Why Music?
All
too often we fail to recognize the importance
of music in our educational system. Participation, especially
long term development of music skills have benefits far beyond the
pleasant sounds of a school music concert. An education that
includes music builds character, enhances critical thinking, offers
life skills and can even improve the quality of life in the community
where focused music instruction is offered. Here are a few facts
to
consider.
A study examined the influence of music education on nonmusical abilities, the effects of musical lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music showed statistically higher intelligence quotients.
GLENN SCHELLENBERG, MUSIC LESSONS ENHANCE IQ,
PSYCHOLOGICAL SCIENCE, VOL. 15, NO. 8, 2004
A Columbia University study revealed that students in the fine arts are found to be more cooperative with teachers and peers, more self-confident and better able to express their ideas.
BURTON, J., HOROWITZ, R., ABELES, H. CHAMPIONS OF CHANGE,
ARTS EDUCATION PARTNERSHIP, 1999
With music in schools, students connect to each other better - greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm.
JENSEN, E., ARTS WITH THE BRAIN IN MIND,
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT 2001
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.
BARRY, N., TAYLOR, K., AND K. WALLS CRITICAL LINKS: LEARNING IN THE ARTS AND STUDENT ACADEMIC AND SOCIAL DEVELOPMENT, AEP, 2002
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.
STEVENSON, L., DEASY, R. THIRD SPACE: WHEN LEARNING MATTERS,
AEP, 2005
Young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction.
FUJOIOKA, T., ROSS, B., KAKGI, R., PANTEV, C., AND TRAINOR, L.,
BRAIN, A JOURNAL OF NEUROLOGY, OXFORD UNIVERSITY PRESS, SEPT. 2006
The 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.
HARRIS POLL, 2006
A study examined the influence of music education on nonmusical abilities, the effects of musical lessons on academic performance, and cognitive abilities. The study revealed that students who participated in music showed statistically higher intelligence quotients.
GLENN SCHELLENBERG, MUSIC LESSONS ENHANCE IQ,
PSYCHOLOGICAL SCIENCE, VOL. 15, NO. 8, 2004
A Columbia University study revealed that students in the fine arts are found to be more cooperative with teachers and peers, more self-confident and better able to express their ideas.
BURTON, J., HOROWITZ, R., ABELES, H. CHAMPIONS OF CHANGE,
ARTS EDUCATION PARTNERSHIP, 1999
With music in schools, students connect to each other better - greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm.
JENSEN, E., ARTS WITH THE BRAIN IN MIND,
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT 2001
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.
BARRY, N., TAYLOR, K., AND K. WALLS CRITICAL LINKS: LEARNING IN THE ARTS AND STUDENT ACADEMIC AND SOCIAL DEVELOPMENT, AEP, 2002
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.
STEVENSON, L., DEASY, R. THIRD SPACE: WHEN LEARNING MATTERS,
AEP, 2005
Young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction.
FUJOIOKA, T., ROSS, B., KAKGI, R., PANTEV, C., AND TRAINOR, L.,
BRAIN, A JOURNAL OF NEUROLOGY, OXFORD UNIVERSITY PRESS, SEPT. 2006
The 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.
HARRIS POLL, 2006
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