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1.
To be in line with state
guidelines.
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Most
state education frameworks have music requirements.
In the Texas Education Code, Fine Arts are included in the
Required Curriculum which all school districts must offer.
In addition, one unit of fine arts is required for graduation in
the two advanced diploma plans.
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Texas
has for many years been honored to lead the country in providing a model
for music education. This strong education program is the envy of those
across the country, a beacon to those planning to relocate, and a source
of pride for Texans.
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The
most desirable relocation sites are those with strong schools that
include the arts as an integral part of their program.
2.
To provide students with the education to which they are entitled.
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Howard
Gardner, in Frames
of Mind, the Theory of Multiple Intelligences, identifies at
least seven distinct and unique intelligences, including musical, with
which every human is endowed. Each intelligence is a separate way in
which people communicate about, and receive information about the world.
These intelligences will not develop without exposure to developmentally
appropriate teaching/learning. Gardner suggests that each is equally
important, and should receive equal time in each school day.
Furthermore, he suggests that anything less is "educational
malpractice."
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Jane
Healy, in Endangered
Minds, Why Children Don't Think and What We Can Do About It, is
one of several brain researchers and psychologists who have
documented how brains work. There are several music centers in both the
right and left brain, and in all three levels in the brain. On scanning
a brain while reading is taking place, the left hemisphere language
center is enhanced with activity. On scanning the same brain while
reading music, the "entire brain lights up like a Christmas tree!
"
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Further,
there is a music area of the brain at the top of the brain stem,
connected to the oldest (reptilian) part of the brain.
This area is a gatekeeper for letting information in, or keeping
it out. The gate appears to be motivated and stimulated specifically by
music, which allows entry of information to the higher cortial areas of
the brain. Music helps people think better.
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Music
is a discipline with concepts and skills of its own -- it is a subject
in its own right, and children have a right to learn how to use it as a
communication tool.
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Music also enhances
other ways of knowing and doing, and its own value may be increased by
the ways other areas can be related to it or combined with it to
make it more meaningful and useful.
3.
To link students to their culture and provide a window to the culture of
others.
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Music and the arts are the
carriers of civilization. It also contributes to the ability to compete
by giving a sense of the human condition and of national identity. The
Japanese understand this, and have included the arts as a basic and sequential part of their
children's education.
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Arts endeavors are the highest
level of human endeavor, the symbolic representation of characteristics
which distinguish humans from other animals. They are the pinnacle to
which we must encourage children to aspire.
4.
To provide students with an outlet for emotional expression.
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In schools where the
arts have been eliminated there is an increase in overt hostility and
anger, acted out in socially unacceptable ways. Students use music as a means to
learn collaboration without competition as they play or sing in
ensembles. They express themselves non-verbally
through composition. They explore the world around them through
sound, and they
control the sound world around themselves.
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Music
is both pre-literate and super-literate. Musical production comes before
language is produced by babies. When language develops, music becomes an
equal means of expression until the child grows to the point where words
alone are no longer sufficient to express the emotions felt. Then,
again, the person turns to poetry and music - the arts - to express what
language alone cannot.
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Music builds self-esteem, self-discipline, and imagination.
5.
To provide a tool for teaching language, math, science, social studies,
and other
disciplines across the
curriculum.
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Although
music is a discipline in its own right, it is also a powerful motivator
and organizer for helping students learn other concepts and skills.
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Participation in
musical activities helps children develop auditory memory, gross motor
skills, socialization skills, eye-hand
coordination, vocabulary useful in
all school work, auditory discrimination, awareness of body parts,
creativity and imagination, and a more expressive, disciplined, and
happy attitude.
6.
To provide a reason to stay in school.
7.
To build skills necessary to compete in the business world.
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Participation
in music requires higher-level thinking, creative thinking, and problem
solving.
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Participation
in ensembles and group work fosters collaborative rather than
competitive skills. Shared
music builds a sense of community and togetherness of purpose.
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Music activity allows culturally diverse ideas and people to
mix together and learn in an enriched environment.
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Music
helps open the brain to higher level cognitive activity, increased brain
activity, and increased memory.
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Schools
which have instituted an arts base are showing an increase in math and
language scores overall and are showing enormous jumps in creativity
scores.
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Students
who are involved in music score an average of 40 points higher on SATs
than those who are not involved in
music.
Macmillan/McGraw-Hill
June
14, 1994
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