Namm 2

Keep Music
Education
Strong
Opening my
trumpet case
for the rst time,
I didnt know
that I was
actually opening
a door to other
things
STUDENT,
AGE 13
MUSIC
IS MORE THAN
ENTERTAINMENT.
MUSIC IS ART.
MUSIC IS SKILL.
MUSIC IS PRACTICE.
MUSIC IS LIFE.
STUDENT, AGE 15,
ST. LOUIS, MO
Why learn
music in
school?
Because music
Research reveals
strong correlations between
quality music education in
school andacademic
achievement
Develops skills needed by the 21st century workforce:

critical thinking, creative problem solving, effective
communication, team work, and more
Keeps students engaged in school and less likely

to drop out
Improves the atmosphere for learning
Helps students achieve in other academic subjects

like math, science and reading
Helps communities share ideas and

values among cultures and generations
Is a disciplined human endeavor with intrinsic value

to society
A recent Harris Poll revealed that 93 percent of
Americans agree that the arts are vital to providing a
well-rounded education for children. Lets work together
to strengthen our commitment to quality music education
for all children.
Doing Well and Doing Good by Doing Art, a study by
James Catterall (I-Group Books, 2009), explores the
relationships between arts involvement, academic
achievement and citizenship. Using 12 years of data
collected by the National Educational Longitudinal Survey
(NELS) where students were studied for the same 12-year
period, Catteralls study looks at the effect of education,
visual and performing arts on the achievement and values
of young adults and compares students at arts-rich
schools to students in arts-poor schools. Students who
were highly involved with the arts outperformed their
less-involved peers, even within low socioeconomic
groups; low-income students with high arts involvement
performed better than the average study (at all income
levels) in the NELS sample. There is also a halo effect for
arts-rich schools; even students who are not personally
involved in the arts benet. These students are more
likely to attend four-year colleges, progress to higher
education faster and get better grades.
CATTERALL, J., DOING WELL AND DOING GOOD BY DOING ART, 2009
Seven in ten parents strongly agree that music and arts
instruction is very important for their childrens school
curriculum.
CBS NEWS POLL, JANUARY 2010
The College Entrance Examination Board found that
students in music appreciation scored 63 points higher
on verbal and 44 points higher on math than students
with no arts participation.
COLLEGE-BOUND SENIORS NATIONAL REPORT: PROFILE OF SAT PROGRAM
TEST TAKERS, PRINCETON, NJ: THE COLLEGE ENTRANCE EXAMINATION
BOARD, 2001
U.S. Department of Education data show that students
who report consistently high levels of involvement in
instrumental music during the middle- and high-school
years show signicantly higher levels of mathematics
prociency by grade 12.
CATTERALL, J., CHAPLEAU, R., AND IWANAGA, J., INVOLVEMENT IN THE ARTS
AND HUMAN DEVELOPMENT, 1999
The vast majority96 percentof the school principals
interviewed in a recent study agree that participation in
music education encourages and motivates students to
stay in school. Further, 89 percent of principals feel that
a high-quality music-education program contributes to
their school achieving higher graduation rates.
HARRIS INTERACTIVE POLL, 2006
IVE BEEN PLAYING THE
VIOLIN FOR OVER 10
YEARSI AM ALSO
ABLE TO USE THE
SKILLS IVE ACQUIRED
TO BEGIN TO TEACH
MYSELF GUITAR
IN THE MEANTIME,
IVE DEVELOPED A
LIKING FOR HIGH-
LEVEL MATH,
LIKE CALCULUS,
AND SCIENCE,
LIKE ORGANIC
CHEMISTRY
AND PHYSICS.
SOUNDS
NERDY, I
KNOW, BUT
I PROMISE
IM NOT

