“Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life”
Daniel A. Carp,
Chairman &CEO, Eastman Kodak Company

By Dr. Scott Stewart
Director of Instrumental Music, Emory University

Music is everywhere! We hear it in the car, at home, at school, in concerts, at parties, on tv and the movies, and at athletic events. It is one of the only common features among all world cultures since the beginning of recorded history. Music is many things to many people—an invigorating energizer, an emotional stress release, a forum for creative expression, a conduit to the past, a trigger for memory, an understanding of self. It is perhaps the most powerful force on human emotion.

All schools deserve a great music program, one that is central to the school curriculum. Students can involve themselves in singing, playing instruments, taking lessons, performing in band, orchestra, choir, jazz, and world music, and tons of other educational, enriching, and fun opportunities. There are many academic subjects to be tended to, but none more important than the musical arts!

There are many reasons for kids to participate in music. “Music for music’s sake” is the main reason—a golden oldie, but it’s true. Humans must express themselves. They must create. Oddly enough, many schools ignore cultivating and transmitting this basic instinct. Music is the best subject for allowing students to develop their own creativity and self-expression.

Monique is uncomfortable with being an intelligent girl in her class, and she is doubly embarrassed by all the changes puberty is bringing on. Singing with the choir and performing a solo at the holiday concert has been the only source of positive self-esteem and confidence at an otherwise awkward time in her life.

Education helps define values in an ever-changing culture, and the arts—as the symbol of the life of feeling—will ultimately forge this path.

Music is one of the only subject areas where students can be reached by each of the primary domains of learning—cognitive (the “thinking” part), affective (the “feeling” part), and psychomotor (the kinesthetic, or “touching” part). It is a discipline with no Cliffs Notes or quick fixes—musicians must learn mastery through repetition, hard work, and the willingness to fail. In music, there are content knowledge items (“knowing” stuff), subjective items (“evaluating stuff”), and skills (“doing” stuff). Critical thinking and problem solving and the three highest cognitive functioning levels (analysis, synthesis, and evaluation) are not saved for the final exam—they’re a part of what goes on every moment you are singing or playing!

Martim has never done really well in math classes, pulling mostly Cs. But he has noticed as a drummer that music has complex mathematic relationships, and when he applies notes and well-known patterns to symbols, the math “clicks” in. Nobody had ever considered approaching math from a musical point of view.

“Give a kid a horn and he’ll never blow a safe!” was the cry for instrumental music education in the 1950s. Educating the character of the student is built in to music programs. Because students operate both individually (mastering concepts of their solo instrument or voice on their own) and in groups (participating in chamber music or larger bands or orchestras), socialization contributes to good conduct, citizenship, respect, and trust. Students learn the value of teamwork while increasing their own self-confidence and self-discipline.

Ling grew up as an only child. Playing in the saxophone section of the band has taught her how to play individually as well as blend as a member of the group. She learns to balance, blend, and tune by implementing skills of critical listening, self-subordination, compromise, and respect for others. She finds that these qualities serve her well in student council, soccer, and her youth group.

As if that weren’t enough, there are exciting correlations between the study of music and factors deemed critical to work-place performance, including the ability to work in groups, multi-tasking, self-subordination, compromise, discipline, and leadership. The music-making experience nurtures skills of comprehension, logical reasoning, symbolization, value judgement, and communication.

Robert had always been a shy kid. When his band director suggested that he help his friends’ brass quintet stay together, he picked up some conducting skills. By the time he was a sophomore in high school, he became the youngest drum major in school history, a charismatic leader and confident speaker.

There are a number of studies which link music studies with high academic achievement. A recent survey of Texas high school student musicians found statistically significant correlations between them and SAT scores, National Merit Scholarship finalists, and National Honor Society members. Music and the arts can reach kids who cannot be reached in traditional ways, and this is a provocative consideration for students who might normally be left behind in the traditional classroom.

Felicia took viola lessons and learned that preparing for the next week’s assignment required organization, disciplined practice routine, good record-keeping, marking her music, and listening to quality recordings every day. She found that when she was assigned essays, projects, and assignments in other classes, she approached them with the same rigor as her viola playing.

As a college professor, what have I learned about the value of music education as students approach post-high school life? One, that medical schools, law schools, and other graduate programs love musicians. “They have brains and souls,” reports one of my colleagues on a prominent medical school admissions board. Second, that many great musicians do not pursue music as a profession, and that is just fine! The world needs compassionate physicians, creative attorneys, soulful teachers, and excellent singers, players, dancers, and actors to take part in the arts of everyday life, including church/synagogue/temple, community, and school groups. Third, that admissions offices and scholarship committees seek not only students high grades and good test scores, but also the “hook”—something that the student will contribute to campus culture other than just being a studybug. Musical achievement is often at the top of the list. And finally, that donors to my university cite time and time again that the reason they want to be successful in their careers is so that they can enjoy the arts as adults.

Derek has had many ups and downs in his life, but has been told that “boys don’t cry” and that it is “unmanly” to talk about his feelings. When he plays his trombone, he experiences the wide gamut of human emotion and learns to internalize these in the context of his own life. Playing his instrument allows him a chance to emote and express what he is unable to verbalize.

What can parents do to get their kids started in music-making? Find out what the school offers and get involved. Supplement school offerings with kids’ music classes in the community (Kindermusik, Suzuki, church/synagogue choir, et al), and honor bands, orchestras, and choirs. Lessons will help their achievement skyrocket, and provide a great 1:1 teacher/student ratio!

Music education may be the key to unlocking the creative, intellectual, and emotional potential in every student. Let the music begin!

“So long as the human spirit thrives on this planet, music in some living form will accompany and sustain it and give it expressive meaning.”
Aaron Copland (1900-1990)