Music Education: Two Sides of the Same Coin
Critics often question the need for music education in the public school curriculum. They cast doubts on the value added by an arts program. There are many benefits of music education in regards to the other core subjects, but the most important facet of the performing arts is the development of mature, high-functioning adults. In its most basic form, this process includes two seemingly paradoxical aspects: the ability to function independently and the ability to contribute to a community.
In the area of self-reliance, there are two skills that transfer directly into adult life. The first skill is that of practicing. Effective practice almost invariably follows the same process: identifying passages that need work, identifying possible solutions, then choosing and perfecting the best solution. This is a direct parallel of the scientific method, which involves identifying a problem, forming and testing a hypothesis, and making observations. More than that, practicing is the act of taking the results of the scientific method and applying them to the real world. Almost every problem students will face in their lives can be solved using the same techniques they learn in performing ensembles.
Any student in a well-rounded music program will also be encouraged to perform solo literature. Whereas practicing promoted problem-solving skills, solo performance contributes to a student’s sense of self-worth. Esther Coombes writes in the November 2009 issue of Principal Leadership: “When they excel in performance and assessment venues in the arts, students gain self-confidence in their art, and the more self-confidence they gain in their art, the more they have in other courses. Upperclassmen feel that the self-confidence they develop in their art classes helps them in other areas, such as employment and college interviews.” While success in an ensemble boosts a student’s confidence, it pales in comparison to success as a solo performer. Such experiences demonstrate to the student that she is responsible for her own accomplishments, and she does not need others to be valuable. High self-confidence can lead to greater success in adult life, and studies have shown a link between high self-esteem and fewer instances of depression among teens.
On the other side of the coin, music education teaches students how to be effective members of a community. From being a section leader to group rookie, the roles a student plays in a music program mirror those played by adults in social organizations and the workplace. There are two forms of community a student will encounter in a school music program: collaborative and hierarchical. While these types often blend together, experience in both is necessary for success in adult life.
Collaborative groups include chamber ensembles, pick-up groups, and any other group where there is no clear, consistent leadership. It is up to the members to accept and grant authority to members as the performance requires. It is important for children to have these experiences because many times in life they will have to work in collaboration with others. they promote individuality and further reinforce feelings of belonging and self-worth. Being able to both spearhead a charge and fall in step to support an initiative is crucial to performing well in any workplace.
Hierarchical groups, like competitive marching bands, promote another aspect entirely. While it is important for students to feel like special, unique snowflakes, it is equally important to be able to set aside personal egos and ambitions for the greater good. Conformity may be considered an evil of an overly-mechanistic world, it is also conformity that raised humanity to the heights it has attained today. Being able to humble oneself and fall in line can be as important as any solo successes.
This symbiotic relationship between self-reliance and a sense of community is intrinsic to music education and inescapable in adult life. Just as a band member must practice their part individually to better contribute to an ensemble, so must a parent fulfill their personal obligations to support their family. So must a legal aid perform the proper research to best serve the needs of a client. In this way, music education is not merely padding for a college application or resume. It is also the experiences needed to form a mature individual—a respected member of any community.
