by Tony Mickela
Compliments of the National Music Booster Club
1-800-543-2263
Reprinted with the author's kind permission
Music educators feel, and have observed, that student involvement
in school music has a positive impact on
other areas of their lives. These educators
will tell you that musical involvement improves a student's self-discipline,
dexterity, coordination, self-esteem, thinking skills, listening
skills, creative abilities and personal expression. Most music educators,
however, are not aware of specific research that ill support these
feelings and observations.
The Gemeinhardt Company conducted two major surveys in the 1980's
about the school band movement. They interviewed band directors,
music dealers, parents (band and non-band) and students (band and
non-band).
In the first Gemeinhardt study, the responses indicate that the
majority of people surveyed in all categories recognize many of the
benefits a student can receive from being in a band program. Those
benefits are: accomplishment, appreciation, discipline, fun, active
participation and maturing relationships.1
The survey of band parents found that 96% of them agree that "many
people don't know or understand the benefits of band." In fact, 95%
of the non-band parents surveyed felt that band provides educational
benefits not found in other classrooms and that 78% of the same group
felt that band is more educational than extracurricular.
Band directors surveyed talk in general terms about the benefits
of a band education. These directors list such benefits as: discipline,
teamwork, coordination, development of skills, pride, lifetime skills,
accomplishment, cooperation, self-confidence, sense of belonging,
responsibility, self-expression, creativity, performance, companionship,
builds character and personality, improves self-esteem, social development,
and enjoyment.
In the second Gemeinhardt study non-band parents, non-band students,
drop-out band parents and drop-out band students were surveyed.2
Among these four groups there is much agreement that band builds
self-esteem, self-confidence, and a sense of accomplishment. When
given the choices of "Agree a lot," Agree a little," and "Don't
agree,: 91% of the not-band parents, 90% of drop-out band parents,
79% of non-band students and 82% of drop-out band students chose
to "Agree a lot" with the above statement.
I agree that these benefits are positive. As directors we need to
be more vocal about the benefits of participation in music and share
this kind of information with school boards, principals, parents
and students. Combining this kind of information with the scientific
data available concerning the positive impact of music is a powerful
argument that needs to be shared with the public. Every music educator
must do their part to share this kind of information with others
if we are to keep our programs. To paraphrase a recent commercial,
the data show that MUSIC HAS SOMETHING FOR EVERYBODY or EVERYBODY
NEEDS MUSIC.
MUSIC AND
ACHIEVEMENT
There have been a number of studies done
on the effect of music on academic development.
It has been shown that high school music
students have higher grade point averages
than non-music students in the same school.
At Mission Viejo High School in Southern
California in 1981, the overall grade point
average of music students was 3.59 and for
non-music students the overall grade point
average was 2.91. This same study also found
that 16% of the music students had a 4.0
overall grade point average and only 5% of
the non-music students had a 4.0 overall
grade point average.3 A study of graduates
of the New York City School of Performing
Arts found that 90% of them go on to college.4
Rees feels that involvement in high school
music programs helps students develop the
skills necessary for a variety of occupations.
She states: "Successful music students
tend to possess the qualities and skills
that are generally considered essential to
employers in business, education and service
organizations."5 She also recognizes
that music education assists students in
improving their writing, communication skills
and DOES improve analytical skills. Rees
further states that to be successful in music,
takes a great deal of self-discipline and
notes that "music majors have
the highest SAT scores in all areas."
Fred Hargadon, former Dean of Admissions
for Stanford University, in a 1983 interview
with Stauffer said, "We look for students
who have taken part in orchestra, symphonic
band, chorus and drama. It shows a level
of energy and an ability to organize time
that we are after here. It shows that they
can carry a full academic load and learn
something else. It means that these particular
students already know how to get involved
and that's the kind of campus we want to
have."
Christensen (Biernat) has found that research
studies have consistently shown that participation
in student activities is beneficial to students.6
Success in college can be more accurately
predicted by levels of individual achievements
in student activities (drama, debate, music
etc.) than it can from SAT scores, class
rank and grades in school. Conversely, studies
of dropout students show that these students
have had the least amount of participation
in school activities.
