Why Music, Part 5: Music And Education

How important is music education in schools?

Saving-the-music-Burgos-Violin

In the first grade I decided to take up the flute, so my mother made me an appointment with the music administrator — a stern old man in a stuffy little room in the school basement. I don’t remember exactly what the tests were — something about clapping a pattern with one hand while tapping your foot to another, and maybe singing along to the melody he played on the piano. What I do clearly remember, however, is that I failed that test. He told my mother that I lacked musical aptitude and that I would not be eligible for the instrument program or for lessons. It was a real blow.
For more information, visit http://www.huffingtonpost.com/frank-fitzpatrick/music-education_b_2213841.html

Supporters are already out there, raising money and awareness to maintain these programs which they say is essential to a childs mental awareness and development. Do you agree? Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development. Jennifer is an educational consultant who works with families and educators to establish healthy and productive routines in the home and school. Adapting behavior management techniques she implemented for years as a special educator, she helps parents and teachers adopt these tools to fit their unique needs and priorities.
For more information, visit http://www.foxnews.com/health/2012/03/28/how-important-is-music-education-in-schools/

Music Training Sharpens Brain Pathways, Studies Say

Moreover, the nonacademic setting can give students who have behavioral problems in school “a different way to focus on the skills of discipline and commitment,” Ms. Shorts said. “They get to communicate emotion without words. Kids that are really closed off emotionally really open up.” As students take part in intense, group-based musical training over those years-two hours a day, five days a week-the USC researchers are tracking their cognitive, social-emotional, and physiological brain development, and comparing it to that of matched students who do not receive musical training but participate in sports activities at an equal intensity. At the same time, the study will analyze the development of the students’ musical skills and creativity over time. “Several studies have provided compelling evidence that when the brains of adult musicians are compared to nonmusicians there are differences of function and anatomy,” said Assal Habibi, a USC postdoctoral researcher on the study.
For more information, visit http://www.edweek.org/ew/articles/2013/11/25/13music.h33.html?tkn=TSZFkBKVkD8lc1w/FyPEAiORCVBqH/UNQAFq

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