifically. The contributors evaluate the praxial philosophy, pro and con, from the viewpoint of their area(s) of interest and expertise such as philosophical foundations, musical performance, music listening, early childhood education in music, multiculturalism in music education, and curriculum development and offer criticisms.

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The Importance of Music in School Curriculum Essay

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Music has been an integral part of education since time immemorial. The ancient Greeks considered teaching music just as important as teaching science. Students can benefit immensely from learning music, as it encourages creative and practical thinking. Of late, schools, responding to budgetary constraints have opted to remove music from the school’s curriculum. Such steps will only prove detrimental to the overall growth and personality development of the students. This essay attempts to explain the importance of music in the school curriculum.

The language of music is universal. It transcends language and cultural barriers and provides a common medium for people from different parts of the world to interact. One may not understand the lyrics, but if the melody or the musical composition appeals to one’s ears, it is liked and appreciated. Music helps students broaden their horizons, increase their general knowledge and develop an understanding of the world, people and cultures.

Learning music is not easy. It requires discipline, patience, and tenacity to succeed. All these qualities are required for the student to succeed later in life. Playing musical instruments develops hand-eye coordination and is especially useful if music is taught right from kindergarten. The other values, which learning music instills amongst children are cultural sensitivity, humility, and the need for continuous self-improvement. It is easier to teach kindergarten children through music. Young children pick up language, vocabulary, ideas, and concepts much more quickly when taught in a sing-along manner. Nursery rhymes are part of that form of teaching. However, the effect of music on the mind is much more than just ‘sing along’ techniques. It affects the student’s mental capabilities.

Teachers and scientists have observed that there seems to be a connection between music and mathematical abilities. (Beer 2 ) states that “ Research has proved that children playing piano often show improved reasoning skills like those applied in solving jigsaw puzzles, playing chess or conducting mathematical deductions”. Dickinson in her internet article “Music and the Mind” states that:

Recently some reports have appeared that attest to the connection between music and academic achievement. In a study of the ability of fourteen-year-old science students in seventeen countries, the top three countries were Hungary, the Netherlands, and Japan. All three include music throughout the curriculum from kindergarten through high school.

Dickinson further emphasizes in the same article that ” the schools who produced the highest academic achievement in the United States today are spending 20 to 30% of the day on the arts, with special emphasis on music”.

Not only does music seem to have a connection with improving mathematical ability, but it is also known to improve social skills and coping skills in individuals. Social skills improve because playing music in a band helps children learn about team effort. It helps them to realize that achieving a goal requires collaboration, adjustment, and accommodation with other individuals in the group. It helps build bonds and interpersonal relationships.

We all make good friends and some of those friendships carry on over a lifetime. Having music in the school curriculum also helps identify budding talent early. Many young musicians who played in school bands or choirs, later on, made a career out of music. These include not only musicians in the Pop and Rock genre, but also professionals in western classical music. Having music in the school curriculum gives the students a job avenue later on in life.

Music has therapeutic value. Many an introverted child has benefited by playing music in a school band, choir, or other forms of musical activity. Music also helps the hyperactive and the depressed. Melodious slow music has a calming, soothing effect and helps students get over the stresses of work. The number of studies that any child has to do has not decreased. The unrelenting pressure and high expectations of the parents require a safety valve. Music and other performing arts are just the right kinds of release. Children from broken homes have very low family ideals. Music helps them relate to others and builds ideas of companionship.

Places or localities where racial tensions have known to exist can find help through music. Since music knows no barriers, race relations improve. One example is “jammin’ or rap contests where children of different races pit their musical skills against each other instead of fighting with guns, knives, or bricks. It is well-known fact of speech therapy that group training sessions such as a choir can help a child with a minor speech disability overcome the problem.

Some schools even use music innovatively, such as combining music with the hitherto, considered boring lessons such as History and Geography. Musical lessons are easier to assimilate; after all, lyrics of favorite songs are easily remembered without really trying hard. The importance of music in special schools is even more accentuated as the therapeutic effect of music helps calm down special children.

Music also has an important role to play in strengthening religious beliefs and anchoring children’s faith in god. While in the United States, every citizen is free to practice their religion or even deny the existence of God, religious music and Sunday church choirs have an undeniable part to play in the overall development of a child. According to (Yount 2), “the study of the history of music (and particularly the music of the Christian era) can enhance our cultural identity as Christians”.

Schools and institutions have all understood the importance of music in a child’s development. Some bodies have even gone public to encourage schools to continue keeping music in their curriculum. The National Association of Elementary School Principals (NAESP), on its website, states that “Providing an environment of acceptance for all students through music—even for one hour per day—is a first step toward connecting with students from all backgrounds and helping them to develop healthy life skills”. In the US, they are a powerful body that can influence authorities and school boards to desist from removing music out of the school curriculum and have made a significant contribution in making many a school changes their minds.

Music, therefore, plays an important role in the overall development of the students. Music helps young children learn vocabulary faster, has been shown to increase mathematical ability amongst those students who practice music, and has proved to be a useful team-building tool. Music helps students understand the world better. It helps them develop values such as hard work, patience, tenacity, humility, and self-discipline. Music is a stress buster and has a great therapeutic effect.

Schools that have persisted with music in their curriculum have shown better academic results. The introduction of music in the school curriculum has helped identify many a budding ‘Mozart’ thus helping students progress a musical career. Music in schools has helped bring down juvenile delinquencies by providing the students a medium to forget their differences and band together. The conclusion, therefore, is that music must continue to form part of every school’s curriculum and not be made a victim to budgetary constraints.

Works Cited

Beer, Michael. “How do Mathematics and Music Relate to Each Other”. 1998. Home page. Drexel University. Web.

Dickinson, Dee. “ Music and the Mind”. 1993. New Horizons. Web.

NAESP Website. “The Importance of Music Education in the Middle School Curriculum”. 2007. NAESP. Web.

Yount, Laura A. “The Importance of Music in the Christian Classical Curriculum”. 2004. Web.

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The Importance of Music Education in Schools

• August 21, 2020

Home Educators Blog

The benefits of music education are immense and highly beneficial to students. Music positively impacts a child’s academic performance, assists in developing social skills, and provides an outlet for creativity that is crucial to a child’s development. Music education catapults a child’s learning to new heights, and because of this, it should always be considered a pivotal part of a child’s educational process .

