1. Why Should
We Keep
Music In
Schools?
http://www.flickr.com/photos/susivinh/6919645669/in/photostream/
Why We Should Keep Music In Schools?
By: Chad Reed
• Slide 1:Why we should keep music in schools?
2. http://www.flickr.com/photos/42846332@N00/3424945924/
• Slide 2: My target audience is parents and teachers of the world who could actually fight to implement music back into schools mandatory curriculum.
!• Inward Change: The audience will move from the mindset that it is acceptable to have music in the schools mandatory curriculum.
• Outward Change: The audience will write and enact legislation that creates a budget or adds funding to the current budget. This legislation will allow mandatory classes for kids to learn how to read, write and play music.
!!
3. My personal photo
• Slide 3: Personal experience: I am a living personal example of what music in schools does to help students. I was taught the Trombone, Trumpet and Saxophone in my elementary school and it has really improved my learning behavior. Music in schools develops your ear for music, gives you discipline and focus to help you with other topics in
school. It has been proven that listening to music, is the only activity that completely uses the whole brain. Music also has been proven to build your brain and make it possible to learn other topics.
!
4. https://www.flickr.com/photos/jurvetson/997296/
“No Child Left Behind Act”
Slide 4:Since 1993, when legislators imposed revenue caps on public schools, school districts have been forced to make some hard decisions about ways they can cut back spending. Music and art programs were usually among the first to receive severe blows.
!More than 10 years later, the slashing of music and art programs is continuing in dramatic fashion. In addition to revenue controls, the recent Elementary and Secondary Education Act (often referred to as the No Child Left Behind law) imposed by the Bush administration has put music
and art programs in rough shape and left with a dim future. In hopes of reducing the budget, school districts throughout the state are taking drastic measures by cutting out pieces of art and music programs and in some cases eliminating teaching positions completely.
!"These are trying times for all education, especially arts. The No Child Left Behind Act has put a restriction on music programs' ability to thrive," said Nancy Rasmussen, president of Wisconsin Music Educators Association.
!Because music and the arts aren't government-tested like reading, writing and math, school districts are pressured to cut them first.
5. Studies show that children in school Band
score 19% higher in english, 17% higher in mathematics, and use more
of their brain than those without music Education
http://www.flickr.com/photos/22651740@N00/6819862873/
• Slide 5: According to the M.I.N.D. Institute, (Lifesounds, 1999) this study determined that music training can improve the spatial reasoning of 3-year olds. The research explored the hypothesis that musical activity and other higher cognitive functions share inherent neural firing patterns organized in a highly structured spatial-temporal code
over large regions of the cortex. The researchers sought to determine that music could be used to develop these inherent firing patterns, along with associated behaviors that are relevant to spatial reasoning. The study looked at long-term facilitation, especially in very young children in whom the cortex was still maturing. Specifically the
study investigated effects of music training with 3- to 4.75-years olds and the long-term enhancement of nonverbal cognitive abilities. After 4 months of daily group singing lessons and weekly keyboard instruction, these preschool children were found to be superior to a control group on the test of spatial abilities as assessed on various
tests of spatial-temporal abilities. Music training consisted of weekly 10- to 15-minute private electronic keyboard lessons and daily 30-minute group singing lessons.
6. http://www.flickr.com/photos/100445151@N03/9558406631/
• Slide 6: Orchard Gardens, a school in Roxbury, Mass., had been plagued by bad test scores and violence -- but one principal's idea to fire the security guards and hire art teachers is helping turn it around.
7. http://www.flickr.com/photos/85131712@N00/5384441825/
• Slide 7: The school was plagued by violence and disorder from the start, and by 2010 it was rank in the bottom five of all public schools in the state of Massachusetts.
!• That was when Andrew Bott — the sixth principal in seven years — showed up, and everything started to change.
!• “We got rid of the security guards,” said Bott, who reinvested all the money used for security infrastructure into the arts.
• In a school notorious for its lack of discipline, where backpacks were prohibited for fear the students would use them to carry weapons, Bott’s bold decision to replace the security guards with art teachers was met with skepticism by those who also questioned why he would choose to lead the troubled school.
!!
