MUSIC IN THE SCHOOL AS A 'SPECIAL': TO KEEP OR NOT TO KEEP
The popularity of music education in schools comes and goes in alignment with the philosophical view held by educators and the community and the debate on the benefits or alternatively the lack of benefits of music education in school is ongoing historically and traditionally in education. However, the actual benefits derived from music education are only recently being actually understood and acknowledged. The acknowledgment of these benefits established by scientific research should effectively put an end to this debate of such a long nature and replacing this debate should be dissemination of the benefits of music in education and a focus on how to ensure that all students are in receipt of the marvelous benefits provided by musical education to the other areas of learning and achievement in the lives of students who receive this benefit. The work of Ken Petress entitled: "The Importance of Music Education" states that the decision of what is taught in schools in the United States belongs to "teachers, principals, local school boards, state education agencies, regional accrediting bodies, and, in the case of colleges and universities, department, college, and institutional cu
" (2008) The author of "The Mozart Effect", Don Campbell traces neurological development during childhood and states findings that a "major spurt of neural integration in the brain during the elementary school years" can be attributed to music learning. (8) Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills. " however, it is shown in the research that "music functions as a catalyst for cognitive skills and social-emotional development across disciplines. A Functional Magnetic Resonance Imaging Study. (Heath, 1998; as cited by Kindermusik, 2008)These individuals are also found to;* Read for pleasure nearly twice as often;* Perform community services more than four times as often;* Participate in youth groups nearly four times as frequently; and * Attend music, arts, and dance classes nearly three times as frequently. 08 percent of students involved in music classes meet the same criteria as Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992. " (Petress, nd) Petress relates that over the past five decades "instruction in the arts have alternately ascended and descended in their popularity, vitality, and support, especially in the K-12 grades. The more music children are exposed to before they enter school, the more deeply this stage of neural coding will assist them throughout their lives.
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