Music Education and Its Impact on Student Learning

Music education improves and develops language skills in children. Music stimulates the brain, and with its varied sounds and lyrics, students are exposed to a large amount of vocabulary in a short amount of time. Music also provides exposure to other languages, which creates a foundation for the student’s ability to understand and communicate in a different language.

Music is a vehicle for excellent memory skills. Have you ever listened to a song for the first time in a long time and still remember the lyrics? Even individuals who are not musicians experience this phenomenon. Through catchy melodies and a variety of sounds, music has a way of “sticking” with us and is a powerful tool for learning when used appropriately — just think of singing the ‘A, B, Cs’ or ‘The State Capitols’ song.

On the flip side, students also increase their mental capabilities in multiple ways when participating in music education. As stated before, music fosters memorization skills. In addition to song lyrics, students must memorize all aspects of music when preparing for a performance. Students must recall rhythms, pitches, dynamics, and several other elements all at once. Students can then transfer those memory skills to the academic classroom and employ those skills in their studies.

Social Benefits of Music Education

The mental benefits of music education are extremely advantageous to students in schools; however, the social benefits are just as wonderful! Music education requires teamwork and collaboration . While playing instruments together, students develop listening skills. They must listen to others to better gage volume levels, the implementation of dynamics, and so much more. Teamwork and collaboration is also required when completing simple musical tasks such as rhythmic and melodic notation. Students quickly learn to value the opinions and ideas of others and how to efficiently combine those thoughts to complete the task at hand.

In addition to teamwork, music education creates long lasting friendships and relationships. Students involved in band or choir bond over their love and enjoyment of music. They share exciting moments together through music, help develop one another’s abilities, and become a support system for each other. This special bond also increases student engagement in school.

Music education allows students an opportunity to experience different cultures. In early music education, the use of songs and games from other countries is extremely prevalent. Students learn how other children play and compare that knowledge to their own lives. In addition, students develop an understanding of other cultures, which leads to a beautiful acceptance of others. Students realize that recognizing differences is good, and it creates a greater respect for others.

Other Benefits of Music Education

Music education promotes improved coordination, specifically hand-eye coordination. Musicians must multitask! They must do multiple things all at once, all of which improves coordination and further develops the brain. Student musicians must read music, interpret it, and physically initiate the music through the playing of their instrument. These steps are repeated continuously throughout any performance of a piece of music, and even the youngest of learners slowly develop their coordination skills through continued music practice.

Music education fosters greater work ethic and discipline in children. Students of music learn from an early age that hard work, determination, and a positive mindset are all you need to succeed, but with those characteristics, continual practice is required. Students learn that improving musical skills does not come easy, as it requires hours of study and practice. Through this, students gain a greater concept of work ethic and learn to discipline themselves to reach goals. Work ethic and discipline are huge factors of music education, and it is important to note that those life skills will positively impact a student when entering the work force, completing tasks, etc.

Because music education is an outlet for creativity, it can be a source of stress relief . Unfortunately, there are many stressors present for children at school and at home (pressure to pass the test, make the grade, make the team, exceed expectations, and so on). Music education allows students a chance to excel with fewer limits and greater possibilities. It also gives students something to look forward to during the school day (not that students do not look forward to math, science, etc.); thus, directly impacting student engagement in school. Music simply provides a different means of student expression, and there are fewer barriers to what students can do and explore. Students who are involved in music education generally have an overall increase in engagement and enjoyment in school.

The final benefit of music education may be one of the most important benefits. Music transcends the limits of language. Music has no language barrier. It is something that brings people together regardless of ethnicity or background. Music also transcends academic barriers as well. All learners can be successful in music. Sometimes, students who are not very inept academically soar in the arts! Students who cannot remember basic math skills can remember and employ the use of various rhythmic patterns effortlessly. Music literally becomes their best subject, and they shine in it! Through this, a student’s sense of self and his/her confidence is dramatically boosted. All children desire to be good at something and develop a sense of achievement for a job well done, and music education produces an outlet that is perfect for that.

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Blog > Essay Advice , Personal Statement > How to Write a Great College Essay About Music (with examples)

How to Write a Great College Essay About Music (with examples)

Admissions officer reviewed by Ben Bousquet, M.Ed Former Vanderbilt University

Written by Alex McNeil, MA Admissions Consultant

Key Takeaway

Ask any admissions officer if they’ve read a college essay about music, and they’ll definitely say yes. Between music extracurriculars and academic interests in music, it’s is one of the most common college essay topics.

So does that mean that you shouldn’t write your college essay about music?

Not necessarily. But as with any common college essay topic, some approaches are better than others.

Let’s get into it.

Why you should (and shouldn’t) write your Common App essay about music

As we explained in our Stanford Items exercise , writing your college essay on a common topic isn’t off-limits. In fact, most college essays share common topics and themes. Trying to find a completely unique, never-been-done-before topic is almost impossible. And writing about a quirky topic in hopes of coming across as unique usually backfires.

In other words, it’s likely that you’ll write about the same topic as someone else.

The problem arises, however, when you write about a common topic in a cliche way . Cliches are always a danger in college essays, but in especially college essay topics that tend to surface again and again.

To avoid cliches, your college essay about music needs to be deeply personal, specific, and meaningful. You’ll want to let go of any over-generalizations or truisms and focus on the details of your own story.

Because you’ll need to write meaningfully and vulnerably, you should only write your college essay about music if you have something genuine and significant to say.

The Best Ways to Approach Your College Essay about Music

College essays about music aren’t off the table, but you should be thoughtful in how you write about them. The following two approaches will help you avoid cliches and find an authentic, meaningful story that fulfills all the requirements of a personal statement .

Writing about music as an academic interest

If you’re interested in studying music in college, then you can consider writing your college essay about music as an academic interest. A college essay about your academic interest in music can show fantastic intellectual fit with a school.

Let’s say you want to study music theory or composition. You might write about a topic you find compelling, a problem you’ve solved, or even a recounting of your journey becoming interested in the subject.

Or maybe you’re an aspiring performer planning on studying music performance. As an admissions officer, I read outstanding essays about students performing their favorite pieces, creating emotional music projects, and teaching lessons to young children.

No matter your topic, your goal with this approach is to show an intellectual spark, a curiosity and passion that will demonstrate to your admissions officers that you’ll be a great addition to the music community on their campuses.

Writing poignantly about a deeply meaningful extracurricular

The previous approach is great if you want to study music, but what if music is just an extracurricular passion of yours? Don’t worry—you can still write about it.

