Tevis Tucker

Ms. Wolcott
ENC1102
8/4/2015
Literature Review of Music Education in America
What music classes teach is incredibly valuable. The misconception is that these students
are only learning how to read notes and blow air through an instrument. While those skills are
important, the lessons learned in the classroom go far beyond music. From learning how to work
with others, to becoming more confident, to dedicating time to something bigger than a single
individual; music gives students keys to doors they dont even know exist yet. Also, a plethora
of studies have cited that music increases academic success in core subjects.
But no matter how much evidence there is to show that music builds better and smarter
children, lawmakers around the country still think it is an extraneous subject. Because of the
expensive price tag that comes with music programs, many are disappearing from public schools
all across the US. These programs that are keeping kids off the streets, building leaders,
improving test scores, and developing lifelong friendships; gone. And to sum up music
educations progress as of recent years, it is safe to say one step forward, two hundred steps
back.

Students involved with music receive higher tests scores and better grades.
Twenty-one years ago, an 18,221 student study of the academic success of high school
sophomores shined new light onto the case for music education. Out of the all of the students,
22.3% of them were music students. When comparing the music students success to the others,

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the results were very clear. Music students got a much higher percentage of honors and
academic awards, as well as receiving a higher percentage of As and Bs in the classroom
(Morrison 1994).
Since then, many studies have backed up these findings. One of the most important
contributions was a report that combined seven major studies that essentially proved that being
involved with the arts increases learning and achievement, along with significant improvements
on standardized tests. Another study found that low-income students actively involved in the arts
are five times more likely to graduate high school and three times more likely to get a B.A. then
their non-musical counterparts. The arts can often improve a childs outlook on education as a
whole, especially in low-income areas (Fiske 1999; Hawkins 2012).
Multiple studies have cited that people wanted school funding to be used in ways that
were more relevant to the real world. The problem is that getting rid of the arts would
counteract this. Students in the arts do better in school. Students in all-state band and choir have
an average SAT score that is 400 points higher than other students. Keeping music alive in
schools could ultimately determine how educated our future workforce is (Petress 2005; Slaton
2012).
Despite overwhelming evidence that shows the arts develop critical thinking and
motivational skills needed for academic and social success, the arts are being killed in schools
because of a lack of awareness for this issue. Studies even show teachers can use music and art
to help students learn content in their core subjects as well. Schools that are cutting the arts are
only hurting their goal of high academic achievement and overlooking the direct benefits that the
arts provide (Wood 2012; Young 2005).
Music education helps students in the urban setting more than any other subject.

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Urban settings and music programs are a tough mix due to the lack of instruments,
limited parental/administrative support, and difficulties in classroom management. However,
when the logistics are figured out, and a qualified teacher is put in place, the results are
remarkable. Multiple studies have been done that have interviewed urban music teachers. The
studies ranged from five to twenty teachers that were interviewed. They all agree that there can
be deep satisfaction and pride in teaching the students in that tough situation; all one has to do is
recognize potential, provide opportunities, and build relationships (with not only students and
parents, but also the community). All teachers had unique situations, but something that was
very evident was their overwhelming dedication to the success and enjoyment of their students.
Lastly, they emphasized how their job goes far beyond teaching music. They are building future
members of society (Bernard 2010; Fiese and DeCarbo 1995).
Urban settings provide a host of negative influences on students. But multiple studies
have shown how being involved in music can keep kids on the right path. These studies show
that music students had the lowest lifetime and current use of alcohol, tobacco, and illicit drugs.
Also, music programs are cited as a solution to teen violence and improve the overall quality of
life in communities. Education seems optional in many urban settings, but music can help these
students realize the importance of education and motivate them to do well in school (Hawkins
2012; Petress 2005).
Music education does more than keep kids out of the streets and improve grades.
So music raises academics and keeps kids out of the streets, all while also teaching them
how to actually play and perform an instrument, but what else could music possibly do?
Music education provides a wide variety of utilitarian values that can be transferred to
any aspect of life. Self-discipline, that is required when practicing, receiving criticism, and

