The Future of Music In Our Schools
by Dr. Tim Lautzenheiser
The evolution of politics and the evolution of education seem to go hand in hand. Since the school culture represents our most valuable natural commodity (children), it is has a high priority on every political agenda. The veteran teachers know there is always a NEW and IMPROVED academic blueprint linked to every candidate’s platform. From BACK TO THE BASICS to NO CHILD LEFT BEHIND, each administration offers a new perspective certain to raise the level of learning for all students. The seasoned professional is often leery (and weary) of the slick phrase designed to attract the public’s attention, but often not connected to the reality of the day-to-day learning process. In this ongoing commentary, taking place in faculty lounges throughout our country, there is an opportunity for us (as music educators) to establish a strong foothold highlighting the importance of ARTS EDUCATION as it relates to the positive growth and development of EVERY child.
Administrators are being measured and evaluated on how well the students score on various tests. School curriculums are being designed so every aspect of the learning process can be assessed in some fashion. While we can test/measure/assess certain skills required for musical success, we are at a disadvantage when compared to a subject that is strictly cognitive in nature; i.e., math, history, etc. If we are to justify the existence of music as part of the daily schedule, then it is going to be necessary to take a different approach. This is not to suggest we sidestep the obvious: music for the sake of music, but rather to expand the awareness of the decision-makers; parents, administrators, colleagues, Board of Education members, community leaders, and (most importantly) the students who will be the real benefactors of music-learning and music-making.
It is so easy (and tempting) to bury our heads in the sand and to simply turn our backs on the ongoing discussions that will ultimately impact our music programs, our school culture, and society’s future. When we do this, the fate of music is in the hands of those who are making decisions without a complete understanding of the value of the music far beyond the halftime performance, the holiday concert, or the spring festival. While these showcase performances are certainly a vital aspect of every musical organization, this is only the tip of the iceberg when we stand back and view the impact music learning brings to the educational forum.
The following information is compelling, and it needs to be brought to the attention of those who are responsible for creating the curricular mandates.
- Every child has the propensity to be a music-maker. Modern day technology has allowed brain researchers to determine music/art is part of our neurobiological system.
- All learning is enhanced via the development of musical mind-maps. Ongoing studies demonstrate the transfer of intellect from music to other areas of academic achievement.
- Music learning continues to be the most efficient and effective pathway to the development of important life skills including; problem solving, creativity, decision-making, and reasoning.
- The development of emotional intelligence is one of the strongest outcomes of music study. It prepares the student in the areas of; social skills, self-discipline, time management, and aesthetic appreciation. Simply put,how to be a sensitive and cooperative individual.
- Studying music develops thinking that encourages the exploration of the unknown, develops social harmony, requires alternative-thinking habits, encourages multiple perspectives, and helps diminish survival prejudices. Successful music making requires an emphasis on cooperation rather than competition.
In our efforts to avoid contamination of our philosophical foundation of music education, we are prone to turn our backs on the indirect benefits of music study. However if we truly believe music is central to all learning, it is imperative we not only embrace the latest data, but we tout it to those who will determine every facet of the school day from the hourly schedule to faculty assignments.
We are trained to be music teachers, not music advocates. While many colleges and universities are integrating music advocacy as a key component of the various requisite classes, it is still foreign territory to most. However if we aren’t the proponents of music education, who will be? If we don’t begin our campaign now, when will we? The time has come, the challenge is in front of us.
…let the music begin…
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