Philosophy of Music Education
University of Wisconsin Oshkosh
April 2004
The importance of music education in today’s society is increasing as new research indicates the positive effect music has on academic achievement. Music also has great importance because it exposes students to culture and helps them understand the world in which they live. Music also helps people connect with one another and can develop students’ social skills. Since music has such an important effect on the lives of all, it is imperative that all students have the right to music education.
Howard Gardner defines intelligence as being able to solve problems and create products that have value in more than one culture. Gardner’s theory of multiple intelligence indicates that music is an important intelligence. Due to the development of his theory, many studies have been completed. The studies show that music has more importance in developing basic intelligence than previously thought. Making and creating music affects the way the brain is organized and impacts the studies of other disciplines in a positive manner (Kay, 2000). Other specialized studies have shown that playing a musical instrument relates to the development of basic intelligence because it helps to establish more neural pathways to the brain, which thus increases brain activity and functions. Music’s ability to strengthen intelligence makes it vital to include in the core curriculum because increasing the brain’s potential and capabilities strengthens how students do in other content areas such as math, language arts, social studies, and science.
Music is also important for academic achievement because it can be correlated with all other content areas. Learning rhythms and where parts of the beat fall can help strengthen a student’s math skills. When learning about the dotted eighth-sixteenth note pattern, a student will discover that the dotted eighth note (being three-fourths of the beat) and a sixteenth note (being one-fourth of the beat) equals one beat. This helps them develop their arithmetic skills because part of playing correct rhythms is the understanding of exactly where it falls in mathematical time. When reading the poem “Loveliest of Trees” by A.E. Housmann in an English class, the teacher could play them the song the text has been set to by John Duke. During a unit about slavery in the US, a history teacher could have students listen to African-American spirituals to understand the feelings and hardships experienced by slaves. Music’s ability to correlate to other academic content areas makes it a vital part of a student’s education since understanding music leads to understanding in other content areas.
Music exposes students to new cultures. As stated by Ellen McCullough-Brabson in the article Music and Cultural Diversity, “the study of world music can help us define what music is: a worldwide human phenomenon”. Besides exposing students to Western music such as classical, rock, or popular music, they also need to be exposed to other forms such as Indian sitar music, Native American drumming, Indonesian gamelan, and music of other Eastern cultures. The United States is made up of many cultures and through music we can respect one another’s cultural diversity. If students are exposed to music from other cultures they can better understand other people’s culture and thus their own culture as well.
Music also helps people connect with one another. Music is the universal language; everyone can come to understand its meaning. Through music students can connect with one another and express one’s self. Whether the student is in an ensemble or a general music class, they have the opportunity to understand how music works as a language. Music can be used to tell a story, create an image, and express emotions. Since all people can identify with music, it is integral all people learn how to communicate with music because it is the one language everyone can understand.
It is vital that students with disabilities in special education receive the opportunity to learn music. For many of these students, music is a class they can enjoy because they are able to learn about something they can identify with and are able to connect with the other students in the class. For some it is their only form of social contact with their peers. Inclusion of students with special needs in the music classroom fosters personal growth, helps develop interpersonal skills between teachers and staff as well as between students with disabilities and those without, and can enhance the education of all students. According to Janet Montgomery, associate professor of music education at the University of Colorado in Boulder and chair of MENC’s Society for General Music, “inclusion has enhanced the education of students with disabilities because they work on interpersonal skills, intellectual functioning, and learning in the least restrictive environment possible” (Forrest and Maclay, 1997). Provided the music educator works with the special education teacher to meet the students’ IEP goals and they adapt their teaching strategies to meet these students’ needs, all students will have a better learning experience in the music classroom.
Music educators also need to include technology in the classroom. In a world where technology is changing daily, it is vital students are kept as up-to-date as possible in our ever-changing society. Music educators can include technology by allowing students to experiment with keyboards and synthesizers, using computer programs to enhance basic concepts taught in the music classroom, and using other technological resources for the recording of music.
Through music students are able to improve their academic achievement, become more culturally diverse, connect with other human beings, and develop social and communication skills. Music is for everyone, including students with disabilities, and all students have the right to be educated in music. It is up to all music educators to ensure this right is protected. All music educators should inspire and teach their students music and how to be productive members in today’s society.
Forrest, R., & Maclay, D. (1997). In Step with Inclusion. Teaching Music, 5(3), 56-59.
McCullough-Brabson, E. (1995). Music and Cultural Diversity: Thoughts from a World Music Cheerleader. Toward Tomorrow: New Visions for General Music, 75-80.