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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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Philadelphia schools are not in it no more. You have to step up and crack down on violence in schools. New mandates have placed on the site, as the Philadelphia Public Schools will now handle violence or even threats of violence.
In the past, the submission has a police report against a student was left to the discretion of the principal. In a meeting between March 2007 Philadelphia schools chief Paul Vallas Executive Offices,Union representatives and the police chief Sylvester M. Johnson of Philadelphia on new strategies, like all schools now takes over the problems.
The problem came to the fore when told of the recent reports that the teachers would be attacked and head teachers were not calling the police - even if the teachers wanted them. Under this new plan, the police will be called, no matter what. The policy affects all students aged 10 and older. Students, personal injury orthreaten school staff will receive an automatic 10-day suspension. Expulsion and criminal charges are also possibilities. Students who commit a violent act and are under the age of 10 years will be considered on a case by case basis.
Some people are concerned that this new policy is too inflexible. The child advocacy group Philadelphia Citizens for Children and teenagers are among the most affected. They worry that while some situations are serious and need the police, there are probablyothers do not. Also skeptical is the formation Law Center, an advocacy group for parents and schoolchildren in Philadelphia. They are concerned that this new policy to give teachers the discretion as to whether the police brought, and would like to see more, cooperation in the decision with school leaders.
While the district seems to appreciate opinions from all over the city, it feels that it is better to err for Philadelphia schoolsthe side of caution. also want to to the arrest are to report it, a new hotline for employees and teachers, the attacks.
Other new measures adopted edition of Philadelphia in response to these schools include:
Training in prevention and disciplinary procedures at the District dangerous nine Philadelphia schools.
a "Distinguished Educator" in these nine Philadelphia schools to support teaching placement Personnel.
Assessment of the Philadelphia district alternative schools and their students and academic behavioral performance.
Everyone can agree that it is important for children to acts attend school without threat of violence are committed friends to them or theirs. The same goes for teachers and staff say they deserve to be able to offer their gifts and talents to work with children without fear of damage. Philadelphia schools workhard to ensure that these rights are respected.
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Atlanta Schools' Office of Public Engagement
The Atlanta Schools' Office of Public Engagement is responsible for developing and fostering partnerships between Atlanta schools, volunteers, teachers, parents, national and local companies, non-profit groups and social organizations to achieve pre-Student. The Office for public engagement was in the context of the ongoing educational reform, which will occur during the Atlanta created> Schools. The office aims to connect schools to schools with a resource that could provide Atlanta with a positive impact on the success of the students are in. Many of these relationships is a creative and pioneering nature. Some of the most successful affiliate programs include some of the largest corporations in the nation.
Hewlett Packard's "Bringing it Home" program
The Atlanta schools have for many years as part of HewlettPackard's "Bringing it Home" program. The Atlanta schools partnership with Hewlett Packard is part of a broader program, the Caribbean has representatives from Hewlett Packard to visit over 600 schools in the United States, Canada and the. The main objective of the Hewlett Packard "Bringing it Home" program is the promotion of pupils, their parents and teachers to create and communicate with technology. The Hewlett-Packard's "Bringing it Home" program is an interactive exploratoryProgram that gives students practical experience with digital photography and computer allows.
Atlanta Schools 'Price Middle School was one of the places where students were exposed to technology in to the latest innovations. Price Middle School' s students could see how this technology tasks and projects could be applied to their own. The goal at Price Middle School, was an effective support for students through their work more. TheStudents, teachers at primary and Price Middle School all benefited from participation Atlanta Schools' at Hewlett Packard's "Bringing it Home" program.
Atlanta Schools' long-term partnership with General Electric
Atlanta Schools Energy has been in a partnership with General Electric since 1993 and will continue in the future, this partnership in the. The partnership with General Electric includes a number of ongoing projects and was originallyStarted by former Atlanta Schools' graduates who are now employed General Electric, through. The partnership began when General Electric was one tutoring and mentoring program, where General Electric employees in the field of voluntary schools, but it has to include programs in Saturday SAT preparation, Family Technology Resource Center, and learning. There are now more than 1,500 employees in General Electric General Electric partnership involved in any way.The General Electric partnership proved to be very influential in trainee performance.
In 2002, General Electric $ 1,000,000 to Atlanta Schools "Southside High School as part of the national General Electric College Bound Grant Program. This donation to Southside High School was the first financial contribution to the schools will be given from the Atlanta College Bound Grant Program a school in the. The grant will be used by s Southside High School ""Strategic Design Student for Success" project. wide project plans to double the school, by 2007 the proportion of Southside High School's high school graduates to the institutions go to four-year or two-year colleges or universities, enrollment in technical.
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