8. http://www.flickr.com/photos/73645804@N00/5403234838/
• Slide 8: But now, three years later, the school is almost unrecognizable. Brightly colored paintings, essays of achievement, and motivational posters line the halls. The dance studio has been resurrected, along with the band room, and an artists’ studio.
!• The end result? Orchard Gardens has one of the fastest student improvement rates statewide. And the students — once described as loud and unruly, have found their focus.
9. http://i2.cdn.turner.com/cnn/dam/assets/130415120025-brain-music-video-tease.jpg
“Music is better for the brain than drugs”
• Slide 9: in the 400 studies in the journal Trends in Cognitive Sciences.
!• one study reviewed, researchers studied patients who were about to undergo surgery. Participants were randomly assigned to either listen to music or take anti-anxiety drugs. Scientists tracked patient's ratings of their own anxiety, as well as the levels of the stress hormone cortisol.
!• The results: The patients who listened to music had less anxiety and lower cortisol than people who took drugs.
12. 1) Taking Responsibility
2) Start Petitions
3) Get People to Donate
3 Point Plan:
• Slide 12: 1) Actively taking
• Responsibility in writing letters to legislators that allows for more funding for music in school programs; 2) Taking a personal vow to get others to sign petitions 3) Get people to donate to schools to help with funding music and instruments.
13. http://www.flickr.com/photos/14071207@N00/544105897/
Write Letters
• Slide 13:
• Write letters to legislators supporting music education. Research the
• academic and social benefits of music study and be sure to include these in your letters to advocate for music education.
• Ensure that your school administrators, teachers,legislators and community members know that Elementary and Secondary Education Act includes music and the other arts as “core” academic subjects.
14. http://www.flickr.com/photos/25302607@N00/5081129652/
Start Petitions
Get Signatures
• Slide 14: Writing a petition is a great way to encourage change or peacefully protest a policy.
• Instead of making a general call to Bring Music in Schools nationwide, petition Congress or local city leaders to institute more funding for Music.
• Get signatures of people in your area so you can get the support you need to open the eyes of senators and law makers to make a change.
!
15. http://www.flickr.com/photos/44124372363@N01/84854383/
Get People To Donate
• Slide 15: First you must understand the budget process in your district and school, including how your music program is funded and when the budget is discussed and finalized.
! • Create a program in which local businesses can “adopt” a music program to provide funds for extra resources. Be sure that this support is not seen as a possible replacement for district funding of the music program.
• Identify key supporters of music education including members of the school board, administration, school faculty, parents, media, and influential civic and business leaders. Build relationships with these individuals and get donations or sponsorships.
• Create creative campaigns to raise money for music programs
• Get Music Retailers to donate instruments and equipment to local schools and receive tax benefits.
16. http://www.flickr.com/photos/37596819@N00/505082130/
• Slide 16: Ensure that your school administrators, teachers,
• Legislators and community members know that Elementary
• And Secondary Education Act includes music and the other arts as “core” academic subjects.
17. • Slide 17: Raising awareness about the ability that music in schools has that help children learn more proficiently 1) Actively taking
• Responsibility in writing letters to legislators that allows for more funding for music in school programs; 2) Taking a personal vow to get others to sign petitions and donate funding to music in school programs 3) How music helps kids in school achieve higher tests scores and more confidence •
!•
18. • Slide 18: Children in a school band score 19% higher in english, 17% higher in mathematics, and use more of their brain than those without music Education
• When Schools hire music teachers and get rid of other things eating up the budget, Schools get better.
• Music Is Better for the brain than drugs
19. http://www.flickr.com/photos/52441409@N04/8535500602/
We Must Keep Music In Schools!
• Slide 19: I am a living personal example of what music in schools does to help students. I was taught the Trombone, Trumpet and Saxophone in my elementary school and it has really improved my learning behavior. Music in schools develops your ear for music, gives you discipline and focus to help you with other topics in school. It has been
proven that listening to music, is the only activity that completely uses the whole brain. Music also has been proven to build your brain and make it possible to learn other topics.
20. • Slide 20: Ensure that your school administrators, teachers,
• Legislators and community members know that Elementary
• And Secondary Education Act includes music and the other arts as “core” academic subjects.
!
