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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

I love all types of music, from John Coltrane playing "My Favorite Things" to Bruce Springsteen shaking the rafters with "Promised Land" to Hilary Hahn's rapturous performance of a Bach Partita. And lately I've been thinking more about the place of music in schools -- all music, but especially classical music.

The audience at classical music concerts is getting older. The place of music in schools, especially secondary schools, still seems confined to a handful of kids in a band or orchestra. Music for most kids is something that takes place outside of school and is confined to a narrow range of listening and participation.

I think this can all be changed, and I know there is a wealth of resources and programs that can help it happen.

Music in Action

A series of experiences has brought the importance of this home to me in spades.

I observed a Spanish class at a local high school and experienced what happened when the teacher began the class with a video of Manu Chao singing "Clandestino." The students were instantly alive and connected to the music. The class ended with a contest between two sides of the room singing the song in Spanish. It was electric. I wish I had suggested that he also try using recordings of some Latin American classical composers, like Silvestre Revueltas, but I only discovered his music recently myself. Following is the Manu Chao video.

At a concert last November at Zellerbach Hall on the UC Berkeley campus, the Simon Bolivar Orchestra of Venezuela, with 160 members between 18 and 28 years of age, performed brilliantly and finished with three encores for a wildly applauding standing audience that included many young people. There was some playful interaction among orchestra members between pieces and a performance filled with that same spirit. Here is an excerpt from that same tour showing the Simon Bolivar Orchestra at Carnegie Hall.

Earlier that week, students from San Francisco Bay Area schools had attended a workshop with the orchestra and its conductor in which they learned more about the music.

All of the musicians and Gustavo Dudamel, the 31-year-old conductor, who also leads the Los Angeles Philharmonic, are products of the revolutionary Venezuelan music program, El Sistema, a nationwide system that puts instruments into the hands of hundreds of thousands of underprivileged kids, often transforming their lives.

Which leads to my third experience. On a recent Saturday afternoon in the Canal neighborhood of San Rafael, a primarily Hispanic immigrant community, my wife and I attended a concert in which children from preschool age to early adolescence demonstrated their developing musical talent, playing both Latin and classical music. The children are all participants in Enriching Lives Through Music (ELM), a program now associated with El Sistema USA, focusing on children who often fall through the cracks in our educational system. There was a pride and excitement that I rarely see in our schools, and an exceptional feeling of connection among and between families. The following video is from ELM.

Finally, while writing this piece, I discovered a story in the NY Times about an exciting concert at Carnegie Hall that included students from two New York city public high schools in the performance.

Infusing Music in Our Schools

Look, here's the point; these are all kids, and they're all deeply engaged in playing and enjoying classical music, often classical music that connects them with their ethnic roots. Many of these experiences include kids who are not usually exposed to this music or given the opportunity to play an instrument.

I am convinced that we need to do more to infuse the experience of creating music, and especially ethnic and classical music, into our schools. This is about more than a school orchestra. Music should become part of the total life of a school. And this needs to start well before high school.

As with the Spanish class I attended, it should be integrated across the curriculum. Every social studies class could include music related to the period and countries being explored. Including that music would broaden students' knowledge of the culture of the period, increase student appreciation for a diverse range of music, and raise the level of spirit in the class. Teachers might also consider asking whether there are any students in the class who are musicians and who could perform some of the music.

Of course, music can be integrated with other subjects, especially humanities and foreign language classes. There are many exciting examples of how to achieve this. An art teacher I know has a different student bring music to play every day as background while the students work on their art.

Resources for Connecting Kids to Classical Music

The website EnglishClub focuses on using music to teach ESL, but its ideas and insights extend well beyond ESL. It's worth checking out.

"Jazz and Similes," which you can find on the Teaching Channel, is a great video that also shows how music can be integrated with teaching language arts.

This NPR piece, "How Do You Introduce Classical Music to Kids?," although directed a bit more at the experience of younger children, is applicable across all ages and has some great suggestions.

For resistant high school students with no exposure to classical music and for whom classical music is assigned to the "boring" category, the challenge is always greater. There's a wonderful moment during Mr. Holland's Opus in which he uses The Toys' "Lovers Concerto" to introduce students to Bach, and miraculously transforms his whole class into students motivated to learn classical music. Hollywood-ized as it is, the message is on target: (a) always accept the music students already listen to; and (b) establish whatever links you can between their music and culture and the music you want to introduce them to.

The website Boing Boing offers an example of engaging elementary aged kids by having them sing lyrics of their favorite contemporary songs to classical melodies.

And this short article, "Classical Music, Youth & Social Change," with its wealth of references, is one that nobody with an interest in expanding the musical horizons of kids should miss.

Music for the Soul

Something special happens when kids are fully engaged with other kids in listening to and playing music. It frequently takes them to another level of the spirit. Most of us know what it is to experience a feeling that lifts us out of ourselves, connects us to others and to some unseen level of spirit that defies easy definition.

One of my favorite teachers some years ago, a great veteran of the San Francisco schools, said, "I don't know exactly what it is, but in my African-American culture having 'soul' is really important, and I just don't see it in my school." Well, here's one way to add some soul and expand the horizons of kids in a way that will enrich the rest of their lives.

