Music in education...why?

On Monday, Australian conductor and music education advocate Richard Gill published this article.

In this current world of standardised tests and, interestingly, what seems like an ever-decreasing amount of desk time for students as the curriculum becomes loaded with 'school responsibilities', why are people such as Richard Gill advocating for mandatory inclusion of music in the school curriculum? There are plenty of reasons (often given by administrators) as to why we shouldn't have music - time, space, funding and specialist teachers are the ones heard most often by those of us in this business.

Music is one of the few subjects which crosses into every learning area.

Music is an art.
This one is a given. It is creative. It demands artistry. It requires a mix of technique and emotion.

Music is a science.
How is sound produced by simply running a bow across a string? What is pitch, and how does a student identify or define it? Without science, and the integration of scientific concepts into the learning of an instrument, there is no music.

Music is a language.
Many musical terms are in Italian. Some are in French or German. The reading of music itself is another language that students must learn in order to engage in music. Whether it is traditional written music, or Kodaly method sol-fa, there is language to learn and apply. Students who don't even speak the same language can communicate through music.

Music is maths.
Music consists of pulse. In pulse, there are divisions. There is also measurement. The rhythm of western music relies on the division and multiplication of basic pulse by two (basic symbols exist for notes with beat lengths of 8, 4, 2, 1, 1/2, 1/4, etc). Students must apply fractions and ratios. Students must understand how tempo relates back to real time.

Music is a social science.
Music is present in every culture. And culture is present in music. Students studying music history will learn about some of the great composers and works that were linked with major world events. Cultures have distinctive musical styles which students learn to associate. Ethnomusicology is becoming a large branch of Western musical understanding, and is finding its way into classrooms.

Music is technology.
If there was ever an area of study that was evolving as fast as technology could keep up with it, music would be it. Music students are using smartphone apps in their practice and lessons (tuners and metronomes) and software in their classes (notation, sequencing, editing). They are downloading, recording, streaming and creating music. Music and technology are like peas in a pod, and the two help students link what they consider 'relevant' to their studies. It enables them to stay engaged as it builds on what they know and understand.

Music is a sport.
There is a physical-ness to making music. Singing and playing wind instruments requires good breath control and capacity. Some instruments are kinetically demanding, such as bowed strings and percussion. There is motion in all of music. Playing an instrument requires high degrees of coordination and fine-motor skills.

A subject that crosses this many learning areas must surely make for a balanced curriculum. It is a way of validating those learning areas which are often kept so cleanly in their pigeon holes by showing students that they have real world applications.

Aside from providing a balance and spread to the curriculum, we must make mention of the other important life skills that music provides. It encourages teamwork. Students must work together to stay in tune and in time. There is often no 'leader' and no one person should 'stick out' all of the time. Students must be relied on to pull their weight and not let the team down. At the same time, there can be opportunities for leadership and mentorship. Music is one of the few areas in school where students from multiple year groups work together. Students learn to work with others older and younger than them, and adjust accordingly. Responsibility is another valuable skill - being responsible for your team, for your instrument and music, for your schedule and for your own learning.

Music not only provides a balance to the curriculum, it provides support. In this academic-focused era that we are in, should we not invest in something that has been proved many times to improve student learning and results? The so-called Mozart effect is real. In addition to the research, enough evidence lies with the musical prowess of the schools with renowned academic results. If you look at the schools with the highest-level ensembles in any school band, orchestra or choir festival, then compare it with a list of the top performing schools in leaving exams, there will be a correlation. While it might be thought of as a chicken-and-egg scenario, there is no denying that the link exists.

Consider the investment in your child's music education. If your school does not have a music program, ask why not. If your school does have a music program, encourage your child's participation and support wherever possible.

I will leave you with this little gem that has been floating around social media: