<h1>Edgewood Magnet School Band</h1>

Why is music needed in our schools? See below:

Here are some very important reasons (with sources) why music is needed in our schools:

TEST RESULTS:

Thirty-six private music students ITBS math scores were compared to 77 students who did not receive private lessons and no significant difference in the two sets of scores was found. However, 20 of the 36 private lesson music students who studied for two or more years scored significantly better then the 77 who did not. This study supported the assumption that music training enhances math achievement, provided that the training is for an extended period of time and provided that the lessons are individual private lessons. (Cheek and Smith, 1998)

Schools that have music programs have significantly higher graduation rates than do those without programs (90.2% as compared to 72.9%). In addition, those that rate their programs as “excellent” or “very good” have an even higher graduation rate (90.9%). Schools that have music programs have significantly higher attendance rates than do those without programs (93.3% as compared to 84.9%). (Harris, 2006)

“Students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district. Students in top-quality music programs scored 22% better in English and 20% better in math than students in deficient music programs. Students in top-quality instrumental programs scored 19% higher in English than students in schools without a music program. Students in top quality instrumental programs scored 17% higher in math than children in schools without a music program. Students at schools with excellent music programs had higher English and math test scores across the country than students in schools with low-quality music programs. Students in all regions with lower-quality instrumental programs scored higher in English and math than students who had no music at all.” (Johnson & Memmott, 2006. p.293 – 307)

In a study, the test scores of students who leave their classroom for thirty-minute string instrument lessons twice each week are compared to the scores of students who remain in the classroom. These are the mean (average) Ohio Proficiency Test scores for the students in this study. In reading the string students scored a mean of 229.5, while the non-string Students: 223.2. In math, the string students scored a mean of 214.8 while the non-string students scored a mean of 211.8. Also listed are the percentages of students in this study achieving test scores at or above standard performance. 76% of string students performed at or above the standard performance level in math (over 200 on the mean score), while 65% of the non-string students reached this level. From the results of this study we can conclude that the string students did not suffer negative academic effects when compared to students of similar academic capability who remained in the classroom. We can also conclude that the overall Ohio Proficiency Test performance of the students who participated in string pullout lessons was better than the performance of the students of similar ability who did not participate in the string program. (Wallick, 1998)

“Students of the arts continue to outperform their non-arts peers on the SAT, according to reports by the College Entrance Examination Board. In 2006, SAT takers with coursework and/or experience in music performance scored 57 points higher on the verbal portion of the test and 43 points higher on the math portion than students with no coursework or experience in the arts. Scores for those with coursework in music appreciation were 62 points higher on the verbal and 41 points higher on the math portion.” (College Board, 2006)

CONCEPTS OF MUSIC INVOLVEMENT:

Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training. The brains of musically trained children respond to music in a different way to those of untrained children, and that the musical training improves their memory. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visio-spatial processing, mathematics and IQ. (Trainor, 2006)

The concepts taught in strings go far beyond pitch and rhythm. For example, a student must understand fractions and their relationships to each other in order to manipulate rhythm. The student who has trouble understanding the abstract concept that a half is twice one quarter may comprehend the concrete example of his or her bow's moving twice as far on half notes as quarter notes. The musician reads abstract concepts from the page and then translates them into concrete phenomena that involve time and space. (Wallick, 1998)

When learning a song, a musical instrument, or a dance step, your child experiences the unique integration of body and mind that music provides. Sensory integration is a crucial factor in children's learning readiness for school subjects such as reading, writing, and math. Music improves spatial- temporal reasoning. The best way to enhance your child's learning with music is to encourage listening to and learning music throughout the child's developmental years. (Keith, 2008)

IS MUSIC CONSIDERED AN ACADEMIC SUBJECT?

The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, ARTS, history, and geography.” – No Child Left Behind Act of 2002, Title IX, Part A, Sec. 9101 (11)

REFERENCES:
1. Harris Interactive poll of high school principals conducted Spring 2006; funded by MENC and NAMM. Retrieved 11/14/08 from: https://www.menc.org/information/advocate/facts.html

2. Johnson, Christopher and Memmott, Jenny. (2006), Examination of Relationship Between Participation in School Music Programs of Differing Quality and Standardized Test Results. MENC Journal of Research in Music Education, vol. 54, No. 4, pgs. 293- 307

3. Dr. Laurel Trainor, “First Evidence That Musical Training Affects Brain Development In Young Children.” Science Daily.Com; published 9/20/06; retrieved 11/12/08 from:
http://www.sciencedaily.com/releases/2006/09/060920093024.htm

4. The College Board, Profile of College-Bound Seniors National Report for 2006; Retrieved on 11/14/08 from: https://www.menc.org/information/advocate/facts.html

5. Keith, Kimberly. (2008). “Music and Learning”. About.Com: K-6 Children. Retrieved 11/14/08 from: http://www.cac.psu.edu/jbe/twocont.html

6. Wallick, Michael D. (1998) “A Comparison Study of the Ohio Proficiency Test Results between Fourth-Grade String Pullout Students and Those of Matched Ability” Journal of Research in Music Education, , Vol. 46, No. 2, pp. 239-247; Retrieved on 12/1/08 from: http://www.childrensmusicworkshop.com/advocacy/pullout.html

7. Babo, Gerald. (2004) “The Relationship Between Instrumental Music Participation And Standardized Assessment Achievement Of Middle School Students”. Research Studies in Music Education; p. 14 - 27 Retrieved on 11/20/08 from: http://rsm.sagepub.com/cgi/content/abstract/22/1/14

8. Cheek, J. & Smith, L.R. (1998) “Music training and mathematics achievement of ninth graders.” Research report. ERIC Document Reproduction Service No. ED 425 918 1998. Retrieved on 11/20/08 from:
http://rsm.sagepub.com/cgi/content/abstract/22/1/14

9. No Child Left Behind Act of 2002, Title IX, Part A, Sec. 9101 (11)

Edgewood Magnet School Band

Importance of Music & Arts in schools

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