Advocacy
Advocacy Websites (click for more information):
National Association of Music Merchants Advocacy
Music For All Advocacy
National Association for Music Educators Advocacy
Advocacy for Music in K-12 Public Schools
By: Claire Nalven
Music programs are a vital component of a core curriculum for students, and consistent study in general and instrumental/choral music as well as additional music coursework is absolutely necessary to a rounded K-12 education. This is because first, music contributes to the academic goals of education including increased cognitive development; second, music prepares students with 21st century skills including problem solving, communication skills, creativity, teamwork, and responsibility; and third, music is a means of fostering psychological well-being, and self-development as well as social development.
Music should be in K-12 schools because it promotes cognitive development. Indeed, research suggests that the complexity that is involved with performing and practicing music may increase the neural connections in regions of the brain associated with decision-making, complex memory and creativity (Sparks, 2013, p.1), (NAfME, 2014, p.1). First, studies through the University of Montreal in Canada, the Beijing Normal University in China and the Karolinska Institute in Stockholm, Sweden show the increased abilities of musicians in areas like multitasking, development of language and executive function and the transfer of working memory to long-term memory (Sparks, 2013, p. 1-2). Additionally, studies find that in young children, musical abilities predicted children’s ability to hear subtle differences in sounds in a second language and their ability to read in their first language (Hallam, 2010, p. 271). Second, music training does not only affect children when they are young, but it continues to enrich auditory development in adolescents. Researchers at Northwestern University discovered that “Adolescents undertaking in-school music training maintained heightened neural consistency throughout high school,” (Tierney et. Al, 2015, p. 1). Tierney et al. also mentions that these changes seemed to benefit literacy skills, and that the music training group “Exhibited earlier emergence of the adult cortical response, suggesting that music accelerates neurodevelopment,” (Tierney et. Al, 2015, p. 1).
Music is important to a rich and rounded education because it prepares students with 21st century skills including problem solving, communication skills, creativity, teamwork, and responsibility. First, the Partnership for 21st century skills (P21) state “The arts promote work habits that cultivate curiosity, imagination, creativity and evaluation skills,” (Logsdon, 2013. P.54). Indeed, students engaged in music programs scored higher on Guilford’s tests of creativity (Hallam, 2010, 277), and studies also show that students who engaged in improvisation in their music lessons showed significantly higher performance on Webster’s measures of Creative Thinking (Hallam, 2010, p. 278). Second, the National Coalition for Core Arts standards emphasizes the arts as “Modes of inquiry powerfully instrumental to deep and connected lifelong learning (Logsdon, 2013, 56). It is clear that learning a skill like a musical instrument that takes many years of practice and has countless approaches, examples and styles promotes learning that can engage a person for his or her entire life. Third, the National Association for Music Education also states that music helps students learn pattern recognition, imagination and intellectual curiosity, and development in creative thinking, teamwork and prepares people for the creative economy (NAfME, 2014, p. 2). Fourth, it is important to have music in the classrooms because the values described above of problem solving, communication skills and teamwork can be taught, and should not be left up to chance (Parker, 1990, p. 24). By teaching them through music, educators can create citizens with culturally sensitive and relevant value systems.
Music is a means of fostering psychological well-being, and social development as well as social development, and this makes it vital to a K-12 education. First, research in Switzerland showed that increasing classroom music (and decreasing time in academic lessons) did not have a detrimental effect on language and reading skills, and had a positive effect on social cohesion within the class, better social adjustment, greater self-reliance and more positive attitudes in the children in the class (Hallam, 2010, p. 278). This research as well as research in the US also showed that being involved in the extra-curricular rehearsal helped develop friendships which increases pupils’ confidence, sense of belonging and social networks (Hallam, 2010, p. 279). Second, the act of attending musical events together are associated with outcomes of better well-being, bringing more joy, satisfaction and beauty to people’s lives (Packer and Ballantyne, 2010, p. 164). Third, several studies have shown that music helps people elevate to a “flow” experience (from activities such as engaging in playing a musical instrument or singing, or listening to music), (Croom, 2014, p. 18). These flow experiences are important because engagement in flow experiences can contribute to psychological well-being (Croom, 2014, p. 19). Fourth, music can help create cohesion across social and cultural contexts. The feeling of “togetherness” transcends other differences, giving students the opportunity to form loose-social networks with students they might not otherwise have the opportunity to engage with (Croom, 2014, p 19).
It is clear that supporting music education in the schools will not only help students to receive a necessary well-rounded education, but also assist in their cognitive development, 21st century skills, social and self development and psychological well-being. It is important that parents and administrators as well as teachers are educated in how to advocate for music in the public schools. Through demonstrating how music is learned, rather than just performing, parents and administrators will see the clear benefits of music in action (Burton, 2004, p. 17-18). It is also important to create concerts that advocate as well as entertain, use media to effectively reach the community and continue to create models to help demonstrate the power of music instruction in the K-12 classrooms (Shorner-Johnson, 2013, p. 53). The benefits of a strong music education will last a lifetime, and it is vital that we create programs that allow children to experience the wonder and joy that music has to offer through their time in the public schools, so that they will be able to enjoy it for the rest of their lives.
