Page 4 of 30, showing 20 records out of 595 total, starting on record 61, ending on 80

Music study and self-esteem

Added: Dec 18, 2009 - View

"Costa-Giomi (2004) investigated the effects of three years of piano instruction on children’s self-esteem. Children in the study were divided into two groups: piano instruction weekly for three years, and no music instruction. Both groups had similar levels of self-esteem at the beginning of the study. The researcher found that the children who completed three years of piano instruction had a significant increase in self-esteem while the children who did not participate in piano instruction or dropped out of piano instruction did not."Austin (1990) investigated the relationship of music self-esteem to music activity participation among fifth- and sixth-grade students. Results of the study indicated a significant difference in self-esteem for gender, with a higher mean score for female students. Additionally, the level of musical self-esteem was found to be a significant predictor of participation in music activities."

The arts and self-discipline

Added: Dec 18, 2009 - View

"In a study of the role of the arts in high school dropout prevention by the Florida State Department of Education (1990), researchers conducted on-site field observations and interviews of at-risk students.Through these observations, researchers found more consistent on-task behavior during arts classes (83.9%) than non-arts classes (73.3%).The highest level of on-task behavior occurred when the students were actively involved in a “hands-on” creative activity.The researchers reported that at-risk students were aware of the amount of discipline required in the arts quoting one student, “It [dance] gave me self-discipline, responsibility, self-confidence and also how to budget my time” (p. 13). Another at-risk student was quoted, “It [music] has taught me that anything is possible, it may just take a greater amount of work and a greater commitment” (p. 40). The researchers concluded “that the arts can be a powerful vehicle for motivating the student at-risk to remain in school” (p. 27). Additionally, they recommend that administrators find ways to incorporate the arts into dropout prevention programs."Learning through an Expanded Arts Program (LEAP) is a curriculum that helps students learn academic subjects through the use of hands-on experience with art and music (Dean and Gross, 1992). Standardized evaluations of LEAP projects have shown that they are successful. Of students who participated in the program 93.4% developed a better understanding of the subject matter. Also, teachers reported that 93% of the students gained self-discipline, and 97% had a more positive attitude toward school."

Attendance and fine arts enrollment

Added: Dec 18, 2009 - View

Taetle (1999) explored the relationship between high school students’ daily school attendance and enrollment in fine arts electives. Students were divided into three groups based on their elective participation:fine arts courses only,non-fine arts courses only, and a combination of fine arts and non-fine arts courses. Taetle found three significant differences:students with lower absentee rates had higher grade point averages;students not enrolled in fine arts electives had significantly higher absentee rates than students with at least one fine arts elective; and students with low grade point averages who were not enrolled in at least one fine arts elective had significantly higher absentee rates than those students who were enrolled in at least one fine arts elective."Zanutto (1997) examined the effect of instrumental music instruction on academic achievement of high school students. He compared the academic profiles, including attendance, of instrumental music students to students with no participation in music. Results of the study indicated that instrumental students had better attendance rates with fewer unexcused absences than the students with no music participation."Cardarelli (2003) investigated the effects of instrumental music instruction on standardized test performance and school attendance of third-grade students. She compared test scores and attendance totals for students participating in instrumental music with those not participating in instrumental music. Statistically significant differences between the attendance totals for the two groups were found. Students participating in instrumental music had better school attendance."

The arts should be a part of every child's education

Added: Dec 18, 2009 - View

"The arts offer a way of thinking unavailable in other disciplines. The same might be said of athletics. Suppose coaches began to claim that playing baseball increased students' mathematical ability because of the complex score keeping involved. Then suppose researchers set out to test this and found that the claim did not hold up. Would school boards react by cutting the budget for baseball? Of course not. Because whatever positive academic side effects baseball might or might not have, schools believe sports are inherently good for kids. We should make the same argument for the arts: the arts are good for our children, irrespective of any non-arts benefits that the arts may in some cases have. Just as a well-rounded education requires education of the body through physical education, a balanced education requires study of the arts."Let's bet on history. Of course, we do not know for sure what is the best education for children to ensure that they will grow up to lead productive and happy lives. But the arts have been around longer than the sciences; cultures are judged on the basis of their arts; and most cultures and most historical eras have not doubted the importance of studying the arts. Let's assume, then, that the arts should be a part of every child's education and treat the arts as seriously as we treat mathematics or reading or history or biology. Let's remember why societies have always included the arts in every child's education. The reason is simple. The arts are a fundamentally important part of culture, and an education without them is an impoverished education leading to an impoverished society. Studying the arts should not have to be justified in terms of anything else. The arts are as important as the sciences: they are time-honored ways of learning, knowing, and expressing."

Effect of Musical Euphoria on the Brain

Added: Dec 18, 2009 - View

During moments of musical euphoria, blood travels through the brain to areas where other stimuli can produce feelings of contentment and joy—and travels away from brain cell areas associated with depression and fear.