Comments (12)Sign in or register to postSubscribe to comments via RSS

Virginia Largent's picture
Virginia Largent
Director of the Virginia Beach School of the Arts

What a great article! Your work is tremendous and your purpose is wonderful! I hope this inspires more teachers to integrate classical music into their daily lessons plans. I especially like the few paragraphs about the underachieving kids who normally 'Fall through the cracks". You may be interested to know that when playing a musical instrument, the centers of the brain begin to organize and become more efficient. Because of this, no kid will fall through the cracks. A musical brain is a learning brain. Nuclei in the brain that are off or slow to "turn on" are activated by making music and that's why music is thhe BEST way to teach everything. In my classes I use many classical melodies (especially Beethoven riffs) from http://www.acadamiacs.com/. There are songs there EVERY teacher can use daily in their classroom. They are especially effective for students with ADD. Many of these students with mild ADD, underfocused or overfocused ADD go undiagnosed but with a little help from making music, their prefrontal cortexes effortlessly turn on. Talk about reaching a kid! Music in the classroom is the most powerful force a teacher ca use and you have superbly captured that in your article. Keep up the great work!

Mark Phillips's picture
Mark Phillips
Teacher and Educational Journalist
Blogger

What a wonderful comment Virginia. Thank you.
That's also a great reference and the use of music to help the kids with mild ADD who often fall through the cracks is one that every teacher should know about.

Your posting is also a reminder to me of how much my own involvement helps my soul and brain. Don't you find this too? Writing this and then dialoging with educators like you is so renewing, so nourishing. When I write about the politics of education I often feel like I need to drink some detox tea afterwards! When I write and engage about music and kids, it reminds me of how lucky I am to be in this field.

Thanks again and continued good luck with your work in Virginia Beach.

Mark

Virginia Largent's picture
Virginia Largent
Director of the Virginia Beach School of the Arts

Detox tea, funny. Yes, perhaps we are a little biased but I tell people what I do is not a real job because its so fun. 'I bet you feel the same way! And there is much agreement to your inquiry about music nourishing the soul and brain. That's actually very scientifically based. Making music aligns every nucleus in the brain to fire its neurons correctly - in teaching circles this is called "integrated thought." One of my friends is a professor at a medical college and the former dean of said institution. He said that before every lecture he plays the piano for 15 minutes because it makes him feel better. Our brains were hard wired to perform best when music is a daily part of our lives. I saw you are an educational journalist. Where do some of your article appear? I would like to read some of your work. Thanks for what you do & keep spreading the musical message!

Mark Phillips's picture
Mark Phillips
Teacher and Educational Journalist
Blogger

Virginia:

Most of my writing is for Edutopia and you can access most of my columns from my page on this site: http://www.edutopia.org/user/79389. I also write a column once a month for the Marin Independent Journal and occasionally publish elsewhere.
I was a high school teacher and then a teacher educator for many years. In so called retirement, I've now gone back to my other love, journalism.

You can also reach me through Facebook: https://www.facebook.com/markpsf
I use that site for professional postings, for references to political issues, and for culturally related recommendations.

I always welcome dialogue about any of these.

Thanks again.

Mark

Shawn Krinke's picture
Shawn Krinke
Junior and Senior Language arts Teacher, North Dakota

I really appreciate both the article and Virginia's information. As a Language Arts teacher and avid music lover, I find that they combine quite nicely, so when I incorporate music into my English classroom, it just feels right. Now, as I do more and more research, I find support from blog entries like this one and brain-based research like Virginia alludes to.

Clearly, music remains an imperative part of every school's curriculum and should be included across the curriculum.

Caleb Pierce's picture
Caleb Pierce
4th Grade teacher from Washington State

I couldn't agree more with your blog! I think music is such a wonderful thing to add to lessons, and expose students to all different kinds of music. It is so important to give them opportunities that they may not get in their daily lives. Music has always been a big part of my life, and I really think that it can be a great motivator in the classroom.

Virginia Largent's picture
Virginia Largent
Director of the Virginia Beach School of the Arts

Hi Caleb, Great comment! Yes music is an awesome motivator for the classroom because it brings the brain into balance. Have you tried http://www.acadamiacs.com/? I use these songs every day in my teaching & my students consistently are the highest scoring. Using music to teach academics works!

Mr. Leckie's picture

Thank you for posting all of the fantastic resources, Mark. And thank you for your contributions, Virginia, I had no idea someone had taken my dream job of selling parody songs as memory aids.

As a middle school music teacher, I know first hand how transformative music can be on a group of students. I have felt that shared sense of awe that comes from a class successfully creating music themselves. I wonder how to get my district administration to realize what we all know about the power of music.

New this year are school-wide goals that I must aspire to and I'm curious to see if I can affect this kind of change in my entire building, beyond the four walls of my classroom. One of our building goals is to increase school spirit, and I can think of no better way than through music. I've just had the idea to get students to write a school song. I think my ideas will snowball from here; thank you for helping me start!

Mark Phillips's picture
Mark Phillips
Teacher and Educational Journalist
Blogger

Wonderful "Mr. Leckie!"
I get renewed hope in education every time I hear about how someone is creatively bringing more music into our classrooms.

Thanks for sharing this.

Mark

Grant Manhart's picture
Grant Manhart
University Professor of Music

Mark: Leave the sun drenched, arts infused west coast and rewrite in the middle of South Dakota, Missouri, Northern Wisconsin, the middle of North Dakota. Good luck!

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