In that case, the best way is to focus on meaning. Remember: personal statements should be deeply-meaningful reflections on your personal strengths.

To start, reflect on your music extracurricular. Is it playing guitar in a band? Playing trombone in your school’s symphony? Learning piano from your grandma? How your love of poetry turned into a love of songwriting?

Next, think about what strengths you have to showcase. If you play guitar in a band, maybe you want to highlight your collaborative spirit. If you love poetry and songwriting, perhaps you focus on your creativity.

Writing about your love of music in a way that draws upon your strengths will make sure that your Common App essay avoids the following two approaches and gives admissions officers a reason to admit you.

Approaches to Avoid

While the following two approaches aren’t necessarily bad, they are the most cliche ways of approaching a college essay about music. You might want to consider avoiding them.

An inauthentic tale of triumph

Let me tell you a cliche story.

When I was in fourth grade, I decided to join the school orchestra. I found it exceedingly difficult at first. No matter how hard I tried, I never could seem to place my fingers correctly on the fingerboard. Every sound I made mimicked a screeching cat. But I decided not to give up. I practiced every day after school and on the weekends. By the time I was in ninth grade, I had made it into my high school’s top orchestra.

Is that a lovely story? Yes, absolutely. Is it hearty enough for a college essay? No. While it tells a good narrative of growth and progress, it remains on the surface of the writer’s life. It comes across as a convenient way to brag about your strengths instead of exploring them in a genuine way. In this example, the story also focuses on events that happened way too far in the past.

A song that changed your life

This approach is by far the most common cliche in college essays about music. We’ve all been there: a favorite song that transports you to a moment in your life whenever you hear it. It makes sense that you’d want to write about yours.

But there’s a problem with this approach. Too often, it reads as trite or unoriginal, and the end result usually doesn’t say much about the writer. And when it does, the message an admissions officer gets doesn’t typically give them any more reason to admit you. Since you want your college essay to be meaningful, even vulnerable, and strengths-based, you’re better off choosing another topic that better speaks to who you are.

Key Takeaways + Examples

College essays about music aren’t for everyone. But when you get it right, you can strike the perfect chord with admissions officers (you’re welcome for the pun).

As you go, dig deep, find something genuinely personal, and try to avoid the most common and cliche ways of approaching the topic.

Want to see some examples of college essays about music before you get started? Check out our examples, The Time Machine and The Band .

Liked that? Try this next.

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Grammy-winning teacher Annie Ray on the importance of music education for all

Ali Rogin Ali Rogin

Lorna Baldwin Lorna Baldwin

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The end of the school year often means year-end concerts for student orchestras and choirs. For high school music educator Annie Ray, it’s time to look back on a busy year that included a Grammy award and look ahead at her vision of what education should be. Ali Rogin sits down with Ray for the latest installment of our “Weekend Spotlight” series.

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Notice: Transcripts are machine and human generated and lightly edited for accuracy. They may contain errors.

The end of the school year often means year on concerts for student orchestras and choirs for high school music educator Annie Ray, it's a time to look back on a year that included a Grammy Award and ahead at her vision of what education should be. Ali Rogin's back with the latest installment of our series Weekend Spotlight.

The orchestra program at Annandale High School in Virginia is expansive.

Put your bow on the purple string.

And inclusive. It's been around for more than 50 years, and has grown to more than 130 participants, many of whom speak a different language at home.

I'll give you three and then we're in.

It's all conducted under the encouraging baton of director Annie Ray.

Have literally been brought into their communities are like fed by these families tradition, traditional Korean meals when I'm pregnant, whether like you need to be eating, or like taking care of me. And it's been the most humbling thing to be educated by these communities of diversity not just in countries but backgrounds. And perspectives.

I have found that language and music tend to go hand in hand. And so I just wonder if that's something that you've experienced because I know many of your students don't speak English at home.

Yes, it's so interesting because there are a bunch of students who I will see try to play by ear. And a lot of maybe music in their country is like played by ear or like that's just something that they have more of an ear to when picking up languages. It's interesting I've actually seen a correlation with with some of my ESL learners or English language learners who are try to learn like through that oral tradition the by ear a lot of ways.

Yeah, cello.

We sat in on the symphony orchestras final practice before their end of your concert designed to embrace the multicultural backgrounds of its participants.

They have a student named Sosan, who had so much joy with teaching our class like about music from like her country and Arabic music. And I heard Sosan over and over again, encouraging other students. I was like, well, I need more student speakers tonight. They're like, No, no. And she was like, why aren't you proud of your culture? Like, aren't you proud and you want to show everybody and then they're like, We can I'm proud of it. She was then tell everyone about it.

And so much of like her and a bunch of other students who are like that, have set the tone for what our program is of like, be proud of who you are and what you bring to the table. Don't be afraid of it.

One, two, DZ. Yeah, Isaac rock it out.

That theme of pride is evident in the crescendo orchestra as well. Formed somewhat fortuitously during the pandemic. It's for students with significant and severe disabilities.

I was lucky enough to be able to start it in this kind of like weird this time during the pandemic, during COVID. Nobody was here and except for our students in our category B Special Education Department. So, I invited them down to make some music with me because I was just wanting to make music with anybody who was around me instead of just online, we started playing together and the students inspired me, then walked down to my principal and say, hey, I want to make this an actual class like these students have the right to a quality music education.

And the only reason it's to the point that it is now is because of my special education team, my instructional assistants that occupational therapists who really taught me everything that they know and we just applied it to music. It really takes a village you can see that when you all are working together like we did this morning. We as music educators can't do things alone.

One student in particular, Kevin Hadamio (ph) was the spark that lit the crescendo orchestra's fire.

Kevin was one of those kids who came down that first day I brought them all down. And he was so unhappy to be there. He was mad at us pull it out of his routine that we sat down and I started playing the cello for him. And he repeatedly started saying, meet me and he doesn't verbalize much. And so I was like, okay, well, here you here we go check, Kevin, you can try playing and he pulled the ball out of my hand and started going back and forth. And tears started welling up in his eyes.

And it was this moment where I was like, wow, he is — we're connecting so much here right now. I've gotten so many kind emails from these parents or spoken with them where they're like, my child seems so unhappy all the time. And let's put here he's not, or there's might be a student who struggles in different aspects of the day. But here, she's so incredibly successful, and flourishing. But that looks different for every kid and every kid's learning and their process looks different.

And so we need to meet everyone where they're at. But then, besides that, pull them along further than they ever thought possible, have high expectations for them know that they can get to these high places of learning.