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performing a piece of music; dedication, that is required when students spend time and effort to
perfect their craft; self-confidence, that is developed from playing solos and entertaining
audiences; humility, that is gained when the student realizes that they, the performer, are not the
center of the attention, but the music and the composers vision is; teamwork, that is required
when working with multiple musicians on a piece; and many other core values (Petress 2005).
Music improves attention, abstract reasoning, critical thinking, learning skills, memory,
and problem solving. This is because playing music stimulates multiple parts of the brain.
Playing music uses both sides of the brain, which strengthens the corpus callosum (bridge of
neurons connecting the two hemispheres). Music students are also reported to be less disruptive
in class. CEOs agree that music education better prepares students for society and the 21st
century workplace (Church 2000; Collins 2014; Fiese and DeCarbo 1995; Petress 2005).
An interesting perspective is also that mathematics and our average IQ scores would not
struggle to survive without music. But a lack of music would strip students of an opportunity to
express themselves. It would take away a passion that playing an instrument can fulfill. It can
take away the bond that is formed between performer and instrument, and also the bonds that
exist between fellow performers. Music provides a creative outlet where one may not exist.
Music builds leaders and has the ability to change students lives (Catterall 2013; Hawkins 2012;
Jorgensen 2010; Morrison 1994; Slaton 2012; Wood 2012; Young 2005).
Budget cuts are jeopardizing the future of music education in America.
The budget battle isnt just a recent one. Back in 1996, parents in some areas had to pay
$30 a month for their child to be in band. Parents were stuck personally funding what many
thought was a necessity. However parents do not have to pay $30 a month so their child can
participate in science experiments at school, so why would they pay a monthly fee for band. In

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2010, K-12 budgets were reduced $1,800,000,000 nationwide, according to estimates by the
National Association of State Budget Offices. This has caused some schools in states like
Arizona to cut music classes to once a week. Also, these budget cuts resulted in fewer music
educators per student. Instead of one for every 400 kids, like recommended, some areas would
only have one educator for every 1,400 kids, which made it hard for teachers to form
relationships with their students (Archer 1996; Slaton 2012; Wood 2012).
Budget cuts are impacting much more than music and the arts. As state and federal
money to schools continues to decrease, the cost of operating schools continue to rise. Bus stops
are merging, teachers are being laid off, thermostats in schools are going up, textbooks are being
eliminated, athletics are being cut, and a plethora of others are on the chopping block as well. As
school budgets continue to shrink, school boards are having a harder and harder time getting by.
Music and the arts dont seem to be staying in many places seeing as budget cuts are eliminating
all music and art teachers altogether (OConnor 2011; Pergola 2014).
Although stripping music out of schools wouldnt necessarily prevent students from
pursuing music at all, it would definitely make it much more difficult, especially for lower
income families. But with federal contribution to the arts shrinking, private funding is becoming
necessary. Art programs are struggling across the nation and considered extraneous and
expendable, but especially in low-income areas (where there are not private donations that can
help lessen the blow). But even when the second largest school district in the country (in Los
Angeles, California) votes to make the arts a core subject (which prevents it from being cut and
increases funding), private funding is still needed to keep everything afloat (Catterall 2013; Fang
2013; Hawkins 2012; Young 2005).
Music appreciation is crucial to the success of music programs in America.

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Private funding is helping save music programs all across the country. But, if more
people (especially those in decision-making positions) appreciated music, there would be more
funding. The lawmakers need to hear the facts and the success stories of music so that the
programs are properly funded. Also, music teachers are doing all they can with the little they
have. They are committed to helping the children whether they have the proper funding or not
(Bernard 2010; Fang 2013; Pergola 2014).
The Metro School District in Nashville, TN had to cut $15 million from the school
budget. Officials asked the community what programs they wanted schools to keep the most,
and the overwhelming choice was music classes. This communal support for music education in
the school system, even at this small sample size, provides hope in the battle against budget cuts
(Fehr 2004).
Research Gap
Throughout my research, I noticed that one of the main issues is music appreciation. I
didnt find many sources that backed this up. It is assumed that the public supports music
education, but there is no data to support that claim. I believe that by gathering data, this can
strengthen the case for music education (if most favor it), or provide insight on what can be done
to raise the appreciation level (if most do not favor it).