The Mode of American Youth (Biernat) reported
that the most frequent co-curricular activity
in American high schools was participation
in a musical group. They reported that 38.3%
of all high school students say that they
belonged to a band, orchestra or choir.7
MUSIC AND
READING
Music participation does have a positive
impact on reading. a reading program in New
York dramatically improved reading achievement
scores by including music and art in the
curriculum.8 Winston writes about how learning
to read music enhances the student's ability
to perform the skills necessary for reading,
listening, anticipating, forecasting, memory
training, recall skills, concentration techniques
and speed reading.9 It has also been found
that music students can out-perform non-music
students on achievement tests in reading
and math.10
Referring to reading and communication skills,
Kuffler recognized the contributions the
arts can make to the development of perceptual
and cognitive skills.11
There are similar studies in the area of
mathematics that show gains in test scores
in math for music students when compared
to non-music students.12 Maltester found
that increased instruction in music can lead
to increased learning in mathematics.13 A
study conducted in the Albuquerque, New Mexico
public schools concluded by comparing all
areas of the California Test of Basic Skills
(CTBS). It was found that music students
in an instrumental class for two or more
years scored significantly higher than non-music
students.14 Grace Nash, an Arizona music
educator, has found that incorporating music
into mathematics lessons has enabled students
to learn multiplication tables and math formulas
more easily.15
MUSIC AND
SELF-ESTEEM
The Norwegian Research Council for Science
and the Humanities has found a connection
between students having musical competence
and high motivation in that they were more
likely to achieve success in school. They
concluded that there is a high correlation
between positive self-perception, high cognitive
competence scores, self-esteem and interest
and involvement in school music.16 Whitwell
came to much the same conclusion and contends
that creative participation in music improves
self-image, self-awareness and creates positive
attitudes about oneself.17 Marshall fount
that involvement and achievement in school
music builds positive self-image which is
a motivation for academic learning among
urban black middle school students.18
It has also been found that through involvement
in group music activities on the high school
level, individuals learn to support each
other, maintain commitment and bond together
for group goals. The process is a significant
part of improved self-esteem.19 Sward, in
writing about Fred Miller, president of the
Miller Summer Clinics, says that Miller has
found that musical experiences "instill:
1)positive attitude; 2) positive self image;
3) desire to achieve excellence; 4) co-operation;
5) group cohesiveness; and 5) ability to
set goals." Eisner writes about the
importance of arts in education because they
develop intellectual and aesthetic abilities.20
MUSIC AND
THE BRAIN
There are a number of studies that show
a connection between music and the development
of the brain. Dr. Frank Wilson is an assistant
clinical professor neurology at the University
of California School of Medicine, San Francisco.
He reports that his studies show that instrumental
practice enhances coordination, concentration
and memory and also brings about the improvement
of eyesight and hearing. He further reports
that the process of learning to play an instrument
refines the development of the brain and
the entire neurological system (Mueller,
1984). In a speech at the California Music
Educators Association State Convention on
March 17, 1989, Dr. Wilson said that he has
found through music, people become an active
participant in their own physiological development.
He says that people can discover themselves
and a sense of self in community through
musical involvement. His research has shown
that involvement in music connects and develops
the motor systems of the brain in a way that
cannot be done by any other activity. In
support of this, Dr. Wilson shared recent
data from UCLA brain scan research studies
which shows that music more fully involves
brain functions (both left and right hemispheres)
than any other activities studied. Dr.
Wilson feels these findings are so significant
that it will lead to a universal understanding
in the next century that music is an absolute
necessity for the total development of the
brain and the individual.
A separate study shows that performance
in music develops the intellect. These musical
activities train the brain in aesthetic literacy
and the students' perceptual, imaginative
and visual abilities (Sinatra, 1986). Whitwell
(1977) deals with the left brain/right brain
issue. He says that when one talks about
music, he is using the left side of the brain.
To utilize the right side of the brain, one
must creatively produce in an activity such
as music. He says the "music is independent,
separate unique from of intellect, a form
of intellect through which man can communicate
directly in its own inherent form" (p9).
This seems to confirm Wilson's contention
that music does have a developmental impact
on the brain. Whitwell chides the educational
system for only educating half a brain. He
points out that most attention or day-dreaming,
the answer is to involve the right side of
the brain in the learning process. Whitwell
says that the complete man must have equal
access to both domains (left and right brain)
of understanding and this access has to include
a creative activity such as the performance
of music.
Tedd Judd in a speech at the 1984 conference
on the Biology of Music-Making entitled, "A
Neurologist Looks at Musical Behavior",
comes to the conclusion that involvement
in music involves many parts of the interconnected
brain (Roehmann, 1988). Dr. Jean
Houston of the Foundation for Mind Research
says that children without access to an arts
program are actually damaging their brain.
They are not being exposed to non-verbal
modalities which help them learn skills like
reading, writing and math much more easily
(Roehmann, 1988).
SUMMARY
We, as music educators, must take the lead
in sharing this information with the people
that can make the difference in the future;
school boards, administrators, parents, and
legislative representatives. We must advocate
for the arts. It is vital that we become
proactive in our support of the arts. By
reviewing the studies involving music we
have found that participation in school music
has a positive impact on areas considered
outside the realm of music.