References
20 Important Benefits of Music In Our Schools. (2014, July 21). Retrieved October 23, 2015, from http://www.nafme.org/20-important-benefits-of-music-in-our-schools/
Burton, S. (2004). Educate Our Advocates! Music Educators Journal, 17-21. Retrieved October 20, 2015, from SAGE Journals.
Croom, A. (2014). Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment. Musicae Scientiae, 44-64. Retrieved October 24, 2015, from http://msx.sagepub.com/content/19/1/44.full.pdf html
Hallam, S. (n.d.). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 269-289. Retrieved October 23, 2015, from http://ijm.sagepub.com/content/28/3/269.full.pdf html
Logsdon, L. (2013). Questioning the Role of "21st-Century Skills" in Arts Education Advocacy Discourse. Music Educators Journal, 51-56. Retrieved October 20, 2015, from http://mej.sagepub.com/content/100/1/51.full.pdf html
Packer, J., & Ballantyne, J. (2010). The impact of music festival attendance on young people's psychological and social well-being. Psychology of Music, 164-181. Retrieved October 23, 2015, from http://pom.sagepub.com/content/39/2/164.full.pdf html
Parker, O. (1990). Music in the Curriculum -- Why? International Journal of Music Education, 23-31. Retrieved October 28, 2015, from http://ijm.sagepub.com/content/os-16/1/23.full.pdf html
Shorner-Johnson, K. (n.d.). Building Evidence for Music Education Advocacy. Music Educators Journal, 51-55. Retrieved October 20, 2015, from http://mej.sagepub.com/content/99/4/51.full.pdf html
Sparks, S. (2013, November 25). Music Training Sharpens Brain Pathways, Studies Say. Retrieved October 28, 2015, from http://www.edweek.org/ew/articles/2013/11/25/13music.h33.html
Tierney, A., Krizman, J., & Kraus, N. (2015). Music training alters the course of adolescent auditory development. Proceedings of the National Academy of Sciences Proc Natl Acad Sci USA, 10062-10067. Retrieved October 20, 2015, from http://www.pnas.org/content/112/32/10062.full.pdf?sid=f645bb4a-a67d-4625-bc0e-8cfd9e1253b8
National Association of Music Merchants Advocacy
Music For All Advocacy
National Association for Music Educators Advocacy
Advocacy for Music in K-12 Public Schools
By: Claire Nalven
Music programs are a vital component of a core curriculum for students, and consistent study in general and instrumental/choral music as well as additional music coursework is absolutely necessary to a rounded K-12 education. This is because first, music contributes to the academic goals of education including increased cognitive development; second, music prepares students with 21st century skills including problem solving, communication skills, creativity, teamwork, and responsibility; and third, music is a means of fostering psychological well-being, and self-development as well as social development.
Music should be in K-12 schools because it promotes cognitive development. Indeed, research suggests that the complexity that is involved with performing and practicing music may increase the neural connections in regions of the brain associated with decision-making, complex memory and creativity (Sparks, 2013, p.1), (NAfME, 2014, p.1). First, studies through the University of Montreal in Canada, the Beijing Normal University in China and the Karolinska Institute in Stockholm, Sweden show the increased abilities of musicians in areas like multitasking, development of language and executive function and the transfer of working memory to long-term memory (Sparks, 2013, p. 1-2). Additionally, studies find that in young children, musical abilities predicted children’s ability to hear subtle differences in sounds in a second language and their ability to read in their first language (Hallam, 2010, p. 271). Second, music training does not only affect children when they are young, but it continues to enrich auditory development in adolescents. Researchers at Northwestern University discovered that “Adolescents undertaking in-school music training maintained heightened neural consistency throughout high school,” (Tierney et. Al, 2015, p. 1). Tierney et al. also mentions that these changes seemed to benefit literacy skills, and that the music training group “Exhibited earlier emergence of the adult cortical response, suggesting that music accelerates neurodevelopment,” (Tierney et. Al, 2015, p. 1).
Music is important to a rich and rounded education because it prepares students with 21st century skills including problem solving, communication skills, creativity, teamwork, and responsibility. First, the Partnership for 21st century skills (P21) state “The arts promote work habits that cultivate curiosity, imagination, creativity and evaluation skills,” (Logsdon, 2013. P.54). Indeed, students engaged in music programs scored higher on Guilford’s tests of creativity (Hallam, 2010, 277), and studies also show that students who engaged in improvisation in their music lessons showed significantly higher performance on Webster’s measures of Creative Thinking (Hallam, 2010, p. 278). Second, the National Coalition for Core Arts standards emphasizes the arts as “Modes of inquiry powerfully instrumental to deep and connected lifelong learning (Logsdon, 2013, 56). It is clear that learning a skill like a musical instrument that takes many years of practice and has countless approaches, examples and styles promotes learning that can engage a person for his or her entire life. Third, the National Association for Music Education also states that music helps students learn pattern recognition, imagination and intellectual curiosity, and development in creative thinking, teamwork and prepares people for the creative economy (NAfME, 2014, p. 2). Fourth, it is important to have music in the classrooms because the values described above of problem solving, communication skills and teamwork can be taught, and should not be left up to chance (Parker, 1990, p. 24). By teaching them through music, educators can create citizens with culturally sensitive and relevant value systems.