Highest Achievers Spend More Time in Arts Classes

Added: Dec 18, 2009 - View

The schools that produced the highest academic achievement in the United States today are spending 20% to 30% of the day on the arts, with special emphasis on music.

Music Majors and Reading Scores

Added: Dec 17, 2009 - View

A study of 7,500 university students revealed that music majors scored the highest reading scores among all majors including English, biology, chemistry and math.

Music and Family Ties

Added: Dec 17, 2009 - View

Nine out of ten adults and teenagers who play instruments agree that music making brings the family closer together.

Music Students Have Higher GPAs

Added: Dec 17, 2009 - View

High school music students have been shown to hold higher grade point averages (GPA) than non-musicians in the same school.

Music Majors and Medical School

Added: Dec 17, 2009 - View

Music majors are the most likely group of college grads to be admitted to medical school.

Music an Essential Component in Healing

Added: Dec 17, 2009 - View

“Music is an ancient art that has soothed minds for centuries. Music helps people regain inner peace and is the voice that binds people together. It has been used to treat the sick since ancient times and frequently is used to cure depression. Songs offer people solace in adversity and joy in prosperity. They are sung on birthdays and even at the death of a loved one. Music is accepted as a universal means to express one’s emotions. It was an essential component of ancient healing.”

Music as a Source of Comfort

Added: Dec 17, 2009 - View

“I am a firm believer in music as a source of comfort through the healing process.”

Eliminating Music Programs: The Financial Effect

Added: Dec 15, 2009 - View

“[One] case study … illustrates the financial effect of cutting music programs. In this district the administrative proposal was to eliminate 70% of the orchestra staff, and 48% of the band staff (initially equated to 7.8 FTE). However, the district indicated that they would only cut 5.2 FTE band and orchestra positions for an anticipated annual savings of $156,000 (based on an average salary figure of $30,000, excluding benefits.)…In the first year of these proposed cuts, all instrumental students in grades 4, 5 and 6, approximately 1800 students, would be eliminated from participation in band and orchestra … the district would have needed to open 29 new classes and hire 6.4 FTE classroom teachers to replace the 5.2 FTE instrumental teachers to teach former instrumental music students (6.4 FTE x $30,000 at a cost of $192,000).…By year five, for all practical purposes, the band and orchestra programs would have collapsed. The district would have needed to hire 12.6 cumulative classroom FTE for 63 classes of former instrumental music students at a cost of $378,000. Added to the anticipated savings of $156,000 this would have amounted to an annual budget miscalculation (reverse economic effect) of $534,000.”

Keeping Elementary Music Is a Good Fiscal Move

Added: Dec 15, 2009 - View

“Many school board members assume that eliminating elementary music education programs will ease present day budget crunches, as well as longer-term budgetary constraints, with little detrimental effect on student participation in music in the upper grade levels.Nothing could be further from the truth.We already know the intrinsic value of music education for students … maintaining strong elementary music education programs offers long-term fiscal value as well.”

Eliminating 5th Grade Music Greatly Reduces Secondary Programs

Added: Dec 15, 2009 - View

“Extensive national case studies indicate that when the grade 5 elementary instrumental and/or choral feeder system is eliminated, the subsequent decline in student participation at the secondary level will be a minimum of 65%. Within four years this decline in participation is incurred at the high school level.”

A Historical Element of Humanity

Added: Dec 15, 2009 - View

“Music is unique to all cultures of our planet. It has been integral in all cultures throughout history. Eliminating music from our education system closes a door to the most historical element of humanity to all our students!”- Kelly B., Montana

Imagine a Day without Music

Added: Dec 15, 2009 - View

“As a band director for 19 years, I could not imagine a day without music. If you think it's not important, try and go through a day without hearing music. It might be possible, but your brain will pull up some tune and you will be singing before the end of the day. Where would we all be without our elementary music teachers, choir directors, and band directors?”- Stephen P. Alabama

Music: A Lifesaving Force in Auschwitz

Added: Dec 15, 2009 - View

“Music touches us in the least expected ways. My father's singing helped keep him alive in Auschwitz (Polish, Catholic). Music extends feelings and emotions and can make our souls soar! How is it not a part of our lives?”- Joan G., Indiana

Music Is Not Just a School Subject

Added: Dec 15, 2009 - View

"Music is not only a school subject. Music is an art that gives students an oppurtunity to express themselves and develop a talent that will stay with them throughout the rest of their lives. Music Education, as well as other forms of art, is just as crucial to a child's learning as other core subjects, and therefore it is neccessary that the arts are incorporated into the core curriculum of students in the United States."- Kaitlyn B., Pennsylvania

The Seeds of Music Need to be Planted Early

Added: Dec 15, 2009 - View

“I am retiring after 22 years of teaching music K-12. I have seen several of my students go on to study music education and/or performance. I have seen several others continue singing and performing in college ensembles and community groups. Music is an intrinsic part of our lives, but those seeds need to be planted when children are young. Also, some students are not academically gifted, but come alive in the music room. Please keep music as an integral part of the whole child's life curriculum.”Lynne K., Connecticut