Ray holds all of her students to those high standards. It's part of why her colleagues nominated her for the Music Educator of the Year Grammy Award. She won and got to attend the award show in February, snapping selfies with stars who were excited to meet her. But the main thing her win delivered is a new audience and platform for raise message that Music and Performing Arts should be a core subject in schools, not just an option.

When we're talking about social emotional learning right now, this is this huge buzzword social emotional learning is happening so authentically through the performing arts, through the arts, through creativity and tapping into these kids.

I watch kids who might come from very challenging backgrounds or very challenging situations, who stepped through the door and they might be a little bit opposed to it. But then they come in a little bit more and a little bit more next. I know they're running the whole program, the orchestra leadership and making it what it is not just a music education issue. It's an education issue of not funding enough for all teachers.

And so, I do call for like music education to become more of a fundamental right to a student's education a fundamental part of who they are.

For the Annandale class of 2024 orchestra members, it was time for one final performance. One final bow and one final exam.

I'm saying goodbye to close to 40 seniors who are the reason that ended up orchestra is the way that it is they set the tone for what orchestra is or for what we do here, the purpose of us here. And so, I sent out their final exam which one of the questions was like can you describe orchestra and one word and so many of them said community and home. And the fact that they did say scales or anything like that I was like yes they got it. But to read their messages has been again one of the most humbling things of my life.

And as those seniors embark on new journeys, they know they can always come home to their orchestra family and to Annie Ray. For PBS News Weekend in Annandale, Virginia, I'm Ali Rogin.

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Ali Rogin is a correspondent with the PBS NewsHour and PBS News Weekend.

Lorna Baldwin is an Emmy and Peabody award winning producer at the PBS NewsHour. In her two decades at the NewsHour, Baldwin has crisscrossed the US reporting on issues ranging from the water crisis in Flint, Michigan to tsunami preparedness in the Pacific Northwest to the politics of poverty on the campaign trail in North Carolina. Farther afield, Baldwin reported on the problem of sea turtle nest poaching in Costa Rica, the distinctive architecture of Rotterdam, the Netherlands and world renowned landscape artist, Piet Oudolf.

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Final Draft We all have stories and memories tied to songs that have become a part of who are. Remember the violins playing in the background while watching a sad movie or the song that helped you through difficult times or the song you and your friends sang while attending a concert? Whether it’s on the television, the radio, in a movie, in the car, or at a sporting event, music is everywhere. Feeling the rhythm of music brings us so much joy and excitement but playing musical instrument is even more fulfilling because it has many benefits.

Negative Effects Of Music Education

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” (12). 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.

Should Music Classes Be Compulsory In Schools

Music classes serve no purpose in schools and are essentially replaceable. This is because most adults either forget how to play their instruments or never use it in real life unless it’s part of a career or passion. What’s the use of knowledge that fades away and makes no contribution? A newrepublic.com editor surveyed adults who had

Argumentative Essay On Music Therapy

Music therapy is the clinical use of music to achieve individual goals and improve relationships; it is also considered a form of Psychotherapy (Music Therapy Medicine). Melodies and harmonies are used to transport patients to new and safe places. The sweet rhythms brings peace and relaxation to stressed minds. Self-worth is found between each melodic note, and anxiety and depression are long forgotten. Memories that were once lost are now found, and medication is improved by this one simple healing tool.

Music Therapy Personal Statement

“Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything” (Plato). If my childhood was filled with anything: it was imagination. From my earliest memories of my cousin, and I putting on a sold out concert on my papaw’s front porch; to putting my baby dolls to sleep with lullabies. Music has always been a big part of my life: it was the one thing I could always count on, no matter where I went; and that still stands true today.

Music Education Argumentative Essay

In many public schools, music education programs are being terminated, due to budget cuts and governmental program reforms; while some believe that the arts are secondary to courses such as math and science, it has been proven that musical education helps students to improve skills such as project management, team building, effective time management, leadership, cooperation and collaboration. Due to the fact that the benefits reaped from music education overwhelm any negatives associated with it, music education programs should be kept in public schools. Music education has been quite prevalent in the United States for quite some time. Public education first began in the United States in the 1800s and Philadelphia and Boston were among the

How Has Music Changed My Life Essay

Music has always been a part of my life. In definition, it is “vocal or instrumental sounds combined in such a way as to produce beauty of form, harmony, and expression of emotion.” Ever since I was a young child, I have loved music. The strong, steady beats, the entrancing melodies, and the lyrics that vary between heartwarming and heart-wrenching have always had an unexplainable effect on my life. Music seems to have the ability to change certain aspects of my world.

How Does Pop Music Influence Self-Efficacy?

This phenomenon originated from the Social Cognitive theory by Alberta Bendura purports three factors that influence self-efficacy :Behaviors, Environment, and personal/cognitive. Bendura (2012) suggests “It is the expectation that one can master a situation, and produce a positive outcome” thus the acquiring and employing of skills such as, imagination, self esteem, communication, creative thinking, calmer attitudes and discipline are achieved through the study of music and the acknowledgement of young children who are primarily and highly receptive to sound and rhythm. Mastering musical activities will create interest and excitement in the individual and will encourage continuance and the practice of ‘manipulation’ of concept and skill. This approach lends itself to variation in exploration, alternative assessments such as peer listening and critique which lends levels of fulfillment and growth in

Essay On The Importance Of Arts In Education

The arts in education can impact a person 's success in education. “A well-rounded educational experience that includes the arts is closely linked to academic achievement, social and emotional development, civic engagement, and equitable opportunity” (Velasco). Adding fine arts into the educational experience has strong benefits in and outside of the classroom. Studying the lyrics of music can teach students about syllabification, phonics, vocabulary, imagery, history, myths, folktales, geography, and culture.

Benefits Of Listening To Music Essay

Listening to music gives humans huge amount of benefits towards their personal life. A lot of students listen to music to, help reduce stress, boost up their mood and provides motivation in their daily life. Music is an art of sound in time that expresses ideas and affection in significant forms through the components of rhythm, melody, harmony, and colour. Some students use music to overcome the emotional effects of stress or anxiety when engaged in their leisure time, such as studying for a test or quiz, completing homework or assignments that they were given by teachers or lecturers, or while reading and writing. Most of the student choose to listen to their favorite genre of music when they study or do their homework without understanding

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Philosophy of Music education

Philosophy of Music Education

As an educator, my role is to provide a safe and welcoming environment for students to learn and grow. It is important for learning to take place in such an environment so that students are not only free to be themselves, but free to make mistakes. This way, mistakes happen in a safe, forgiving environment where students can learn from them before they have to learn those lessons in the real world. It is of upmost importance that educators prepare students to be high-functioning members of society when they leave the sheltered environment of school, regardless of what their roles or vocations may be.

