In this article I share my views on the value of music and music education in schools. To launch my investigation I ask; what is the role of music in a school? From a business perspective it is obvious that music assists in promoting the school, strengthening public relations, encouraging a sense of community and enhancing the quality of school events. Principals and their deputies constantly knock at the door of the Director of Music asking for music at an assembly, community event or external school function. There is an expectation (albeit conscious or not) that all ensembles are always ready and available to play at a moment's notice. As music educators we want our departments to be well-represented so we work tirelessly to ensure that our students are prepared for any situation in the school. The problem with this is that it fosters a way of teaching that is usually not meaningful. It is easy to rush through repertoire without giving it due attention to detail. In my experience as a Director of Music and Choral Conductor, I have learnt that knowing the school calendar inside-out is vital for preparing students for performances. This allows for adequate planning and time for teaching music in detail. Being ready for the principal's requests gives the music department a higher status in the school, more respect and more appreciation. So from the business point-of-view, music is an avenue through which the school can give class and vitality to its culture. The image of a music department rests on the enthusiasm, planning and knowledge of the teacher. The teacher’s dedication and faith in the program will inspire the students to do their best and be proud to represent the school through music.
The second question I ask (and this question is broader than the first) is; what does music teach a student? As alluded to earlier it is easy for the teacher to fall into the trap of simply getting through repertoire. If this is the case, how, therefore, can the students truly experience the music they perform? In a time when Australian education emphasises high standards in literacy and numeracy, at the surface we can introduce students to music notation not simply as a means for creating music, but as a way of written communication. With this level of literacy comes an inherent skill of interpretation. Students learn to interpret signs, symbols and words, which are often in foreign languages. These interpretive skills are easily transferred to other Areas of education such as English, Mathematics, Languages and History. Understanding the patterns found in music, rhythmic units and melodic constructs, together with their graphic representations, serves to enhance a student’s fluency in numeracy.
Students who participate in ensembles learn about playing with other musicians, usually under the direction of a conductor. In this situation students learn about non-verbal communication, teamwork, sensitivity, empathy and community. Most schools boast in their mission statements that they prepare students for the workforce, the world or the 21st century. Hardly any of these mission statements acknowledge how regular involvement in music can serve to meet these goals. Involvement in an ensemble trains a certain level of commitment and self-worth that is difficult to find in other educational fields. Most employers ask interviewees about their personal qualities and to provide some evidence of them. Speaking about being in a music ensemble already demonstrates all the aforementioned qualities. Students for whom I have acted as a reference for a job, are usually successful in their application. I believe that the qualities they obtain by being an active member of a music ensemble contribute to their success.
Students who elect to learn an instrument privately certainly do not miss out on all the benefits of ensemble playing. Regular feedback and interaction with an instrumental teacher enhances the student's levels of self-discipline, emotional awareness, cognitive skills, physical awareness, endurance and confidence. Dedication to learning a musical instrument has so many positive outcomes for a student. In a one-on-one environment a student can feel more at ease to learn at their own pace and express concerns about their musical journey. More importantly it is the perfect environment to explore failure and strategies for overcoming the anxieties that ensue. Dr. A.P.J. Abdul Kalam (president of India from 2002 to 2007) said
If you fail, never give up because F.A.I.L. means ‘First Attempt In Learning.’ End is not the end, in fact E.N.D. means ‘Effort Never Dies.’ If you get no as an answer, remember N.O. means ‘Next Opportunity.’
Music is the perfect environment for this learning adventure as there is simply no 'quick-fix' available for challenges. If students experience difficulties, opportunities to investigate methods to ensure that failure doesn't occur again present themselves. Endurance and resilience are key in learning anything as difficult as a musical instrument. These skills are easily transferable to all walks of life. The students who persevere with learning an instrument for an extended period of time will inherently learn the value of failure in the learning process and that it is a means to becoming more successful and confident in their chosen fields.
In conclusion, the value of music and music education in schools is to prepare students for almost any career path they choose. Involvement in music teaches students about preparedness, resilience, commitment and pride. Being part of a music ensemble shows students the importance of teamwork, community and self-worth. Learning a musical instrument encourages students to explore their emotions, experience failure, become more confident and enjoy success. Music prepares students for the world and its many challenges and excitements.
Thank you for reading. Please feel free to leave a comment and share this article. Also don't forget to subscribe to keep up-to-date on my findings. See you next month when I explore the problems associated with music reading and music making.