Tevis Tucker

Ms. Wolcott
ENC1102
6/4/2015
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 (the only subjects
that lawmakers seem to be concerned with).
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.
Synthesis
Topic 1: 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,
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).

Topic 2: Music education helps students in the urban setting more than any other subject.
Urban settings and music programs are a tough mix because of lack of instruments, lack
of parental/administrative support, and difficulties in classroom management. But 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. Something that they all agree on is that there
can be deep satisfaction and pride in teaching these 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).
Topic 3: 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?
According to a copious amount of studies, quite a bit.

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
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).
Topic 4: 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 dont 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
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 caused less 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, though. 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 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 arent 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).
Topic 5: Music appreciation is crucial to the success of music programs in America.
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 choice was overwhelmingly 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 dont favor it).