Monday, February 9, 2009
Non-Musical Values of Music
Music education in schools is often times justified by nonmusical values. Pragmatic philosophers such as John Dewey tend to embrace the idea of any learning product being worthwhile so long as the process is of a high quality, and just as Dewey’s progressivist educational beliefs still permeate American education, so do beliefs in the benefit nonmusical values. These nonmusical values cover a wide spectrum, and music educators can gain some benefit from these beliefs.
Research has shown that “musical sounds in and of themselves do not cause greater mental powers, improved work habits, or more harmonious interpersonal relationships;” however, music instruction seems to show an improvement in language arts skills due to the similarities between the subjects in processing sound (Abeles, Hoffer, and Klotman 1995, 87). Although there is often a correlation between high test scores and music involvement, this does not necessarily imply a causal relationship and could be due to either: 1) “able” students gravitating toward music, or 2) students experiencing success in music realizing they are “able” and beginning a cycle of success (Abeles, Hoffer, and Klotman 1995, 88-89). Cross-curricular musical studies, especially with social sciences, can contribute greatly to student understanding of the nonmusical subject matter. Academics aside, music is sometimes associated with improved attitudes toward school, be it because students appreciate a change in activity during the school day or because students find satisfaction in belonging to a group (though that particular argument could be made for any student organization). There is also an avocational value for music once students have completed their formal education.
Abeles, Hoffer, and Klotman (1995) stress that music education can be supported as a subject in and of itself as well as through nonmusical values: “The place of music in the schools does not depend on its nonmusical contributions, but its position may be stronger because of them” (Abeles, Hoffer, and Klotman 1995, 90). However, music educators should be careful to not divert attention from the fact that music without nonmusical benefits is still worth studying. A strong foundation and understanding of philosophy and aesthetics can help music educators support this view.
Abeles, Harold F., Charles R. Hoffer, and Robert H. Klotman. Foundations of Music Education, 2nd ed. Belmont, CA: Thomas Higher Education, 1995.
Research has shown that “musical sounds in and of themselves do not cause greater mental powers, improved work habits, or more harmonious interpersonal relationships;” however, music instruction seems to show an improvement in language arts skills due to the similarities between the subjects in processing sound (Abeles, Hoffer, and Klotman 1995, 87). Although there is often a correlation between high test scores and music involvement, this does not necessarily imply a causal relationship and could be due to either: 1) “able” students gravitating toward music, or 2) students experiencing success in music realizing they are “able” and beginning a cycle of success (Abeles, Hoffer, and Klotman 1995, 88-89). Cross-curricular musical studies, especially with social sciences, can contribute greatly to student understanding of the nonmusical subject matter. Academics aside, music is sometimes associated with improved attitudes toward school, be it because students appreciate a change in activity during the school day or because students find satisfaction in belonging to a group (though that particular argument could be made for any student organization). There is also an avocational value for music once students have completed their formal education.
Abeles, Hoffer, and Klotman (1995) stress that music education can be supported as a subject in and of itself as well as through nonmusical values: “The place of music in the schools does not depend on its nonmusical contributions, but its position may be stronger because of them” (Abeles, Hoffer, and Klotman 1995, 90). However, music educators should be careful to not divert attention from the fact that music without nonmusical benefits is still worth studying. A strong foundation and understanding of philosophy and aesthetics can help music educators support this view.
Abeles, Harold F., Charles R. Hoffer, and Robert H. Klotman. Foundations of Music Education, 2nd ed. Belmont, CA: Thomas Higher Education, 1995.
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