Philosophy Paper

Nicola Dottridge
April 14, 2014

Over the past three months I have been hearing a lot about advocacy and
philosophy in relation to music education. I knew that some considered music and
the arts frills, especially when I came to University and encountered strictly nonfine arts majors and experienced how little they valued and respected the fine arts.
During my years in secondary music programs, I did not experience this because
music was so engrained into the fabric of the school and in the students lives. Only
now do I realize that this was possible because of the advocacy for music that
happened early on in the program my music teacher envisioned.
Looking back I can see how important it is to have a firm set of beliefs and
values around music education so that you can set yourself up for success in a music
program of your own. If you dont have the support of staff, parents, or even the
students, it will make it much harder to go in depth in a program that really focuses
on the music, and not having to constantly convince people that your program
should even exist. Setting a solid foundation in philosophy is crucial for a music
program to survive.
My philosophy about music education revolves around two principles. The
first is that music should be an essential part of every students education. It has
benefits to all facets of life and is a basic part of being human. The second is that
music should be accessible to all students. We should be instilling this important
value and life skill in students through the general education system. These two

principles are not mutually exclusive, but I believe that by looking at both of them, a
well-rounded idea of music education can be formulated.
Providing music education to each and every student that comes through our
school systems does not only benefit them, which should be one of our main goals as
educators, but it benefits us as a society. In the past, music in schools has been
demoted to a frill, something extra on the side that students can choose to do if they
have the time or have an aptitude for it. But music has been found over and over
again to be one of the only common denominators that crosses race, culture, and
time in humans. Music is a part of who we are and our heritage, would the tradition
of music have survived for so long if it did not have value to us? Music connects us,
music ensembles bring lessons of teamwork and cooperation and harmony between
people. All of these things lead to the development of well-rounded citizens and
people. What other medium can bring all of these concrete advantages, as well as
joy, emotion, and a sense of belonging in such a neat package? I believe that there is
none, and in our ever-changing world of progress, music can be an instrumental
influence in creating the kind of world we want to live in. Music education teaches
so many foundational life skills that I think it is absurd to try and create the kind of
citizens we want without involving music.
The world that we live in today is ever changing and technological advances
have made us have to rethink our education system. Ken Robinson makes an
interesting point about divergent thinking. In our fast paced world there is a
growing need for citizens and members of the workforce who have divergent
thinking: the ability to think outside the box. Our system is failing to meet this

need and the way we are teaching our students is taking the divergence out of them.
I think that music is a way to bring back this kind of thinking in a system of right or
wrong answers where students are not often asked to think for themselves or to
create something from them. Music provides an outlet and a structured, or
unstructured medium for students to explore divergent thinking and to engage in
higher level thinking. Music engages the whole body and allows students to make
more connections between the right and left hemisphere of the brain, which relates
to divergent thinking. I think that this among many others is a great reason for
music to be an essential and fundamental part of every students music education.
Some excuses that are used when trying to justify not having music in
schools are that there are no immediate results, if you listen to music or engage in
musical activity you wont see students math scores increase exponentially
overnight. So much of our society today is about the quick fix, getting it done
quickly and efficiently and churning out as many results as possible in a short
period of time. Music is not efficient. It takes years to become proficient. But if we
take a look over time, we can see that music affects all facets of life over time, and
although it is gradual, the effects are there. It is hard to justify having a program
where no immediate change is seen in the core subjects that students have to take.
On that note though, why is it that we think that way? Why do we think that to have
a music program it has to affect other parts of a students learning? Do we try to
justify math by seeing if it improves the arts? Do we justify science only if it
improves reading? We dont. We have come to a point in history where we seem to
only value what can be quantified, tested, and handed out in a report card or

diploma. Since music cannot be tested and quantified, at lest easily and in these
ways, it is not considered a core subject. Aristotle thought that play, physical
training, music, debate, and the study of science and philosophy were to all have
their place in the forming of body, mind and soul (Smith, 2001). He thought that
music and physical activity should be core subjects. We are developing our
curriculums and deciding what is important for our students to learn, we should be
asking ourselves if we want students who are great test takers, or functional
members of society?
The second part of my philosophy can be backed up by a lot of what I have
said before, but I wanted to make emphasis of the fact that music should be
accessible to all students. When I say this I mean that some form of music should be
available to each and every student whether they have ADD, are deaf, are blind, are
autistic, have any exceptionality or if they are what we call normal. I think that a
wider range of musical opportunities should be available for students in schools.
Right now there is elementary music, which every student takes but when they get
into junior high and high school their only options are usually band and choir. If a
student is not successful in either or both of these areas, we should have programs
in place to make sure that we can find a musical venue where they will be successful,
such as a rock band program or a general music program.
When talking about exceptionalities, I think that music should be an even
bigger emphasis in those students curriculums. Common thinking over the past few
decades has been that students with exceptionalities such as learning disabilities
should be given even more training and time in their core subject areas and fine