As more people become aware of the research
in this area, we should see increased enrollments
in arts classes. The use if the arts throughout
the curriculum, as a tool for better learning,
is an area that will expand. With dropout
rates being so high, educators need to combine
resources and to use the tools available
for a more effective method of education.
I feel that the arts will play a major roll
in the future success of the education system.
Don't stand on the sidelines and watch the
profession dwindle away. Get involved and
help it grow.
NOTES
1. Brown, Joseph D. (1980) Identifying
problems facing the school band movement. Elkhart:
Gemeinhardt Co. Inc.
2. Brown, Joseph D. (1985) Strategic
Marketing For Music Educators; Elkhart:
Gemeinhardt Co. Inc.
3. Horne, C (1983, February-March)
If you don't do it, nobody else will. CMEA
news, pp. 11-13, 26.
4. Kaufman, B. (1976, November-December).
Where every child is special. Today's
Education, pp.
22-25
5. Rees, M. A. (1988, November).
An open letter to the parents of prospective
music majors, Instrumentalist. P.
40
6. Biernat, Nancy A. & Klesse,
Edward J (1989) The
Third Curriculum: Student Activities. Reston,
Virginia National Association of Secondary
School Principals
7. Ibid.
8. New York City Board of Education.
(1980). Learning
to read through the arts, title I children's
program P. S. 9. New
York: New York City Board of Education.
Division of Curriculum and Instruction.
9. Winston, E.W. (1982, December)
3 R's and an M, Music
Educators Journal, p. 40
10. Friedman, B. (1959) An
evaluation of the achievement in reading
and arithmetic of pupils in elementary
schools instrumental classes. Dissertation
Abstracts International, 20
, pp.s 3662-3663.
11 .Kuffler, P.M. (1980) The
role of the arts in general education, Boston:
Harvard Press
12. Miller, J., Buchen, I.,
Oderlund, A. & Martarotti, J. (1983).
The arts: An essential ingredient in education.
Position paper of the California
Council of Fine Arts Deans. (Available
from the School of Fine Arts, California
State University, Long Beach)
13. Maltester, J. (1986, January).
Music: The social and academic edge. Thrust, pp.
25-27.
14. .Robitaillel, J. & O'Neal,
S. (1981). Why instrumental music in the
elementary schools?. Phi Delta Kappan,
63, p. 213.
15. Armstrong, T.(1988, April).
Music for minors. Parenting, pp
8-11.
16. Lillemyr, O. F. (1983).
Achievement motivation as a factor in self-perception. Norwegian
Research Council for Science and the Humanities, pp.
245-248
17. Whitwell, D. (1977, June).
Music learning through performance. A paper
commissioned by Texas
Music Educators Association.
18. Marshall, A. T. (1978).
An analysis of music curricula and its
relationship to the self image of urban
black middle school age children. Dissertation
Abstracts International, A38,
pp. 6594A-5A.
19. Sward, R. (1989, Winter).
Band is a family. Today's
Music Educator, pp.
26-27.
20. Eisner, E. (1987, February.
Educating the whole person: Arts in the
curriculum, Music
Educators Journal, pp.
37-41.
REFERENCES
Armstrong, T, (1988, April).
Music for minors, Parenting, pp.
8-11
Friedman, B. 1959). An evaluation
of the achievement in reading and arithmetic
of pupils in elementary schools instrumental
music classes, Dissertation
Abstracts International, 20
pp. 3662-3663.
Kaufman, B. (1976, November-December).
Where every child is special, Today's
Education, pp.
22-25
Lillemyr, O.F. (1983). Achievement
motivation as a factor in self-perception, Norwegian
Research Council for Science and the Humanities. pp.
245-248
Milley, J., Buchen, L., Oderlund,
A. & Mortarotti, J. (1983). The arts:
Am essential ingredient in education, Position
paper of the California
Council of Fine Arts Deans. (Available
from the School of Fine Arts, California
State University, Long Beach).
Mueller, M. (1984). Right brain
strategies for the full development of
the individual through study of the arts, A
Review of General Session II ACC-VACC Conference,
Sacramento, Ca. February 21, 1984. San
Francisco, City College of San Francisco.
Robitaille, J. & O'Neal,
S. (1981). Why instrumental music in the
elementary schools?, (Phi
Delta Kappan, 63. p.
213
Roehmann, Franz L. & Wilson,
Frank R. 1988. The
Biology of Music Making: Proceedings of
the 1984 Denver conference.
St. Louis; MMB Music Inc.
Sinatra, R. (1986). Visual
literacy connections to thinking, reading
and writing, New
York: Charles C. Thomas
Sward, R. (1989, Winter). Band
is a family, Todays
Music Educator,
pp. 26-27.
Wishey, A. (1980). Music
as the source of learning, Baltimore:
University Park Press.
