Help me describe why music education is important please

[Michaelangelica]

Help me describe why music education is important please

I am trying to work up a submission to local council local state government and federal government why they should invest in Music Education

I KNOW it has all sorts of good effects with young children and young adults . But I need to show the social, and psychological, and community benefits of investing in music education

I am a bit stumped.
It seems so obvious to me yet I need to convince hard headed politicians to release some purse stings
Can any one help with suggestions and ideas that may convince people with no music background?

I would be very greatfull for any ideas or suggestions.

[Tormod]

Maybe this can help?

Music Education Facts and Figures

[InfiniteNow]

Children are a lot like plants, and schools are there to help them grow and be more nourished. Forcing children into force fed, rote memorization, non-critical thinking tasks limits their growth in far reaching and fundamental ways.

While math and reading and science are incredibly important, the importance of each is trumped by the need for children to experience different things in dynamic and organic ways. Music stimulates all parts of the brain, and it's effects are far reaching, both emotionally and intellectually.

Children do not go to school for memorization and grades, they go to school to learn, to become inspired and enriched, and to become ready for the very dynamic world they will each ultimately face as they mature.

Music is the water and fertilizer which makes their roots stronger and more able to absorb nutrients. Cancelling the music program is a short sighted and misguided approach to saving money, and does little more than to cut our childrens progress off at the stem.

I do hereby submit that Death Metal and Punk Rock be taught to ALL children beginning in kindergarten!

[Michaelangelica]

Thankyou with you help with this.
It is along term project that has been bubbling at the back of my mind for some time and I need to convince Career Politicians ( all we have now, the Radical have joined the Greens; the Idealists the Democrats the rest the Marijuana Party) to part with money to help music education.

I don't listen to music, go to concerts or play. My father and grandfather played a few instuments
In fact I don't think I like music. But I know it has been very important to the rest of my family and helped a lot with bringing up my kids (No time to get into trouble too busy). They really know HOW to listen. The intellectual gymnastics and hoops I saw them go though were astounding. Astounding too that a teacher passes on what he was taught by his /her teacher , who passes on. . ad infinitum
It is the closest think to an "oral" tradition or shaman- craft that I know. I have seen, an been amazed, how the teacher's suggestion of moving a finger or slightly changing a bow stoke can suddenly make the violin sing.

However I feel it has become an elitist subject.
I could (then) afford $1,500- $5,000 violins violas etc, music lessons weekly, music camps etc. However I think it has become an elitist, middle class thing. Even a few sheets of music can cost $20-$50. A good bow can cost many, many thousands.
It seems to me that it would be easy to get disadvantaged or "Sensory Deprived" children into studding music IF they could afford it. It could turn a lot of kids lives around.
Local charities help keep kid in pencils and pens but there are "no-frills" -no enrichment activities. Not even enough money for a bus to take a school choir to a competition- even if there was an inspired teacher around to put in the time to make a choir.

I remember fondly the first teacher who took me to a live Gilbart and Sullivan show. It changed my life like nothing else ever had. I was simply bowled over by it. I very nearly trained for the stage. But plays, ballet and now Opera ( forceably- a kid studying it!) have been a huge enrichment of my life.
I feel the lack of music like an autistic or Asperger's person might. It is just an empty hole. Music rarely, if ever, moves me.

I desperately wanted to learn as a kid by my parents were too dumb , poor or stupid to help. I resent that. I resent sitting home waiting for them to come home to take me to my first guitar lesson (You had to have a parent come on the first night) They never came home.


I came across this too. I hope the writer is after hearts and minds- and won't mind me re-posting it here.

Let music lead Rudd's revolution
By Stephen Crabbe - posted Friday, 22 February 2008 Sign Up for free e-mail updates!

Quality teaching of music in all Australian schools must become a high priority in the education revolution Kevin Rudd promises. If it does not, he will disappoint a great many citizens and condemn the nation's children to a second-rate education.

Why is this so? And what is necessary to deliver universal, effective music education?

