As educators it is our responsibility to foster in our students the knowledge and skills they need for a balanced and productive members of society. While the mastery of basic subjects such as reading and writing, mathematics and natural sciences are of course essential to obtain this goal, many so-called extra-curricular issues - are also crucial in these efforts - especially music. For his many tangible benefits that music should be nurtured and promoted as an essentialPart of the primary and secondary education.
For centuries, music was as an irreplaceable component of any sound education. Early universities taught it as one of the four main pillars of Quadrivium or education. Albert Einstein himself was a skilled musician and often attributed his discoveries in physics, the musical education he received [1]. Modern education policy, however, have music training often marginalized into a luxurious and expensive "extra" programwhich is often cut when negative budgetary issues are met. Education administrators often mistakenly believe that music education is a misguided attempt to help students in a career in the music channel or, at best, an expensive "game time", which does little for their education.
If only the administrators could learn the incredible benefits of music education on students, they might change their mind. Recent studies have shown that young people produced music education moreobservable physical development in the brain, [2] and average 27% higher math scores, [3] Sat scores 57 points higher [4] and a 46% increase in IQ scores [5]. In addition to the documented benefits of intelligence shown music education to learning in other subjects by improving their learning skills, openness to education, social and emotional development. Students who participate in school band or orchestra also experience the lowest gearActivity and drug abuse. Most importantly, the cognitive and behavioral benefits of music education of all students are concern, regardless of their ethnicity, "at-risk" status, or socioeconomic background [6].
These findings alone should guarantee the inclusion of a robust school music program in all primary and secondary, but the benefits from over. Adolescent music education has been shown that a reliable prediction of success in school and professionalLife. It was reported that about 22% more apply medical majors] are used, the schools than any other large, [7, and that "the best engineers and designers in the industry in Silicon Valley are almost without exception, practicing musicians." [8]
My parents raised six boys and one girl, all of which involved heavily in music during her elementary and secondary school years. While I was the only one of us to be a professional musicianand music educators each of my siblings have gone to a successful career, including three doctors, an architect and an engineer. I am very thanks to the many music teachers committed to my family and taught me and I am sad to hear that the opportunities we get are not always available to children. I did it my personal challenge individually as a music teacher and choir director reach all my students and give them the skills and appreciation of music that against suchJoy in my own life. As a public school teacher, I find great fulfillment knowing that the skills I teach them in music classes and ensembles, is not only a life interest, but also help them in other important areas of their life and contribute to their success in life.
The great violin teacher Shinichi Suzuki said: "The purpose [music] education is to train children not to professional musicians, but to be fine musicians and high ability in every showother field they enter. "9] My experience has [taught me that music education promotes learning and uniquely prepares children for a successful life. Together with all other subjects taught in schools of primary and secondary schools, I hope that I can music bring the world into the lives of so many children as I can. And I know I want our society just a little bit better make a big difference in their lives.
Sources:
[1] Brian Foster, "Einsteinand his love of music, "Physics World (Jan. 2005).
[2] G. Schlaug, L. Jancke, Y. Huang and H. Steinmetz, "In vivo morphometry of interhem ispheric asymmetry and connectivity in musicians", Proceedings of the 3rd International Conference on Music Perception and Cognition (Liege, Belgium, 1994), 417-418.
[3] Amy Graziano, Matthew Peterson and Gordon Shaw, "Enhanced learning of proportional math through music training and spatial-temporal training," Neurological Research 21 (March1999).
[4] College-Bound Seniors National Report: Profile of SAT program test takers. The College Entrance Examination Board, Princeton, NJ, 2001.
[5] Rauscher, Shaw, Levine, Ky and Wright, "Music and Spatial Task Performance: A causal relationship," University of California, Irvine, 1994.
[6] "Benefits of Music Education, MENC: The National Association for Music Education, 2002.
[7] Lewis Thomas, "The Case for Music in the Schools," Phi Delta Kappan February (1994).
[8] Grant Venerable, "The Paradox of the Silicon Savior," in 1989, reported in "The Case for Sequential Music Education in the core curriculum of public schools:" The Center for the Arts in Basic Curriculum, New York.
[9] Shinichi Suzuki, nurtured by love, second edition, Athens OH. Senzay Publications, 1983, 79
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