The biggest gift we can give our students is an education that is student-centered. In order for students to learn, they must be involved in their own education and have a say in what they are learning and how they learn and demonstrate that learning. The best learning happens when it is cooperative and collaborative in nature, letting students learn from each other and become more actively engaged in their learning. I plan to take into account my students’ interests and learning styles as I teach, as well as provide students with multiple means of demonstrating their learning.

As a teacher, my goal is to be a facilitator of learning and a mediator of discourse rather than simply telling students what I want them know. I think I can learn just as much from my students as they can learn from me, so I want to make sure to show them as much respect as they give me by allowing for free flow of students’ ideas and interpretations. I plan to do this by allowing students some input in choosing the music that they perform, as well as specific content they want to learn. Music can drive certain emotions and a certain piece can mean something different to each person. I want to validate my students and their feelings about a piece by allowing them to share their personal connections so that students are able to combine their various experiences to create a deeper and broader interpretation of a piece.

Since a very important role of education is to prepare students to be high-functioning members of society, it is inherently important to teach music because it can improve a person’s mood and general outlook on life, thus improving the quality of life. Music education is important, not only for the marketable skills it teaches such as; creativity, discipline, flexibility, and the ability to cooperatively with others, but also because it simply makes life more enjoyable (Lehman). We must allow students to find ways to access and express their creative potential for their own sake.

The desire for music is almost a human predisposition, because it exists in every culture. It is essential that music be taught because the specific music of a culture provides us perspective of what it is like to be a part of that culture. In order for students to be high-functioning members of society, they must recognize and respect people from other cultures and within their own culture. It is nearly impossible for this to happen unless they have knowledge of the culture and are able to view life from another’s perspective.

Music education is very important because it is a great way to engage diverse learners. Vocal music is a fantastic way to equalize students who are English Language Learners and those whose first language is English because the students are required to sing in many different languages so everyone is at the same level because no one knows the language and everyone has to learn it a syllable at a time. Music is also helpful for struggling readers because they can learn by Pestalozzian learning.

Ultimately, my role as a music educator is to facilitate learning and discourse and prepare students to be productive members of society. Through music, I will engage students in activities that require them to be creative, disciplined, flexible, and work cooperatively with others. I must also help them explore the emotions that various songs or types of music brings them and help them learn to articulate what they feel and why.  Lastly, my role is to educate students about other cultures so that they learn to see the world through another’s eyes and can appreciate other ways of thinking and living.

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Lehman, Paul R. “A Personal Perspective.” Music Educators Journal March 2002, Vol. 88, Issue 5.

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115 Popular Music Essay Topic Ideas & Examples

Inside This Article

Music has always been a powerful form of expression, and popular music in particular has the ability to shape culture and society. If you are tasked with writing an essay on popular music, you may find yourself overwhelmed by the sheer number of topics to choose from. To help you narrow down your options and get started on your essay, here are 115 popular music essay topic ideas and examples.

• The impact of social media on the music industry
• The evolution of music streaming services
• The role of women in the music industry
• The influence of technology on music production
• The rise of K-pop in the global music market
• The impact of the internet on music distribution
• The role of music in political movements
• The portrayal of race and ethnicity in popular music
• The influence of music on fashion trends
• The role of music in advertising
• The impact of music festivals on local economies
• The relationship between music and mental health
• The evolution of music videos
• The influence of popular music on language and slang
• The role of social justice in popular music
• The impact of music streaming on album sales
• The rise of TikTok as a platform for discovering new music
• The influence of popular music on youth culture
• The role of music in shaping identity
• The impact of music piracy on the music industry
• The portrayal of gender in popular music
• The role of music in shaping societal norms
• The influence of popular music on political campaigns
• The evolution of music genres
• The impact of music awards shows on the industry
• The relationship between music and nostalgia
• The role of music in protest movements
• The influence of popular music on film and television
• The portrayal of love and relationships in popular music
• The impact of social media influencers on music trends
• The evolution of music marketing strategies
• The role of music in cultural appropriation
• The influence of popular music on fashion trends
• The impact of music festivals on tourism
• The relationship between music and dance
• The role of music in shaping generational identities
• The influence of popular music on consumer behavior
• The portrayal of masculinity in popular music
• The impact of music education on academic achievement
• The evolution of music production techniques
• The role of music in branding and advertising
• The influence of popular music on language and communication
• The impact of music streaming on artist royalties
• The relationship between music and emotion
• The role of music in social movements
• The influence of popular music on body image
• The portrayal of sexuality in popular music
• The impact of music festivals on environmental sustainability
• The evolution of music journalism
• The role of music in cultural diplomacy
• The impact of music videos on artist visibility
• The relationship between music and memory
• The role of music in shaping cultural identity
• The influence of popular music on social media trends
• The portrayal of mental health in popular music
• The impact of music festivals on local communities
• The evolution of music distribution platforms
• The role of music in shaping political ideologies
• The influence of popular music on social justice movements
• The impact of music streaming on artist discovery
• The relationship between music and technology
• The role of music in healing and therapy
• The influence of popular music on consumer trends
• The portrayal of race and ethnicity in music videos
• The impact of music festivals on artist careers
• The evolution of music criticism
• The role of music in cultural assimilation
• The influence of popular music on social norms
• The impact of music education on creativity
• The relationship between music and spirituality
• The role of music in storytelling
• The influence of popular music on political discourse
• The portrayal of gender identity in popular music
• The role of music in cultural preservation
• The portrayal of love and relationships in music videos
• The impact of music streaming on artist exposure
• The role of music in shaping social movements
• The influence of popular music on body positivity
• The evolution of music journalism in the digital age
• The role of music in shaping cultural identities
• The portrayal of mental health in music lyrics

These popular music essay topic ideas and examples should help you get started on your essay and explore the diverse and fascinating world of popular music. Whether you are interested in the impact of technology on the music industry, the portrayal of social issues in music, or the role of music in shaping cultural identities, there is a topic for everyone in the world of popular music. Happy writing!