Music is a means of fostering psychological well-being, and social development as well as social development, and this makes it vital to a K-12 education. First, research in Switzerland showed that increasing classroom music (and decreasing time in academic lessons) did not have a detrimental effect on language and reading skills, and had a positive effect on social cohesion within the class, better social adjustment, greater self-reliance and more positive attitudes in the children in the class (Hallam, 2010, p. 278). This research as well as research in the US also showed that being involved in the extra-curricular rehearsal helped develop friendships which increases pupils’ confidence, sense of belonging and social networks (Hallam, 2010, p. 279). Second, the act of attending musical events together are associated with outcomes of better well-being, bringing more joy, satisfaction and beauty to people’s lives (Packer and Ballantyne, 2010, p. 164). Third, several studies have shown that music helps people elevate to a “flow” experience (from activities such as engaging in playing a musical instrument or singing, or listening to music), (Croom, 2014, p. 18). These flow experiences are important because engagement in flow experiences can contribute to psychological well-being (Croom, 2014, p. 19). Fourth, music can help create cohesion across social and cultural contexts. The feeling of “togetherness” transcends other differences, giving students the opportunity to form loose-social networks with students they might not otherwise have the opportunity to engage with (Croom, 2014, p 19).
It is clear that supporting music education in the schools will not only help students to receive a necessary well-rounded education, but also assist in their cognitive development, 21st century skills, social and self development and psychological well-being. It is important that parents and administrators as well as teachers are educated in how to advocate for music in the public schools. Through demonstrating how music is learned, rather than just performing, parents and administrators will see the clear benefits of music in action (Burton, 2004, p. 17-18). It is also important to create concerts that advocate as well as entertain, use media to effectively reach the community and continue to create models to help demonstrate the power of music instruction in the K-12 classrooms (Shorner-Johnson, 2013, p. 53). The benefits of a strong music education will last a lifetime, and it is vital that we create programs that allow children to experience the wonder and joy that music has to offer through their time in the public schools, so that they will be able to enjoy it for the rest of their lives.
References
20 Important Benefits of Music In Our Schools. (2014, July 21). Retrieved October 23, 2015, from http://www.nafme.org/20-important-benefits-of-music-in-our-schools/
Burton, S. (2004). Educate Our Advocates! Music Educators Journal, 17-21. Retrieved October 20, 2015, from SAGE Journals.
Croom, A. (2014). Music practice and participation for psychological well-being: A review of how music influences positive emotion, engagement, relationships, meaning, and accomplishment. Musicae Scientiae, 44-64. Retrieved October 24, 2015, from http://msx.sagepub.com/content/19/1/44.full.pdf html
Hallam, S. (n.d.). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 269-289. Retrieved October 23, 2015, from http://ijm.sagepub.com/content/28/3/269.full.pdf html
Logsdon, L. (2013). Questioning the Role of "21st-Century Skills" in Arts Education Advocacy Discourse. Music Educators Journal, 51-56. Retrieved October 20, 2015, from http://mej.sagepub.com/content/100/1/51.full.pdf html
Packer, J., & Ballantyne, J. (2010). The impact of music festival attendance on young people's psychological and social well-being. Psychology of Music, 164-181. Retrieved October 23, 2015, from http://pom.sagepub.com/content/39/2/164.full.pdf html
Parker, O. (1990). Music in the Curriculum -- Why? International Journal of Music Education, 23-31. Retrieved October 28, 2015, from http://ijm.sagepub.com/content/os-16/1/23.full.pdf html
Shorner-Johnson, K. (n.d.). Building Evidence for Music Education Advocacy. Music Educators Journal, 51-55. Retrieved October 20, 2015, from http://mej.sagepub.com/content/99/4/51.full.pdf html
Sparks, S. (2013, November 25). Music Training Sharpens Brain Pathways, Studies Say. Retrieved October 28, 2015, from http://www.edweek.org/ew/articles/2013/11/25/13music.h33.html
Tierney, A., Krizman, J., & Kraus, N. (2015). Music training alters the course of adolescent auditory development. Proceedings of the National Academy of Sciences Proc Natl Acad Sci USA, 10062-10067. Retrieved October 20, 2015, from http://www.pnas.org/content/112/32/10062.full.pdf?sid=f645bb4a-a67d-4625-bc0e-8cfd9e1253b8