arts are cut. We shouldnt have to justify music programs based on their benefits to
other areas, but we certainly can. A study showed that students who too music at
the expense of math and reading got better at them (Jensen, 2001.) I think that
music and the arts should be given even higher value with these students because
having a creative outlet or a physical outlet can help them focus more and develop
their brains in such a way that will help in their every day lives. I dont claim to
know a lot abut the effects of music on students with ADD or other learning
disabilities, but if music can help students in all areas who do not have
exceptionalities, I think that the potential for students with exceptionalities and
music is even greater.
Having music in the curriculum for every student and making sure that every
student has access to at least some level of music education is important because as
Levitin says Even just a small exposure to music lessons as a child creates neural
circuits for music processing that are enhanced and more efficient than for those
who lack training. Music lessons teach us to listen better, and they accelerate our
ability to discern structure and form in music, making it easier for us to tell what
music we like and what we don't like (Levitin 2007.) Music changes the brain for
the better.
Music should be taught at all age levels in all schools by a music professional
who is able to take students to new depths in music and allow them to explore
music in a way that will enhance their knowledge and experience. I think that this
can be done using many different methods but the one that stands out to me the
most is through Kodalys teaching and his philosophy that music should first be

learned through the voice, as that is the most natural instrument and everyone has
it! I think this is really a good methodology to go by because it allows for every
student to have access even if instruments and resources are scarce. I think that
Kodalys methods foster learning in a way that allows for development and growth
throughout a program. I think that it would be great to have his teachings at the
elementary level and move up to band after having that kind of experience at a
younger age. I think this would also improve the quality and musicianship of
students at that upper level.
As my thoughts on music education have been developing, I notice that I am
thinking about all of the things that are serious and have concrete evidence to back
them up. This past weekend I went on a tour with my practicum high school band
and choir and have an amendment to make about my philosophy. Music education,
especially in the public school system needs to be fun. I can talk forever about how
we need to make it mandatory and we need to have every student involved, but the
best way that I can do that at this point in time, when arts budgets are still being cut
and the importance is not yet seen by the general population, is to make a program
where the students have fun, can see their success, and want to be a part of it. For
me this doesnt mean only doing Disney tunes and show tunes. It means creating an
environment of success where students can see how their contributions to a bigger
picture can make a difference and make something beautiful. It means having a
program where students can take pride in what they do, because it is something
they created and can share with other people. For me music education is about the

students and what I can do to make them the best musicians, and people that they
can be.

Bibliography
Mark K. Smith (2001). Aristotle and Education. [ONLINE] Available at:
http://infed.org/mobi/aristotle-and-education/. [Last Accessed April 14, 2014].
Jensen, E, (2001). Arts With the Brain in Mind. 1st ed. Alexandria, VA: ACSD.
McCarthy, K. F., Ondaatje, E. H., Zakaras L., Brooks, A. , (2004). Gifts of the Muse. 1st ed.
Pittsburgh, PA: RAND Corporation.
Edwin Wasiak. CMEA/ACME. Dear Mr. Hancock. January 31, 2010.
Ken Robinson (2010). RSA Animate - Changing Education Paradigms. [ONLINE] Available at:
https://www.youtube.com/watch?v=zDZFcDGpL4U&feature=youtube_gdata_player.
[Last Accessed April 14, 2014
Wasiak, E., (2010). Why I Hate the 'F Word'. Lethbridge: Rotary Club
OAKE (2012). The Kodaly Concept. [ONLINE] Available at:
http://oake.org/aboutus/kodalyphilosophy.aspx. [Last Accessed April 14, 2014].
Levitin, D., (2007). This is Your Brain on Music. 1st ed. USA: Plume/Penguin.

Advocacy Statement
Dear school board.
I am here today to address the issue of the music program at our school
being cut. As you know I am a music specialist and so you may think I am biased
towards our school having a music program, but I come to you not only as a music
educator, but also as a student and as a functioning member of society.
I want you to stop for a moment to think, stop and close your eyes and think
about your typical day. You get up in the morning to an alarm clock that may play
music to wake you up. You go downstairs and your son has his headphones in
listening to the latest pop song by Lady Gaga. Your daughter is humming to herself
wile she pours a bowl of milk. You toddler giggles with joy as his favourite toy starts
to sing to him. You get in your car on your way to work and the radio is on, playing
whatever kind of music you listen to. You get to work and you hear another radio
playing in the background. Its someones birthday and everyone gathers to sing to
them. On your way out of the office your cell phone rings, with a little musical jingle.
In the evening you watch TV and see some inspirational sports commercials that
make you want to tear up.
Now go back and think about how your day would have been without music.
No headphones, no humming, a silent drive to work, no camaraderie in the office, an
annoying buzz of the cell phone, and not another commercial with people running
around on screen. This is the impact that music has on our everyday lives and we
dont even notice it. Now imagine the impact that a structured and consistent
musical learning environment can have on students.
Music is not just a frill that is ok to have, if nothing else gets in its way. Do we
think that music would have survived this long and across so many facets of life if it
were not important, if it was not crucial and even essential to our development as
humans? Music has widespread effects that can help students become more
divergent thinkers, help them develop more connections between their left and
right brain, and help them in their other subjects. But more than that, music helps to
create the kind of citizens we want in our society, it creates teamwork, creativity,
and instills a sense of pride and success in students that they cannot get anywhere
else. Even Aristotle though music, along with physical education, should be a core
part of the curriculum.
We have to decide what kind of student we want to become citizens of
society; student who are great at taking tests and spent a lot of time learning and
not much time doing, or students who gained a well rounded sense of self and
others through exploring creativity, developing community and learning life skills
through music?
Thank you for your time.
Nicola Dottridge