As the Prime Minister stands there at the helm and Julia Gillard formulates her education policy, the answers are right there under their noses. And the two previous Ministers for Education, now Leader and Deputy Leader of the Opposition, would do well to remind them of this.
National review of music education in schools

In 2004-05 the then Minister for Education, Brendan Nelson, initiated the National Review of Music Education in Schools. It attracted about 6,000 submissions - an unprecedented response to a government enquiry. There was obviously a lot of passion among the public about giving all school students access to quality music teaching.

The Government funded a report by Professor Margaret Seares based on the findings of the Review. In her introduction she wrote: "Raising the quality and status of music education will have a positive impact on the breadth and depth of aesthetic, cognitive, social and experiential learning for all Australian students and, ultimately, for our society at large."

The broad thrust of the report was summarised thus:

* music education is valuable and essential for all Australian school students;
* students miss out on effective music education;
* high priority action is needed in a number of particular areas;
* quality teaching is the key;
* effective teacher education is essential;
* the partners in effective music education need to take leadership and action roles; and
* raising the status of music in schools will improve the quality of music in schools.

For substantial reform along these lines to occur, Seares pointed out, required "collaborative action and a leadership role for the Australian government". The report made 99 recommendations in all.

The Seares' Report led to a national summit convention of music educators and organisations. The result was a blueprint for government action.
Coalition support fades

Not long after the music summit in 2006 a cabinet reshuffle replaced Nelson with Julie Bishop. She made a couple of very helpful but minor funding announcements and apparently did little more in response to the Seares' Report and the summit's recommendations.

Bishop did, however, proclaim (PDF 605KB):

The educational success of our children depends on our creating a society that is literate, creative, and imaginative. Music education is an integral part of developing these key skills.

This surely must be taken as testimony that music education is essential for all Australian schools.
Quality teaching of music must be in the core curriculum

As a musician and long-time music teacher I naturally have a keen interest in the issue. For me, music is real life. After all, evidence suggests that humans were singing and making music before they had language, and there is even a substantial argument that the ability to sing was the foundation for language.

But my advocacy for music in schools is based on a solid foundation of not only personal experience but also a growing body of educational research. Consider for example the following.
* Learning music enhances general memory and concentration.
* Children who learn music tend to handle stress more easily.
* Learning music significantly facilitates development in mathematics and English, both oral and written.
* Students who have regular music lessons are inclined to learn foreign languages much more easily.
* Children in a musical program tend to develop superior social skills and to manage their time more effectively.

Such findings provide a strong basis for including music in the core curriculum for all schools.

Yet most children in Australian schools do not have access to effective music education. A trained music specialist is essential to teach music properly in a school. The Music Council of Australia demonstrated that only 23 per cent of public school students had access to such a specialist, compared with 88 per cent of private school students. The same body also found that at least 74 per cent of the Australian public believes provision of music education should be mandatory in every school. (The figure was 87 per cent when the question was about "learning an instrument".)
Music education excluded from the national curriculum debate

So it is clear that music is essential to quality education, that most children aren't getting it, and that the Australian community wants it.

Yet the Federal and State governments do not propose to include it in the national curriculum. The four components are to be English, mathematics, science and history.

There is nothing surprising about the first three. More unexpected was the readiness to give history a guernsey ahead of all other possibilities. What, we might ask, does history have that makes it more important than music? For the evidence indicates that learning music could underpin students' progress in history as well as English, mathematics, science and much else.

In contrast with Australia, in the last couple of years the United Kingdom has taken great strides. Its Music Manifesto aims to ensure that all schoolchildren get involved with music-making.
The education game - a match of mixed doubles

Now that the Australian Government is in the hands of the Labor Party, it will be interesting to watch the education game played anew. It will be a peculiar match of mixed doubles. On one side the two former Ministers of Education, Nelson now Opposition Leader, with Bishop as his Deputy and Shadow Minister. On the other side Prime Minister Rudd himself with Julia Gillard as his Deputy and Minister for Education. So far the government pair seems, by its silence, to be relegating music to the margin of the school curriculum at best.

Will Nelson continue to champion music education as he did before 2006? Will Bishop's actions reflect her assertion that "music is integral" to our children's educational success?

The Opposition could win plenty of electoral support by putting pressure on the government to give high priority to effective music education in Australian schools. The main winners, though, would be the Australian community, particularly the children.

