Why should public-school classes include music classes? Music extends from arts to a literal expression of beauty. According to Plato, music gives soul to the universe, gaiety to life, imagination flight, and wings to the mind. Music presents the possibility of infinite manifestation of thrill, tremor, excitement, love, and harmony. Not to mention the fact that the perfection of each strain of music reveals incomplete completion. As a music teacher, I confirm that music is a fundamental aspect of human nature that traverses from unity to cultural diversity (Joseph et al. 32-33). However, while music classes should be part of school curricula, most public schools are not offering music lessons. Therefore, I will discuss why music should be part of public-school classes by explaining the music dynamics through my teaching experience.
Music should be included in public-school classes because it opens up numerous potential avenues of enriching children’s education. Alcaraz posits that introducing music to students, especially in public school classes, is vital to a child’s growth and development (1). Another benefit is that music teaches focus, brings engagement, and serves as a creative outlet for young learners (Alcaraz 1). Apart from volunteering for the Arts Alliance of Walker County every Tuesday, teaching second-grade sounds has been among the most fulfilling experiences of my life. I help teach music, beats, rhythm, note names, read music, and play instruments. The experience has helped me understand the way music transcends beyond the melody and notes among children.
Moreover, music classes help students put their memory into use when writing notes and performing, which serves them beyond the classroom. Odendaal et al. contend that early music training helps develop the part of the brain responsible for reasoning and language, subsequently increasing coordination (5). Similar to sports, music aids in developing motor skills like eye and hand coordination. Music classes offer children a repetitive form of fun and thus, develop recognition skills and auditory attention. Therefore, investing in musical education in public schools can build children’s intellectual curiosity, perpetual and literacy skills, and prepare them for the 21st-century workforce.
Alcaraz, Laura. “Bringing Music Back into the Classroom and Its Benefits on Elementary School Students.” (2019). Web.
Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo Mas. “Creating multicultural music opportunities in teacher education: Sharing diversity through songs.” Australian Journal of Teacher Education (Online) 43(5) (2018): 32-47. Web.
Odendaal, Albi, Sari Levänen, and Heidi Westerlund. “Lost in translation? Neuroscientific research, advocacy, and the claimed transfer benefits of musical practice.” Music Education Research 21(1) (2019): 4-19. Web.