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Essay on Music in Education

Music in Education Music in education is essential to our children because it increases their listening skills and is a common method of communication for cultures worldwide. Music is Education There are schools attempting to eliminate teaching musical arts to our children. The board of education claims they must provide education by concentrating on the basic academic courses, but what they don't realize is that music is a major part of basic education. We must not allow them to pull the teaching of music out of our school curriculums because music is an essential form of communication. Our children do not have to be fluent in the arts to receive the value of broad exposure to the different musical …show more content…

The English language , as we know it, carries a very strong parallel to these same interpretable words. Dialect and slang are just two of the many connotative forms to speak different languages. All languages contain these variations and reinforce the need for striving toward understanding a basically generic language. It would be very difficult to speak to a non-English speaking person and clearly convey a message unless both persons were familiar with basic terminology. It would be just as unlikely to communicate a musical message to someone not educated or interested in musical interpretation. The term music in itself has many different connotations. One in the United States may not have the same perceptions as one whose origin is France or Australia, or elsewhere in the world. In my travels through Europe and South America I had a hard time finding any truly original, locally produced music. The majority of the music I searched through were also popular in the United States. It was very easy to find foreigners singing an American song using their interpretation of our language. The entire world seems to be able to communicate with music and seems to understand it enough to share their own musical interpretation. Music is a language of it's own and depending on how we speak it, it too can accomplish a multitude of results. People are no more able to understand a foreign language

Persuasive Speech About Music Education

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.

Persuasive Speech : Music Programs Should Be Kept Public Schools

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.”

Budget Cuts are Destroying Music Education: Music Programs are Essential to Education

• 6 Works Cited

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.

Music Should Not Be Cut From Schools Essay

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

Annotated Bibliography Example

* “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).

Essay on Why Music Education Is Being Cut

• 7 Works Cited

Many schools around the country are cutting their music program because of budget cuts in their counties. The arts for some reason are always the first to be cut; apparently the school doesn’t think they are essential to their students learning. Schools try to focus on the more important academic classes because of the high testing standards they must now meet. (Nesoff 2003) This is not just happening in poor school districts it is happening in large districts across the country including magnet schools for the arts: “When Albert Margolis and his wife attended the final music program for their son's kindergarten class in May, they were shocked when a teacher stood up after the performance and

Music Education Essay

I think that music is so universal that it can be used in any area of education. Music is

Stop Defending Music Education By Peter Greene

“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.

The Decline Of Music Education

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.

A Rhetorical Analysis Essay On Playing An Instruments

Web. 21 Feb. 2016. This article’s author argues that it is important for music classes to remain available to children in school due to their mental benefits. The author explains that many school boards tirelessly attempt to eliminate music programs, however, there is abundant evidence that supports keeping the programs since learning music can dramatically improve children’s ability to read and comprehend math. The author backs their argument with a plethora of statistics from various sources showing the sharp contrast between the scores of music and non-music students. This article adds to the proof that education can be aided by a student’s understanding of

Rhetorical Construction Of Gender: How Women Are Portrayed In Popular Music

“Nothing is more singular about this generation than its addiction to music” (Bloom 68). While every person in the world knows this to be true, no one stops to consider whether the music society listens to is actually good for the mind. What people don’t realize is that music affects people’s morals, culture, education, laws, and the way society thinks. Music has proved to be helpful, but no one focuses on that aspect of it anymore. The people that music affects the most only care if they can dance to it.

The Beatles And Bob Dylan

Music plays a significant role in societies all over the world. It allows people of all ethnicities and backgrounds to express themselves. Different music genres help to inspire other artists to create new music that they would not have thought of before. In various ways, Britain and America have influenced and inspired one another for many years. Music was, and still is, a huge connecting factor between the two countries. The Beatles and Bob Dylan, two of the most famous artists of all time, demonstrate how Britain and America had a profound influence on each country’s music culture.

A Personal Philosophy of Music Education Essay

• 2 Works Cited

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 History Of American Music

The history of American music begins with a fundamental process of exchange through all different social lines, where diverse cultures meet, and mix. Music has and always will be defined as sounds that are arranged in a particular pattern that are played to be meaningful and pleasurable. The chronology of music began in the Medieval period, when chanting was introduced into the Church. Music has then moved its way through many stages: renaissance, baroque, classical, romantic and leading up to 20th century American music. American 20th century music is made up of a diverse number of styles that are reflected by cultural traditions and the era’s of the past. Immigrants from Spain, France, England, Germany and Ireland all contributed and brought their own unique styles to the forefront, hence creating American music. African Americans created influential musical traditions that include rhythm and improvisation that were later combined with European traditions and other indigenous music.

Music : Music And Music

There are not many people in this world who do not listen to at least some form of music weather it be pop or rock music on the radio, or the classical music of Beethoven or Mozart. Each genre and style is very unique in it’s own way and some styles are more appealing to one person than another. That is why it is very important to expand the types of music taught in educational music programs.

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Essay on Music for Students and Children

500+ words essay on music.

Music is a vital part of different moments of human life. It spreads happiness and joy in a person’s life. Music is the soul of life and gives immense peace to us. In the words of William Shakespeare, “If music is the food of love, play on, Give me excess of it; that surfeiting, The appetite may sicken, and so die.” Thus, Music helps us in connecting with our souls or real self.

What is Music?

Music is a pleasant sound which is a combination of melodies and harmony and which soothes you. Music may also refer to the art of composing such pleasant sounds with the help of the various musical instruments. A person who knows music is a Musician.

The music consists of Sargam, Ragas, Taals, etc. Music is not only what is composed of men but also which exists in nature. Have you ever heard the sound of a waterfall or a flowing river ? Could you hear music there? Thus, everything in harmony has music. Here, I would like to quote a line by Wolfgang Amadeus Mozart, one of the greatest musicians, “The music is not in the notes, but in the silence between.”

Importance of Music:

Music has great qualities of healing a person emotionally and mentally. Music is a form of meditation. While composing or listening music ones tends to forget all his worries, sorrows and pains. But, in order to appreciate good music, we need to cultivate our musical taste. It can be cited that in the Dwapar Yug, the Gopis would get mesmerized with the music that flowed from Lord Krishna’s flute. They would surrender themselves to Him. Also, the research has proved that the plants which hear the Music grow at a faster rate in comparison to the others.

Get the huge list of more than 500 Essay Topics and Ideas

Magical Powers of Music:

It has the power to cure diseases such as anxiety, depression, insomnia, etc. The power of Music can be testified by the legends about Tansen of his bringing the rains by singing Raag Megh Malhar and lighting lamps by Raga Deepak. It also helps in improving the concentration and is thus of great help to the students.