Before long Brendan Nelson and Julie Bishop should be settled into their new roles on the Opposition benches. Will they then face the music?
Discuss in our Forums
Let music lead Rudd’s revolution - On Line Opinion - 22/2/2008

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Of course we need music in our class rooms. As we know most of us have trouble carrying a tune in a bucket, but, the opportunity to sing in a group, learn new songs, or types of music is something that should be available to all children.

I went to public schools in the US. From grade 4 every child was offered the opportunity to play a musical instrument in either the band or orchestra. We had two full time instrumental teachers. Those that chose to participate were given school instruments and of course there were always a zillion kids wanting to play flute or drums and nobody wanted to play oboe or French horn.
The 2 instrumental teachers worked with the kids giving all group lessons and twice weekly band and orchestra rehearsals.
Once we were in grade 8 through 12 we had daily band or orchestra rehearsals and only occasional sectional sessions as required.

At the high school level most kids had their own instruments but there were school instruments available for those that could not buy their own or in the case of large instruments such as drums/tuba/string base, it was not practical to carry to school every day.

Our band played at all high school football games including half time performances and pep rallies. Our orchestra was there for high school graduation ceremonies. And of course there always scheduled concerts for the school chorus, band and orchestra. We also marched in local parades (this I hated most).

However, these musical experiences were the best times of my childhood education. The musical skills I developed have stayed with me for my lifetime. 50 years on I continue to participate in chamber music. I have met some very interesting and fantastic people through my musical endeavors.

I think the Australian school children are missing out on a fantastic lifetime opportunity by not having the ability to learn to play musical instruments as a course of their schooling.
Posted by Bruce, Saturday, 23 February 2008 4:34:57 PM

[Michaelangelica]

Thanks for everyone's help
I have a one page handout- i think- is almost ready.
but today I got this in the email. I frequently ignore it but today. .
Classical Music Program Lifts Children Out of Poverty,good,news,good news,positive,positive-news,good news media, inspiring stories,green news,health news,family news,heroes,pets,celebrities,Inspirational Story, Good News, Inspirational Message, Dail

I wonder if the video (Tocur Y Luchar) can be got and if it has subtitles?.

[freeztar]

Originally Posted by Michaelangelica

I wonder if the video (Tocur Y Luchar) can be got and if it has subtitles?.

Amazon.com: Tocar y Luchar (To Play and To...
Amazon.com: Tocar y Luchar (To Play and To...

It has English subtitles.

[Michaelangelica]

Thanks friend,
it is all starting to come together I emailed the MENC: The National Association for Music Education

They suggested these links
Why Music Education, gives you facts and figures of the benefits of music education.
Why Music Education? 2007

Executive Harris Poll, shows that many of these "hard nosed businessmen" did in fact recieve music education as children which they attribute to their success.
http://www.menc.org/documents/legisl...busResults.pdf

This document will give you step by step instructions on how to plan advocacy events.
http://www.menc.org/documents/legisl..._ed_ad_web.pdf association
and I have now found these
El Sistema: Changing Lives Through Music, Bob Simon On Venezuela's Groundbreaking Musical Education Program - CBS News


Tocar Y Luchar - A Documentary by Alberto Arvelo

It looks like just what I will need if talking to groups such as Rotary.
BUT
Tocar y Luchar (To Play and To Fight)
DVD ~ Alberto Arvelo
Avg customer review: 5.0 out of 5 stars 8 (8)
Currently unavailable
This item is no longer available.
Can anyone help?
Nudge nudge, wink wink.

[freeztar]

There's one copy available here, but I'm not sure if they ship international.
Amazon.com: Used and New: Tocar y Luchar (To Play and To Fight)

[Michaelangelica]

Stephen Crabbe is a teacher, writer, musician and practising member of the Anglican Church. He has had many years of active involvement in community and political issues.
Stephen Crabbe was the author of the above post (4). He got very little comment on The Forum where he posted it.
I have discovered a couple of his older posts that are interesting too
EG

Giving boys a voice
By Stephen Crabbe - posted Friday, 29 April 2005
Our culture discourages males in particular from singing. Women in general will sing at a party more readily than the men. Mothers will sing with their children far more often than fathers do. In most community choirs it is extremely difficult to recruit enough tenors and basses. The taboo against male singing is apparent even among primary school children.

