Why we teach music. (Music In The Community).

The writing of this article took place during the week of reverent response following the terrorist attacks on Washington, D.C., and New York City.

On September 11, 2001, our country sustained a deep wound that did not defeat us as intended, but served as a catalyst for unprecedented unity from coast to coast. During the week, we observed inspired impromptu singing on the streets amidst the smoke and dust rising from the rubble. People sang to express their sorrow. They played beautiful, glorious hymns and anthems extolling the character and strength of our forefathers. We might ask: Why did music resound so strongly at this time of national grief? The answer is clear: Music has a healing quality that reaches the depths of our souls. It always has and it always will. That is why we teach music.

When children are hurting from unbearable sorrow, they must have expressive outlets. In the healing weeks and months ahead, our nation's children will draw, paint, act in plays, create and perform music. Artistic therapy leads them to find the hope and courage to live another day.

Sometimes children who have no artistic outlet might resort to using drugs to dull their pain. Before the tragedy, young people were exposed to "What's Your Anti-Drug?," a nationwide campaign. The preliminary results of the study were printed in the MENC August 2001 issue of Teaching Music. The tallies are still climbing--out of almost 150,000 votes cast, nearly 18,000 respondents chose music! Other top choices included dance and computers. That is why we teach music.

In addition to providing an outlet for expressing emotions, music is the universal language that can bridge the international community. If the world's children could just share music, the future would surely be bright; if they could sing, play in an orchestra, band or piano ensemble together, they would need no other common language. Music is joy. Music is solace. Music is the poetry of the heart. That is why we teach music.

Television coverage of the national tragedy has provided us with a powerful example of the impact of music on our lives. The horrible images on the television screen are somehow softened by the poignant music the directors select as background. Ceremonies and services include carefully selected music to stir us, inspire us and calm us. Our students may feel the full emotion of the music, but they must also be intellectually prepared for cognitive understanding. That is why we teach music.

We also teach music to enhance our students' intellectual capabilities. According to the College Board, producers of the SAT tests, students who participated in music study scored significantly higher in both verbal and math skills than those who had no music (1995-1999). Furthermore, according to Music Teachers National Conference (MENC), at www.menc.org, the longer students studied music, the more their SAT scores increased exponentially. In addition to academic improvement, music students develop self-esteem, self-discipline for concentrated focus on a task, a sense of teamwork and the ability to look at problems from multiple angles for multiple solutions (National Association of State Boards of Education Policy Update, Vol. 8, No. 13, August 2000). That is why we teach music.

Scientific research also is available showing strong evidence supporting the importance of teaching music to children in schools and private studios. Sources of this research are found in some MTNA publications, especially the Community Outreach and Education (COE) Handbook.

May you and your students find peace during this time of healing following the national tragedy in September; may you use music as a means for creating this peace and may God bless America!

The new COE committee members representing the seven divisions are:

East Central    Barbara Byrum, NCTM, South Bend, Indiana
Eastern Debra   Ronning, Elizabethtown, Pennsylvania
Northwest       Cindy Kaelberer, Cody, Wyoming
South Central   Ann Chamlee, NCTM, Temple, Texas
Southern        Betty Holsteen Price, Puntagorda, Florida
Southwest       Hannah Waterman Shields, Las Vegas, Nevada
West Central    Judy Plagge, NCTM, Wichita, Kansas

If you have any any questions concerning the Community Outreach and Education (COE) Committee, please contact your division representative or Chair Gayla Foster at [e-mail] or [phone].

Gayla Foster, NCTM, National
Community Outreach and Education
Committee Chair, Stillwater, Oklahoma