Conclusion:

Music is the essence of life. Everything that has rhythm has music. Our breathing also has a rhythm. Thus, we can say that there is music in every human being or a living creature. Music has the ability to convey all sorts of emotions to people. Music is also a very powerful means to connect with God. We can conclude that Music is the purest form of worship of God and to connect with our soul.

FAQs on Essay on Music:

Q.1. Why is Music known as the Universal Language?

Ans.1. Music is known as the Universal language because it knows no boundaries. It flows freely beyond the barriers of language, religion, country, etc. Anybody can enjoy music irrespective of his age.

Q.2. What are the various styles of Music in India?

Ans.2. India is a country of diversities. Thus, it has numerous styles of music. Some of them are Classical, Pop, Ghazals, Bhajans, Carnatic, Folk, Khyal, Thumri, Qawwali, Bhangra, Drupad, Dadra, Dhamar, Bandish, Baithak Gana, Sufi, Indo Jazz, Odissi, Tarana, Sugama Sangeet, Bhavageet, etc.

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How Music Can Enhance Your Child’s School Success

Music can support learning in a variety of ways..

Posted May 30, 2024 | Reviewed by Gary Drevitch

• Why Education Is Important
• Find a Child Therapist

Why is it easier to recall lyrics to a song than to memorize a poem? What is the power of emotional connections to some songs we remember years later? How does awareness of making progress in a musical instrument sustain motivated learning effort? The answers to these questions can show you how to support children’s memory , mood, and learning—with music.

Music can promote buy-in to topics of study, opportunities to recognize the power of effort to progress when learning a musical instrument, boost moods, provide memory-enhancing tools, and even expand the brain’s creative potential.

Music Provides Motivation and Improves Mood

Music gives opportunities for children who are having a hard time in school to experience the motivating emotional highs of awareness through their progressive achievement. In addition, information acquired or mentally manipulated through the symbolic representations of music can construct into expanded neural networks for expanded memory and creative insights.

Dopamine Increases Pleasure in Learning

The dopamine -reward system enhances the experience of pleasure, satisfaction, and increased motivation and memory. The desire to seek the pleasurable response to dopamine release can be enhanced by music to facilitate motivated learning and enduring memory.

You can promote your child’s positivity and perseverance by tapping into the power of the dopamine reward cycle. Dopamine boosters associated with learning include choice, optimism , movement, positive interactions with peers, being read to, acting kindly, expressing gratitude , humor , and listening to or playing music .

3 Benefits of Music Incorporation

Music can boost interest in what is to come and and enhance enthusiasm that can keep children’s brains engaged and receptive to learning.

1. More joyful and powerful learning. Playing music that children enjoy, as they do homework or learn new topics and skills, encourages greater dopamine-enhanced experiences. You can provide music related to the school topic, such as a Strauss waltz if they are about to study Austria, or jazz before a discussion of The Great Gatsby . You can play theme music from a game show, such as Jeopardy , before they review for a test.

2. Practice makes progress. Share with your children the following concept: “A process called neuroplasticity is ready to work for you to make your learning stronger and more useful. Every time your brain practices a skill or reviews new learning, the memories and actions strengthen.”

Awareness of their capacity to change their brains can be exemplified through past successes. Encourage children to reflect on their progressive success, such as when they learned to ride a bicycle or to keyboard a computer or phone. Learning a musical instrument is a powerful way to remind them of how their sustained practice over time improved their skills. In addition, if they are motivated to learn a new instrument, you can record their playing at intervals so they can hear for themselves, and be reminded, that practice did result in their progress. These experiences promote their connections, competence, and confidence that they are capable of building their understanding and skills—and that they are changing their brains in positive ways.

3. Extended memory and creativity . It is easier to recall the lyrics to a song than to memorize a poem. When children have opportunities to put information they are learning into a familiar tune, rhyme, or song those memories are enhanced. When movement, such as gestures, dance movements, or body position (turn left/right or moving to another place in the room), are used, they add another storage locker for the new information and further increase access to memory.

A study* about the brain’s increased interconnectivity during musical improvisation is compelling: Skilled musicians were placed in a brain scanner and given a keyboard with the request to improvise new music. When they did so, their fMRI scans showed wide-ranging activation and extensive interconnectivity during periods of improvisation far beyond that displayed when performing known melodies.

Additionally, multisensory experiences that include music can extend wider-ranging memory access. When information is learned, practiced, or applied through different senses (hearing, seeing, touching, moving) the memories are stored in multiple regions of the brain. This extended network of information can then be accessed by way of any one of the sensory experiences through which it was incorporated. Incorporating musical experiences as part of learning may increase memory and potentially extend the brain’s interconnectivity of knowledge, promoting recognition of relationships that might not have otherwise been recognized—and in doing so promote creative insights.

What a wonderful opportunity parents have to utilize music to encourage children’s engagement, memory, and experiences of delight from moments of insight. As you integrate more music into your children’s studies, they can engage with learning more joyfully and successfully, potentially expanding their learning into creative discoveries and innovations.

* Limb, C. J., & Braun, A. R. (2008). Neural substrates of spontaneous music performance: An fMRI study of jazz improvisation. PLoS ONE, 3(2), 2-9.

Judy Willis , M.D., is a board-certified neurologist and middle school teacher, specializing in classroom strategies derived from brain research.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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Can music education boost grades, attendance? A new case study suggests it might

A new case study that included hundreds of Tennessee public schools suggests that music education may be tied to better math and reading scores, along with better attendance and positive social, emotional and behavioral effects.

The study, titled "Face the Music: A Case Study for Expanding Music and Arts in Schools," was the result of a joint effort between the CMA Foundation and the Mr. Holland's Opus Foundation. It examined the challenges and benefits stemming from music and arts education across 589 schools and 23 districts in Tennessee, and also included feedback from music and arts teachers, students and lifelong learners.

“Music and arts education are playing a key role in helping students catch up after the pandemic, from helping with math and reading proficiency to coping with stress and trauma. The research is clear: arts and music classes are a must-have, not a nice-to-have," CMA Foundation Executive Director Tiffany Kerns said in a news release.

The foundations behind the study hope it will serve as a model for other states to boost music and arts education at the state and district level, along with gaining support from nonprofit organizations and philanthropy.

Here are key takeaways from the study.

