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essay about music enhancing education
essay about music enhancing education
importance of music in education
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Philosophy of Music Education
Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music. The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects.
My philosophy of music education is committed to offering a comprehensive program of Music Education to all students, at all levels who want to participate in musical study. The emphasis will be upon daily music education as it is developed in the classroom, through performance, and in the belief that students best learn to understand and appreciate music by active involvement in music.
The job of a music educator is to foster an environment where everyone can succeed in music. Students have the ability to grow and to be a part of a team through their participation in group activities. We must encourage the growth of students within our music education program, not just as musicians but also as individuals.Instrumental Music For Special Learners
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Sheftel, B. (2002). Music Education Curriculum in Public Schools. PageWise, Inc, Retrieved August 6, 2003
Most music educators realize the need for integration of music into other areas of the school curriculum but do not understand the effort that goes into forming an integrated lesson plan. When incorporating music into another subject, students gain a richer experience in their education. Perhaps the most important reason for music integration is fulfillment of the eighth National Standard: "understanding relationships between music, the other arts, and disciplines outside the arts."
The field of music education is one with which I have become rapidly familiar. This statement is not to be confused with me claiming that I have an intimate knowledge of the subject matter. In my student teaching semester, I found myself immersed in a great number of ideologies toward the profession, many of which were in conflict. In regard to music education, my greatest quandary at this juncture of my career is choosing from the myriad of philosophies which relate to the field. In relation to the information I have gathered from those in the profession at the public school level, I have a disproportionately large amount of information from professionals who teach at the collegiate level and theorists who benefit music education by performing studies. If I were to perform research about the field of music education, my goal would be to gather information from these three sets of professionals which would bring my knowledge base about each to an equitable level.
Essentially I believe that in today's society music literacy is a necessary skill for us all to have to successfully encounter and interact with the world around us. Reasons for teaching music as a school subject are consistent with the reasons that we educate ourselves about anything else. Furthermore, we have shown a commitment in the past to creating a musically literate society, and events in today's world only strengthen the need to continue that commitment.
In Aristotle’s Politics he discusses several different parameters in which music can be experienced in. He observes music in an educational aspect, a moral aspect, and in a political aspect. In each subject Aristotle breaks his observations of music down into two categories: is it being taught and used solely for pleasure and/or leisure or is it being taught and used for solely educational and/or business purposes? Out of all of these topics that have been observed and analyzed by Aristotle I am going to use the observations that Aristotle has compiled, my personal music experiences/case as a music major, and how music pertains in today’s current society to refute the ideas that Aristotle presented in The Politics concerning music and education
MENC- The National Association for Music Education (1991). Growing up complete: the imperative for music education: The report of the national commission on music education. Retrieved November 20, 2004 from http://www.menc.org/publication/
Pitts, Lilla Belle. “Music Education, Isolated or Integrated?” Music Educators Journal 100.1 (2013) : 59-62. Academic Search Complete. Web. 5 Mar. 2014.
“Recent studies show that being involved in music classes makes it easier to learn other subjects and improve skills in other classrooms” (Brown, “The Benefits of Music Education”). A lot of people tend to overlook how much music education has an impact on the success of a student. Because of this, schools should be required to offer fine arts and music classes as electives for the students. Not only will this improve the students test scores, but it will also give the students a broader imagination and more creativity in and out of the classroom. In a lot of schools, fine arts and musical classes are the first to go when there are budget cuts. “Seventy-one percent of the nation’s fifteen thousand school districts have cut instructional hours spent on music and other subjects” (“State of the arts: should music and art classes be brushed aside”). Not only is it affecting the teachers who have specialized in the study of fine arts, it is affecting all of the students and parents who are actively involved in these programs. “Johnson, professor of music education and music therapy and associate dean of the School of Fine Arts at KU, found jumps of twenty-two percent in English test scores and twenty percent in math scores at elementary schools with superior music education” (Lynch “Music Boosts Test Scores”). With that being said, schools should be required to offer music and fine arts classes as an elective for their students.
As a musician you are exposed to many different types of terminology, ideas, debates and concepts most people are not. There are Interest and topics that we find appealing like the different language that we use to communicate with each other, are very different from someone that is heavily invested in other activities likes sports or even knitting . With these differences we have formed our own social group. The definition of an music educator is a field that touches on all domains of learning, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity In our community we strive to achieve the goals set in this definition and also to move forward in our advancement of music in the world
Whether the student is a beginner, or someone who has studied music for a number of years, the way in which one views oneself as a musician can be an important factor in the kinds of experiences one has with music. A quality music education is one that challenges students to set clear and achievable goals, think musically and critically, and apply what one has learned in a meaningful way. If a musician harbors a negative view of his or her musical abilities, the lasting effects of this view on his or her musical experiences and achievement could be challenging to overcome.
Plato, a famous Greek philosopher, once stated, “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.” Often times, humans can be seen possessing the inner desire to achieve greatness through hard work and dedication to an ideal. Some aspire to accomplish simple everyday goals, such as getting up in time for work. Whatever the case may be, teens often try to find ways to achieve social and academic “checkpoints” so that their future seems heartier. Over the years, studies have been conducted regarding whether or not music has an influence on these achievements. These experiments have shown that music does help with many aspects of accomplishment. Because of these studies, it is imperative that society and the human race itself understand that a music education has an impact on social and academic achievement.
In one school district, administrators needed to make a budget cut of about $150,000. Immediately, they turned to their music programs and cut them, firing five music teachers in the process. They did not realize that there were over 2,000 students involved in the music programs. All of these students were then placed in other classes, increasing the class sizes and forcing the school to add 29 more classrooms and teachers. They ended up spending $192,000 total, instead of cutting the original $150,000 (Dorita, Coen, & Miller, 1994). It has been over two decades and many schools and administration still do not understand or see the importance of music in schools. Music education not only benefits student’s academics, but also helps student’s social life and improves brain function as well.
When teachers are planning their classroom activities they need to include music. Music is a vital part of the learning process. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit association that promotes the benefits of making music.
Music education plays an enormous role in student’s overall well being, outweighing the costs of it. In 1994, Congress passed the Improving America’s Schools Act, concluding that “...the arts are forms of understanding and ways of knowing that are fundamentally important to education” (Ford, AdamMcMahon, Maureen). Congress recognized the importance of music education. Now the effort must be made to make a difference. If people really do want the best for the future, music education is key. Ramon Cortines, former chancellor of the New York City public schools stated, “We engage in the arts, we ought to teach the arts, because this is part of what it means to be human” (“Arts Education”). When people eventually realize this, the benefits will be vast.
Even when children learn music they able to listen, sing, dance, create movement. Listening to music draw out emotions, and playing music can be just like communicating emotions. Some people find this a very powerful experience. “ Music enriches the lives of students and should be considered a necessary part of education.”