Once, hoping to inspire some primary-school kids with no experience of excellent singing by unchanged voices, I played a CD recording of one of my former boy-treble choristers. I presented the performance without revealing anything about the singer, and they seemed impressed. But when I mentioned the singer’s name, many boys snickered. “You mean that’s a boy?” they sneered. “He sounds like a girl!”

Like other singing teachers I’ve encountered this reaction often. Many, perhaps most, boys are afraid of sounding like girls, even if they secretly love to sing. They may therefore sing half-heartedly at best, or only in an artificially low pitch which is unhealthy for the vocal cords. Quite a few refuse to sing at all.

Many of those boys who do sing well and with enjoyment in childhood stop completely when they come to the difficult age of the voice-change. While girls may find a small vocal change in adolescence it is not anything like the challenge facing boys.

A healthier, happier and more meaningful Australia would be the result if we were to set about growing a singing culture.

Giving boys a voice - On Line Opinion - 29/4/2005

There is abundant evidence that individuals tend to prefer one perceptual modality or another, and that this needs serious consideration in educational planning.
Visual types prefer pictures, the written word, and the teacher’s demonstrations; aural types would rather listen to a lecture, discuss with a group or even talk themselves; tactile and other types would choose other activities. Despite the findings of researchers, sensory preference is still much ignored in most education programs.

Teachers in the staffroom shrug wearily over the poor listening skills of their students. The crammed daily timetable gives little hope of inserting regular sequential lessons in effective use of voice and ear.
Yet even children whose preferred sensory modality is auditory would benefit from giving oral language the same status as written language throughout their schooling. The long-standing neglect of good musical education should also be corrected.
And in the wider community we should be promoting discussion circles, public speaking and debating, community music concerts. Perhaps people should be encouraged to talk to themselves aloud – and respond.
I’m sure that for some it would be far more effective than trying to sort out their ideas by scribbling on paper in silence.

An emphasis on hearing skills would give our children a better education - On Line Opinion - 3/3/2004

Giving our culture a new voice - how singing makes life a bit nicer
Giving our culture a new voice - how singing makes life a bit nicer - On Line Opinion - 22/1/2004

[Michaelangelica]

Discovery

Fine-Tuned Brains

New research shows how musical training enhances an individual's ability to recognize emotion in sound

Now, for the first time, her research provides biological evidence that musical training enhances an individual's ability to recognize emotion in sound.

Kraus received a two-year, National Science Foundation research grant that funded pioneering work in neurobiology. Specifically, the purpose of the study is to examine how music training influences sensory processes that are necessary for successful communication and learning.
. . .
Kraus' work reveals that brain changes involved in playing a musical instrument enhance one's ability to detect subtle emotional cues in conversation.
. . .
The study found that the more years of musical training and the earlier the age in which the musical studies began, the more enhanced their nervous systems were to process emotion in sound. Historically, it has been thought that the auditory brainstem is fixed, that information flows through without changing any of the circuits. Kraus' research shows that it is not only trainable, but more malleable than previously thought.
. . .
Use with autism and language disorder therapy

The acoustic sounds that musicians skillfully process are the very same ones that children with autism and dyslexia have difficulty translating.

Since Kraus' research has shown that musical training can change the auditory system and enhance verbal skills, it would not be a stretch to say that children with language processing disorders and impaired emotional perception could benefit from playing an instrument.

"There are parts of the brain that are specialized for music and other parts that are specialized for speech, but the brainstem is a common pathway for both signals. Since our work indicates a common pathway for music, language and emotional sounds, training in music could conceivably help children with language disorders," Kraus said.
. . .
it is really practicing that makes the difference. Musical training not only teaches you to play an instrument, it refines how your brain processes sound.

"Engaging in high-level cognitive processes like music enhances your sensory system," said Kraus. "We hope to see increased resources for music education in schools."

nsf.gov - National Science Foundation (NSF) Discoveries - Fine-Tuned Brains - US National Science Foundation (NSF)