MUSIC Monday: Please sing me your authograph!, Part 3 of 3

Written by Daryl Allison     www.muzartworld.org

We love our sports. We want our kids to be active. We encourage them with family activities and outings. We reward them by sending them to school for their athletic potential. We celebrate amateur stars before they ever turn professional.

Quick, name the last amateur musician drafted number one overall?

None? Okay, an easier one for you then: Name five aspiring musicians at your local university.

Try asking your coworkers those same questions. See how many can answer. I bet you won’t have any trouble finding coworkers who can name more than five local university athletes.

Imagine a world… Where next to every new basketball court we put in there was also a covered nook housing a grand piano. (Major sporting events use an organ to get the crowd excited, so why not?) Where every school bus stop had a karaoke machine. Where every playground had various string instruments scattered among the playscape: a harp next to the big spinning blocks, to explore notes like they do with shapes and colors; a horn at the top of the slide to announce to the world that the cavalry is coming! Where schools required 30 minutes of music education each day like they do for PE. Think about that for a minute. Students are required to jog, required to learn how to play various games. Music is known to directly benefit learning. And yet… music classes are an elective at best, for schools that can still afford to offer them.

As babies, we sing along before we can throw. We dance before we can run. Play music for a baby and see a smile. Put on a ball game and … well … hopefully the noise won’t induce crying. There’s no learning curve for appreciating music. We don’t need to have played it before we can feel how it moves us. Labor strife can shut down seasons. Life goes on just fine when those sports are paused. Imagine though if every MP3 player and every radio went on an extended strike.

Perhaps it’s time to re-evaluate our priorities.


http://www.muzartworld.org/blog/2011/12/please-sing-me-your-autograph-part-3/

MUSIC Monday: Public School Music Funding Needs a Hearing Aid

by Daryl Allison      www.muzartworld.org    

 

Do you hear that?  Listen closely, behind the silence.  This isn’t a sweet silence, not to frame a pin drop.  Missing are strings stretching, horns waking.  Missing are rising waves of creative expression, cacophonies of misplaced, amateurish, aspiring, beautiful notes.  That joyous, clanging clutter was what it sounded like before, when we took for granted the funding of our public school music programs.

Before long … The music room is empty save for old instruments collecting dust.  Few students know what’s behind that door, locked since before they first attended this school.  None would know the names of those strange contraptions anyway.

Do you hear it now?  It’s the lurking contagion of apathy. Echoing off the concert walls: Yawns. Bored students who don’t know that with our help school can be fun again, a place of personal and social creative exploration.

Big sports make big bucks.  We wouldn’t dream of cutting them.  Not every child is has athletic aspirations.  For all the others, what is their outlet?

We all know how integral music is in the developmental years.  Can you imagine a kindergarten class without it?  Countless facts sing music’s benefits on a child’s learning.  But we don’t need research data.  We know in our hearts this is true.  If we know music aids learning, and we wouldn’t dare take it from our kindergartners, then why are so many deaf to what is happening in our middle schools and high schools: funding for music programs being cut at an alarming rate.

The value of music:

·         SATs – Music Performance students scored 57 points higher on verbal, 41 higher on math; Music Appreciation students: 63 points higher on verbal, 44 higher on math.

·         A study of 237 second grade children used piano training and math software to demonstrate improvement in math skills. The group scored 27% higher on proportional math and fractions tests than children who used only the software.

·         Students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs).

The value funding places on music:

·         3 to 5 times as many schools see funding for music cut on a yearly basis than schools that see their funding increase.

Funding isn’t diminishing solely due to a rough economy.  The market crashed in 2007, right?  Check the charts linked in that last bullet.  The data looks the same since 2005, and probably before.  What was the excuse then?

Music funding is needed most in a down economy.  As funding is lost, so go talented teachers.  If we wait for things to turn themselves around, what then for the students who must suffer the consequences of actions too little, too late.

photo by minkymonkeymoo