Valuing Music Education

               

Having served as a music educator in the School District of Philadelphia since 1987, I recognize that one must not diminish the value of music education in the lives of students.  Empirical evidence of how music education has the power to transform a sad and hopeless child into one of renewed and hopeful energy in just a 45 minute session per week is extraordinary. The singing of folk songs, art songs, and songs that students can grasp and become engaged in with a music educator, should never be removed from a child’s educational experience. Learning theory, arts literacy and other important musical elements are an integral part of music education. Student anticipation of performances is priceless. The reinforcements that students who are considered mediocre and special needs students receive from music education and arts education are incomparable to any other experience. Many students have great success as I have witnessed my autistic students who are quite strong in music education. I have witnessed some of my best singers, and those with the ability to match pitch accurately to be students with learning support.  Success makes success and as the students experience music education in the general vocal music classroom, the music learning also supports other kinds of learning in their home classrooms.

Presently, I am engaged with my students in a unit on rhythm. Interdisciplinary kinds of learning are easily taught through the arts and music education as are being done through this unit. As the students learned the duration of various kinds of notes, their assignment was to “do the math” to total the rhythmic counts for a series of combined notes. I help students to see that learning music requires understanding of math and science and much more. When I discuss pitch accuracy and intonation, they learn of singing in tune and singing flat and sharp. This is important for understanding the speed of pitch and for tuning instruments. My classroom has a “music word wall” and for every unit of study, I include relevant vocabulary. Music vocabulary learning increases literacy.

Unfortunately, resources for the arts are not readily available in many schools, but this is obviously to a fault. The general vocal music teacher has the ability to transform a school if she has an effective program. All grade levels can develop musical skills as numerous studies show that music education will increase student learning and improve test scores. The irony is that in an effort to increase test scores, some schools opt out of the arts which is contrary to all that is true about the effects of arts in education.  I often see students who remind me that they have music class on a particular day as they are planning on coming to school on that day, in anticipation of participating in general vocal music. This is another benefit of the arts in a school. Student attendance improves.  

Giving respect where respect is due is necessary for deserving arts teachers. Being called a “prep class” is demeaning to those who seek to live up to the title of an arts specialist. Unfortunately, many arts teachers are still called “prep teachers” and are not given the respect for the value they bring to a school.  Without music and the arts, a curriculum can be sterile and unappetizing for many students. The realization of the value of music should be taught and embedded in the curriculum of a school if the benefits will be embraced and welcomed by those who have not yet understood its value.