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It's the final days of preparation for a group of Redlands' third-graders who have spent three weeks singing, dancing and rehearsing their lines for "Dateline Rock 'n' Roll." This rousing musical revue of five decades of songs and historical events weaves singing, dancing, drama and social studies together, epitomizing what it means to learn through music and the arts. At Mariposa Elementary, such integrated, dynamic learning isn't unusual. Earlier this year, kindergarten, first- and second-grade students staged their own plays, and in April, more than 100 students from all grade levels participated in the spring musical. Band, choir and violin are offered year-round. Mariposa is a public school that takes the arts seriously. It is not unique in the Inland Empire, but integrating music and arts into the curriculum isn't the norm, either. For better or worse, much of what goes on in the public school classroom today is driven by standardized testing, and until those tests include the arts, many schools will cut these programs when budgets are tight. Yet a growing body of research shows that schools that cut music and arts to spend more time on testing may be missing the point. Moving music and the arts from optional to integral in a school's curriculum produces students who are not only better artists, but who have an advantage in other subject areas as well, including math and language arts. This is why many private schools embrace this curriculum, and develop a more well-rounded student, and why Irvine Unified School District's foundation, as an example, helps pay for such programs. Grading music According to a recent report of the College Entrance Examination Board, children who have studied music scored an average of 60 points higher on the verbal portion of the SAT and 42 points higher on the math portion than their counterparts with little or no exposure to music and the arts. U.S. Department of Education data on more than 25,000 secondary school students found that students who report consistent high levels of involvement in instrumental music during middle and high school show "significantly higher levels of mathematics proficiency by grade 12." "Many studies show that music is totally essential to a child's education," says Meg Madden, executive director of the San Francisco-based Music in Schools Today. "The neural pathways that develop in a child's brain when exposed to music are the same ones used in math. These things all go together...and although different instruments have different benefits, they all help children integrate their thinking processes at a young age." Two recent studies published in Neurological Research found that learning to play the piano gives children a big boost in mathematical ability. In the first study, children who received piano instruction performed 34 percent higher than others on tests measuring spatial-temporal ability. The second study compared math test scores of 237 second-grade children. One group had piano lessons and played with newly designed math software before the test; a second group used only the math software. The children who played the piano scored 27 percent higher on the proportional math and fractions section of the test. In addition to the link between math and music, studying music and arts also requires students to think, rather than simply memorize. Fueling the young brain "So often, we find that kids in the early grades are being given rote exercises instead of creative thinking exercises," says Don Doyle, a visual and performing arts consultant to the California Department of Education. Music and the arts demand that children think creatively and critically. "Children who are exposed to the type of thinking required of music and the arts have a chance to carve out a piece of their brain that would otherwise not be utilized," he says. Psychologist Howard Gardner's well-respected theory of multiple intelligences places musical aptitude within the context of six other distinct forms of intelligence that individual's possesses in varying degrees: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal, and interpersonal. Traditional teaching methods tend to favor children whose intelligence falls within the linguistic and logical-mathematical realms. Gardner argues that teaching and testing practices should consider all intelligences, and that teachers should be trained to help children develop within their individual areas of strength. Debbie Prutsman, a third-grade teacher at Mariposa, sees evidence of Gardner's theory every day. One of the benefits of teaching at an arts-rich school, she says, is that students who are gifted in music and the arts have a chance to really shine. "Children who may not be excellent readers or mathematicians may have a real musical intelligence, but without music in the schools, those children don't have the opportunity to excel." Unquestionably, music in particular and the arts in general are important to a child's educational experience. Parents say they want these programs in schools. What the polls show A recent nationwide survey conducted by the Gallup organization found that 95 percent of Americans believe that music is a key educational component, and more than 75 percent of those surveyed said that music education should be required. In California, the state education code includes content standards for dance, music, theatre and visual arts. But these standards are voluntary and assessment in the arts is not required; as educational budgets shrink this year, music and the arts will undoubtedly be some of the first programs to go. That might not be the case, says Doyle of the State Education Department, if these subjects were included on standardized tests. He says that wouldn't be that hard to do. "You could have all sorts of different types of questions on music and the arts included in these tests simply by making them the topic of reading comprehension and math sections," he says. Musical note values, for example, could be included in a test on fractions. Madden believes music and arts education should be legislatively protected from budget cuts. "Until someone makes it the law that children have to have music education the same way they have to have reading, it will be cut whenever there is a budget crisis." Doyle agrees that the current state budget woes will not favor expansion of the arts over the next few years. But, he says, he is beginning to see a subtle change across the state that bodes well for the future of music in schools. The California commission on teacher credentialing recently issued standards for training future elementary teachers in the arts, and UC's entrance requirements include a year of visual or performing arts. As a result, says Doyle, every high school now has either a visual or performing art class available to the students. This requirement will undoubtedly put pressure on middle and elementary schools to enhance their arts curriculum as well. Already, says Doyle, high schools are complaining to middle schools that they are sending them students who aren't prepared for the classes they are now required to offer. Gotta dance Music in school, particularly at the elementary level, also makes school more fun. Part of Music in Schools Today's mission is to bring music into elementary schools with large at-risk populations. The results, says Madden, are amazing. "When we bring music into the curriculum grade point averages go up and attendance increases," she says. "Music is a compelling experience that helps kids love school." Besides all these quantifiable benefits of music and the arts, there are less concrete, and some would argue, even more important benefits to studying music. Working at dance or music long enough and hard enough to get to that level where it is really enjoyable is an experience every child should have, says Madden. She says she likes to tell the story of her friend who studied ballet for years, sticking with it through times of frustration and discouragement. Finally, her hard worked paid off. "It just suddenly came together one day and she was really dancing," says Madden. "I think every child should have the chance to experience that feeling of taking whatever instrument or art form it is and getting past the counting stage to reach that point of unity within themselves. (That experience) is a part of what it means to be human." Prutsman of Mariposa agrees. "Many people view music as a perk or extra thing in life, rather than as a necessity to life. Music makes life so much more full," she says. "I want all of our children to have that." If your child's school offers limited or no music and arts programs and you'd like to see that changed, go to the Music Education Coalition's Support Music site: www.supportmusic.com/index-home.html, or to the National Association for Music Education's Building Support for Music in Schools site at www.menc.org/networks/boosters/bssm/bssm.htm. They provide information and resources for parents who want to build a case for music in schools. Figure out the musical oomph So now you've decided that your child should play an instrument, should have private lessons, and needs a certain type of teacher. How to decide? "The Harmonious Child," by Beth Luey and Stella Saperstein (Celestial Arts, $12.95), helps navigate the way. The book serves as a guide to answer questions such as: "Do music lessons make children smarter?" "The best time to begin, or stop." "Choosing an instrument and instructor." "Pursuing a musical career." The chapter on when to begin is certainly a key one. We've heart about Mozart at 3, but the rest of the world isn't gifted in that way. Here, the authors break down scenarios that fit your child's development. And, when they suggest that "some children fall in love with a specific instrument," that may be guidance enough in deciding what's best for your child. The answer, sometimes, is what intrigues a would-be musician the most. If, for example, a daughter loves the guitar, this might be the way to begin music lessons, matching the positive request with the musical beginning. You'll also need to read the chapters about practicing and, unfortunately, about when the child wants to stop altogether. For a long while with our oldest son, a pianist, we struggled to find quality time to help him with practice time. If we started later than 7 p.m., he was too tired. If we started at 5:30 p.m., he was too hungry. He now willingly practices before walking to school, and the morning air is filled with music. - By Craig Reem |
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