Katie West

Professor Freeland

English 1201, Section 217

25 April 2019

The Importance of Music Education

In recent years, more and more school districts have cut fine arts programs from

student’s curriculum. This issue is occuring in districts across the nation, which is taking

away the expression and creativity from everyday learning (​Hawkins​). One valuable

class associated with the fine arts is Music Education. Music Education classes can

start as early as preschool with basic lessons to start. For example, singing the alphabet

is a way for young students to learn letters while collectively engaging with one another.

Music Education helps disguise learning and can help students develop a multitude of

skills. Students in Music Education courses learn valuable personal skills, achieve

higher academically, and develop strong cognitive skills.

The amount of music classes taken in high school has increased in recent years.

A study conducted by Kenneth Elpus, University of Maryland, found that a third of high

school students take a music class before graduating. This data was collected from

229,830 transcripts nationwide between the years of 1982-2009. Involvement in at least

one music class all four years high school began at 5% during this time period. This

involvement has since increased to 9% towards the end of the study’s research (Arts

Education).
 As enrollment in music classes continues, more and more students will achieve

higher academically. The Royal Conservatory of Music (RCM) found that elementary

students in music classes scored higher in the english and math sections of

standardized tests. Additional studies by RCM found that students in music studies

“...were four times more likely than their peers to have won recognition for their

academic achievement, and three times more likely to have won an award for school

attendance”. The University of Toronto conducted a study where the IQ of students in

music lessons was compared “...with those in drama lessons or no extra lessons at all”.

The IQs were measured prior to and after each lesson. Researchers found that students

in music classes and lessons had the most growth in IQ scores compared to the other

groups (The Benefits of Music Education). Another study found that students involved in

music programs score higher on standardized test such as the Scholastic Aptitude Test

(SAT). Data and scores from the 2012 SAT found that “...students who participated in

music scored an average of 31 points above average in reading, 23 points above

average in math, and 31 points above average in writing”. Data collected from the

Florida Department of Education during the 2007-2008 school year found that more

students involved in music and art related classes have a higher graduation rate than

students in previous years not in these types of classes. This trend of higher academic

scores in standardized tests, improved math and reading skills, and other achievements

relates to student involvement in Music Education classes (Music Education and

Academic Achievement).
 Some may argue that Music Education and classes associated with the arts does

not benefit every student. The goal of the No Child Left Behind Law was to offer quality

public education to U.S. students. In doing so, more time was spent on core lessons

such as math and reading. Classes associated with the arts were not seen as valuable

as core subjects. Social studies, art, and music does not benefit every student because

it takes a student’s focus away from these core classes that are heavily tested. By

incorporating classes in the arts into routine curriculum, students in need of extra help

lose the opportunity to receive additional instructions and core class lesson time

(Rothstein).

Another argument against Music Education is the cost to receive additional music

training. Different types of music specialists are needed to teach students at an

advanced level. They can help students prepare for college auditions, competitions,

recitals, and other activities. These specialists are separate from classroom teachers

and helps students further advance from everyday music content. However, the cost to

have a specialist at a school can be an issue. Due to the fact that music specialists are

typically the best at what they do, it can be expensive for a school to have multiple

specialists. Sometimes schools have to choose between many subjects and

instruments. This means that only certain subjects and instruments receive the

advanced lessons and help. This does not provide every student with the same

opportunity. It’s essential in Music Education that each student has the opportunity to

advance (Crooke).
 Although some claim that Music Education classes do not benefit every student,

students gain valuable social and personal skills. One major skill is teamwork. Students

learn that each person/part is important to the overall ensemble and together can

contribute to a common goal of making music (Silverstone). Some school districts don’t

have entire sets of beginner classroom instruments. Because of this, students learn to

share and take turns. By passing around and experimenting with instruments such as

recorders, tambourines, and wood blocks, students expand their creativity and are

exposed to new challenges. They also contribute to the class as a whole and are able to

feel a sense of community and belonging in these settings. While learning to accept

constructive criticism through lessons and class instructions, students are able to learn

from their mistakes, improve their music skills, and feel more confident. The process of

learning music and practicing also helps students develop strong study habits. (Bryant)

Along with personal and social skills, students gain strong developmental and

cognitive skills. One of the first lessons taught in Music Education classes is how to

read and understand the language of music. The repetition of these skills accelerates

regions of the brain associated with language, reading, and speech (20 Important

Benefits of Music In Our Schools).

Stimulating the language, reading, and speech areas of the brain can benefit

students with learning disabilities. Many early Music Education classes incorporate the

repetition of songs and singing. By singing and repeating words, students with learning

disabilities learn different sentences and phrases. These phrases can incorporate

various fundamentals such as colors, the days of the week, or even the alphabet.
Learning these fundamentals can be a simple task for some students. For other

students, learning these fundamentals is an exciting milestone. In the classroom,

reciting the words to a song and participating in “...even the simplest musical

performance is an enriching experience for anyone, but it is particularly important for

slow learners who have few opportunities to 'shine' in front of others”. The act of

learning then becomes less of a challenge. Students become unaware that fun tasks

such as singing a song or clapping a rhythm is contributing to their cognitive

development (Barker).

Students also further their ability to identify patterns and other memorization

skills. Learning an instrument improves hand-eye coordination, which helps students

stay focused and engaged during school lessons. (20 Important Benefits of Music In

Our Schools). Another major skill students develop is better auditory skills. Researchers

at the University of Southern California conducted a study to determine whether

students can efficiently identify sound and pitch correctly. The researchers tracked

neuron firings and the transmission speeds of brain signals in three groups of children.

Each group, children in youth orchestra programs, students with some music training,

and children without any music training or background, were asked to identify which of

24 melodies were different or the same in the context of tone and rhythm. After

reviewing the answers and signals in the brain of these children, the students in youth

orchestra programs were able to identify the changes in tone and melody compared to

the other students. The students with some music training were also able to identify
pitch changes at a higher level than the students without any music training but less

than the students in youth orchestra programs (Gersema).

Many of the benefits of Music Education centers around school aged children.

However, learning music can benefit others already out of school. For example,

engaging in music can help against the decline in cognitive functions later in life. A

study by the National Center for Biotechnology Information wanted to determine

whether those who learned an instrument later in life developed symptoms of dementia

or other cognitive declines. The study collected data from 157 pairs of fraternal and

identical Swedish twins age 65 and older. Each participant was examined and studied

“...on a complete clinical workup using standard diagnostic criteria”. The results of the

study found “...that playing an instrument in older adulthood is significantly associated

with reduced likelihood of dementia and cognitive impairment”. Although the participants

shared similar environmental and genetic factors, there was a difference in participant’s

personal engagement with music. This resulted in different types of dementia symptoms

between individuals within a twin pair. However, the National Center for Biotechnology

Information was able to determine a positive correlation between playing an instrument

later in life and a positive cognitive outcome (Balbag).

 Works Cited

"Arts Education; 'Evaluating the Effect of No Child Left Behind on U.S. Music Course

Enrollments'." ​Education Week,​ 11 June 2014, p. 5. ​Opposing Viewpoints in

Context​, http://link.galegroup.com.sinclair.ohionet.org. Accessed 11 Apr. 2019.

“The Benefits of Music Education.” ​The Royal Conservatory of Music,​ Mar. 2014, p. 3.

http://files.rc.mu/Examinations/2018/Files/Mar21/Benefits-Music-Education​.

Accessed 11 Apr. 2019.

“Music Education and Academic Achievement.” ​National Association for Music

Education.

https://nafme.org/advocacy/what-to-know/music-education-and-academic-achiev

ement/​. Accessed 20 Apr. 2019.

“20 Important Benefits of Music In Our Schools.” ​National Association for Music

Education, J​ uly, 2014.

https://nafme.org/20-important-benefits-of-music-in-our-schools/​. Accessed 20

Apr. 2019.

Balbag, M., Pederson, Nanvy., Gatz, Margaret. “Playing a Musical Instrument as a

Protective Factor against Dementia and Cognitive Impairment: A

Population-Based Twin Study.” ​International Journal for Alzheimer's Disease,​ vol.

2014. ​US National Library of Medicine,​ doi: 10.1155/2014/836748

Barker, Judy. (1999) “Singing and music as aids to language development and its

relevance for children with Down syndrome.” ​Down Syndrome News and Update,​

1(3), 133-135. doi:10.3104/practice.147

Bryant, Sharon. “How Children Benefit From Music Education in Schools.” ​National

Association of Music Merchants,​ June 2014.

https://www.nammfoundation.org/articles/2014-06-09/how-children-benefit-music

-education-schools​. Accessed 20 Apr. 2019.

Crooke, Alexander. “The Trouble With Teaching Music in Our Schools.” The University

of Melbourne, 23 May 2017.

https://pursuit.unimelb.edu.au/articles/the-trouble-with-teaching-music-in-our-sch

ools​. Accessed 24 Apr. 2019.

Gersema, Emily. “Children’s brains develop faster with music training.” ​University of

Southern California,​ June, 2016.

https://news.usc.edu/102681/childrens-brains-develop-faster-with-music-training/​.

Accessed 20 Apr. 2019.

Hawkins, Tyleah. “Will less art and music in the classroom really help students soar

academically?” The Washington Post, 28 Dec. 2012.

https://www.washingtonpost.com/blogs/therootdc/post/will-less-art-and-music-in-t

he-classroom-really-help-students-soar-academically​.

Rothstein, Richard. "'No Child Left Behind' Has Failed and Should Be Abandoned."

Education,​ edited by David Haugen and Susan Musser, Greenhaven Press,

2009. ​Opposing Viewpoints in Context,

http://link.galegroup.com.sinclair.ohionet.org. Accessed 11 Apr. 2019. Originally

published as "Leaving 'No Child Left Behind' Behind," ​American Prospect​,

Jan.-Feb. 2008.
Silverstone, Jenny. “Tuning In: Six Benefits of Music Education for Kids.” ​New England

Board of Higher Education,​ June 2018.

https://nebhe.org/journal/tuning-in-six-benefits-of-music-education-for-kids/​.

Accessed 20 Apr. 2019.