Related: TN high school band gets surprise invite to perform at CMA Fest as director wins award

A connection between music, arts, math and reading

Data from the majority of districts in the study showed that students enrolled in music and arts programs demonstrated significantly higher proficiency rates in math and literacy. The majority of districts also saw better attendance rates from music and arts students, compared to schoolwide averages. These outcomes align with a handful of other studies. However, the case study report did note an important caveat: Most studies on music and arts participation don't prove it's the cause of improved academics.

Here's a look at the proficiency and attendance numbers the study revealed:

• Roughly 1-in-4 school districts reported 47% of students enrolled in music and arts programs showed reading proficiency, compared to an overall school average of 36%.
• Roughly 7-in-10 school districts reported 46% of students enrolled in music and arts programs excelled in math, compared to an overall school average of 35%.
• Roughly 3-in-4 districts reported increased attendance rates for students enrolled in music and arts programs. The study noted that schools where music and arts students outpaced the school average for attendance saw an average attendance boost of 12%.

Systemic barriers to music and arts education

The case study also outlined factors that hamper access to music and arts education for students and schools. They largely align with trends reported in the most recent National Arts Education Status Report and historical data from the Tennessee Arts Education Data Project, the study said.

The barriers for students identified in the study are:

• Participation requirements, including after-school attendance and prerequisites or auditions
• Housing insecurity
• Transportation challenges
• Participation fees
• Equipment costs

The study also showed that curriculum scheduling is a primary issue facing schools. That can disrupt the ability to offer sequential music and arts classes in every grade, allowing students to explore a variety of options and build upon their skills each year.

Recommendations for action

The study mapped out a series of recommendations for how everyone from parents and students to educators and lawmakers can take action to bolster music and arts education in Tennessee.

For school community members like parents, students and educators, that can range from simply attending music and arts events to show support to advocating for more funding for programs. The study also calls on school and state leaders to partner to fund music and arts education, train teachers and develop partnerships that help sustain those programs in schools. It also challenges philanthropic organizations to fund grants, promote advocacy and awareness and take other steps to partner with and support schools.

"Each of us can support a system of change to enhance music and arts education for a more well-rounded education for our students," the study stated.

A look at the demographics and schools

The demographics of the schools that participated were similar to the state of Tennessee as a whole, but they differed slightly when it came to the population of public school students statewide. Students in the study were:

• 16% Black or African American
• 9% Hispanic or Latino
• 2% other racial identities
• 24% socioeconomically disadvantaged
• 13% engaged in special education services
• 9% English language learners
• 2% experiencing homelessness or in foster care
• 1% identified as migrants or refugees

According to 2022-23 academic year data from the Tennessee Department of Education, here's how Tennessee schools demographics broke down:

• 24% Black and African American
• 14% Hispanic
• 3% other racial identities
• 30% economically disadvantaged
• 14% students with disabilities
• 8% English learners
• Less than 1% in foster care
• 2% experiencing homelessness
• Less than 1% identified as migrants

Here's the full list of districts that participated in the case study:

• Arlington Community Schools
• Bartlett City Schools
• Benton County Schools
• Chester County School District
• Clarksville-Montgomery County School System
• Coffee County School District
• Germantown Municipal School District
• Giles County School System
• Greene County Schools
• Hamilton County Schools
• Jackson-Madison County School District
• Knox County Schools
• Lincoln County Schools
• Marion County Schools
• Maury County Public Schools
• Metro Nashville Public Schools
• Paris Special School District
• Robertson County Schools
• Rutherford County Schools
• Tullahoma City Schools
• Weakley County Schools
• Williamson County School 
• Wilson County Schools

The CMA Foundation is the philanthropic arm of the Country Music Association. More information, along with the foundation's extensive research and initiatives, can be found at cmafoundation.org . Learn more about the Mr. Holland's Opus Foundation at mhopus.org .

May 29, 2024

Cultivating Entrepreneurial Skills Through Music in K-12 Classrooms

When students collaborate to create a piece of music and perform it for an audience, they are practicing the exact skills of innovation and creativity that we value in entrepreneurship. Few subjects emphasize self-expression the way music does. it shows us that collaboration and performance are empowering skills that are easily transferred to other subjects. So, why not leverage this aspect of the arts to inspire students in their education and future entrepreneurial endeavors? 

Based on my trial-by-fire experience in the music classroom, I adopted a Middle School Music curriculum centered on performance and project-based learning. By implementing a student-focused curriculum, I encourage my students to have ownership over their creation and performance. This directly empowers my students and connects them to the creative and communication skills of entrepreneurship in the arts. I encourage them to become comfortable testing lyrics, beats and melodies to reach that final goal of a performance. This process of creation and revision teaches students that growth is a process and that struggle is part of the journey. 

Blues History and Entrepreneurship

I use a project based on a musical style known as The Blues to spark creativity and get students working together. Our project focuses on peer-to-peer collaboration, prototyping a song, and presenting the final product to the class. Students learn the origin of Blues music in America, and how it was created as a musical response to harsh racial laws that were enacted in the South. I explain how Blues is a musical innovation that arose as the result of a communal struggle and oppression. I want students to understand that innovation doesn’t just take place in STEM. It is an essential aspect of artistic expression and growth.  

One notable innovation of Blues is lyrics that center around expressions of pain and loss. While studying and listening to examples, students learn how to write Blues lyrics in a group setting. The class then learns the form of the Blues, a 12-bar structure accompanied by three chords, and creates a draft. They practice their tune and finish the assignment by performing it for their peers while I accompany them. As a result, students have ownership of their work, they write the lyrics and they perform the song.

Impacting Music for the Future

Through engaging with project-based learning in music education, students begin to see the creative and problem-solving skills that music-making requires. As a result, students feel empowered artistically. They see their worth not only in scores or grades but also in the musical products they make and the new skills they acquire to create the final product. I take great pride in building relationships with my students and encouraging them to use the music classroom as a makerspace. Approaching music this way has yielded excellent results for me and my students. These skills will equip them to become future business owners, developers and supporters of the arts in our local communities and beyond.  

Resources for Youth in Entrepreneurship

Building confidence in developing ideas and setting goals that make meaningful contributions to our communities is crucial for the future of humanity. No matter the path, entrepreneurial thinking is a powerful tool for discovering better solutions in business and society.

See how ASU Edson Entrepreneurship + Innovation is making an impact with the Youth Entrepreneurship Program. To see how you can develop an idea you’ve bee n thinking about, start here.

Caleb Davis

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