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Project Proposal
The lack of data on music appreciation is a problem. By knowing how the public feels,
music advocates across the US can begin taking the necessary steps to save music. Many
assume that everyone wants music, but maybe people are still skeptical of its benefits and need
to be educated more on it. I would propose that there needs to be a mass survey to help collect
data on this issue. This survey would be completely voluntary and would be conducted online.
All questions would be multiple choice, for the purposes of collecting quantitative data, but they
would all include an optional short answer box, for the purposes of qualitative data. Questions
would be straightforward, like these sample questions: Were you ever involved in your schools
music program? and Do you think schools should offer music courses?.
The survey would probably be advertised through television, magazine, and social media
advertisements. Because it is a mass survey where more means merrier, getting the word out to
the public is crucial. Also, ads would have to be sure to reach a wide range of individuals to get
accurate results. The survey shouldnt just be taken by band kids; all opinions need to be
accounted for. Possible bias in the way questions are asked would also be accounted for and
independent firms would look over them to double check.
With the data, music advocates would be able to effectively take action. A positive public
response to music could yield as proof to lawmakers that music should be here to stay. A
negative public response to music would let advocates know that they need to do a better job of
displaying the facts to the public. But as of now, we are just assuming that the public is on our
team and blaming lawmakers for slashing music.

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Works Cited
Archer, Jeff. "Budget Cuts Strike Sour Note For Music Educators." Education Week 15.29
(1996): 8. Academic Search Premier. Web. 18 Mar. 2015.
Bernard, Rhoda. "The Rewards Of Teaching Music In Urban Settings." Music Educators Journal
96.3 (2010): 53-57. Professional Development Collection. Web. 18 Mar. 2015.
Catterall, James S. The Consequences of Curtailing Music Education PBS.org. (2013). Web.
18 Mar. 2015.
Church, Ellen Booth. "Math & Music: The Magical Connection. (Cover Story)." Scholastic
Parent & Child 8.3 (2000): 50. OmniFile Full Text Mega (H.W. Wilson). Web. 18 Mar.
2015.
Collins, Anita. How Playing an Instrument Benefits your Brain. YouTube.com. TED-Ed. 22
Jul. 2014. Online video clip. 18 Mar. 2015.
Fang, Marina. Public Schools Slash Arts Education And Turn To Private Funding.
Thinkprogress.org. (2013). Web. 18 Mar. 2015.
Fehr, Rosalind C. "Battling Music Education Cuts." Teaching Music 2004: 13. Academic
OneFile. Web. 18 Mar. 2015.
Fiese, Richard K, and Nicholas J. DeCarbo. "Urban Music Education." Music Educators Journal
81.6 (1995): 27. Professional Development Collection. Web. 18 Mar. 2015.
Fiske, Edward B., Washington, DC. President's Committee on the Arts and the Humanities, and
Washington, DC. Arts Education Partnership. "Champions Of Change: The Impact Of
The Arts On Learning." (1999): ERIC. Web. 18 Mar. 2015.
Hawkins, Tyleah. Will Less Art and Music in the Classroom Really Help Students Soar
Academically? The Washington Post. (2012). 18 Mar. 2015.

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Jorgensen, Estelle R. "School Music Education And Change." Music Educators Journal 96.4
(2010): 21-27. Academic Search Premier. Web. 18 Mar. 2015.
Morrison, Steven J. "Music Students and Academic Growth." Music Educators Journal 1994: 33.
JSTOR Journals. Web. 18 Mar. 2015.
O'Connor, John. How Florida Schools Are Coping With Budget Cuts. StateImpact Florida.
NPR.org. (2011). Web. 18 Mar. 2015.
Pergola, Joseph. "Music Education in Crisis." School Band & Orchestra Feb. 2014: 10+. Music
Index. Web. 18 Mar. 2015.
Petress, Ken. "The Importance Of Music Education." Education 1 (2005): 112. Academic
OneFile. Web. 18 Mar. 2015.
Slaton, Emily Dawn. "Collegiate Connections: Music Education Budget Crisis." Music
Educators Journal 99.1 (2012): 33-35. ERIC. Web. 18 Mar. 2015.
Wood, Mark. "Music to our ears: school budget cuts are claiming valuable music programs as
victims--until rescued by Electrify Your Strings!" USA Today (Magazine) 2012: 34.
Academic OneFile. Web. 18 Mar. 2015.
Young, Terrence E., Jr. Keeping the Arts Alive. (2005). Print. 18 Mar. 2015.