STUDENT, AGE 15,
CHAPEL HILL, NC
healthy social
development
preparation for the
21st century workplace
quality of a
young persons life
I write to bring to your attention the importance of the
arts as a core academic subject and part of a complete
education for all students. The Elementary and Secondary
Education Act (ESEA) denes that arts as a core
subject, and the arts play a signicant role in childrens
development and learning process
US SECRETARY OF EDUCATION ARNE DUNCAN, AUGUST 2009
With music in schools, students connect to each other
bettergreater camaraderie, fewer ghts, less racism
and reduced use of hurtful sarcasm.
JENSEN, E., ARTS WITH THE BRAIN IN MIND, ASSOCIATION FOR SUPERVISION
AND CURRICULUM DEVELOPMENT, 2001
There is a high relationship between interest in school
music and high self-perception, high cognitive
competence scores and general self-esteem.
COSTA-GIOMI, E., THE MCGILL PIANO PROJECT, 1998
A four-region public school music education study
revealed that students in high-quality school music
education programs scored higher on standardized tests
compared to students in schools with decient music
education programs. Students in top-quality music
programs scored 22 percent higher in English and
20 percent better in mathematics than students in
decient music programsacademic differences were
consistent across geographic areas.
JOURNAL OF RESEARCH IN MUSIC EDUCATION, SPRING 2007
Study published in the Journal of Research in Music
Education outlines responses for 1150 teens reveals the
meaning and importance of music participation in the
lives of middle and high school students, to include
musics benets to life-at-large, including the building
of ones character and life skills, social benets
encompassing camaraderie, the acceptance of
differences and high morale at school and home and
distraction from vices such as drugs, alcohol, smoking,
gangs, sex and suicidal behaviors.
JOURNAL OF RESEARCH IN MUSIC EDUCATION, FALL 2007
A 2007 Harris Interactive Poll of working adults indicated
that music education impacted ve skill areas: ability
to work toward common goals, striving for excellence in
group settings, disciplined approach to solving problems,
creative problem solving and exibility in work situations.
HARRIS INTERACTIVE POLL, 2007
Music majors are the most likely group of college grads to
be admitted to medical school.
THOMAS, L., CASE FOR MUSIC IN THE SCHOOLS, PHI DELTA KAPPA, 1994
The foremost technical designers and engineers in Silicon
Valley are almost all practicing musicians.
DICKINSON, D., MUSIC AND THE MIND, 1993
Students indicate that arts participation motivates them
to stay in school, and that the arts create a supportive
environment that promotes constructive acceptance of
criticism and one in which it is safe to take risks.
BARRY N., TAYLOR, K. AND WALLS K., CRITICAL LINKS: LEARNING IN THE
ARTS AND STUDENT ACADEMIC AND SOCIAL DEVELOPMENT, AEP, 2002
How can
you get
involved?
About SupportMusic.com
and the music
education coalition
Attend a school board meeting; speak and

show support for music education in your
community
Publicly celebrate the success and popularity

of your school music programs
Rate your school, build your case and learn

effective advocacy strategies at
www.SupportMusic.com
Create a local music education coalition of

other arts groups, concerned parents and
civic leaders
Invite the local media to a school music

performance
Identify state legislative initiatives which may

help or hurt your program
Visit your congressional representativeslet

your voice be heard
Follow SupportMusic Coalition on facebook!

Become a fan and support music education
in your community
SupportMusic.com is
a public service led
by NAMM and
MENC (the National
Association for Music
Education), which
intends to critically
impact resolve and
support for music
education in local
communities around
the United States.
Tens of thousands of
concerned citizens
visit the Web site every month, looking for ways to
defend their local school music programs.
The SupportMusic Coalition invites all interested arts,
parent, education, civic engagement and youth-serving
organizations to become afliates.
Organizations interested in participation in the
music education coalition, please write to
[email protected].
For more advocacy tips
and tools, download your
free SupportMusic
Community Action Kit at
http://www.supportmusic.com/kit/
Version 3.0 (last 03.10) www.SupportMusic.com
WHEN A CHILD LEARNS
MUSIC IT IS MUCH MORE
THAN NOTES AND SCALES;
THEY DISCOVER
THEMSELVESIT
CHALLENGES YOU WITH
CREATIVITY AND DEMANDS
SELF-DISCIPLINE. IT TAKES
COMMITMENT AND
TEAMWORK.
STUDENT, AGE 20,
VAN NUYS, CA

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Keep Music

Develops skills needed by the 21st century workforce:

Keeps students engaged in school and less likely

Improves the atmosphere for learning

Helps students achieve in other academic subjects

Helps communities share ideas and

Is a disciplined human endeavor with intrinsic value

Attend a school board meeting; speak and

Publicly celebrate the success and popularity

Rate your school, build your case and learn

Create a local music education coalition of

Invite the local media to a school music

Identify state legislative initiatives which may

Visit your congressional representativeslet

Follow SupportMusic Coalition on facebook!

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