Robert Hearson

More Sunday Perspective

• Perspective: Drawing the Line
• Phil Lewis: Press-ing issues, Naples forum
• Jeff Lytle: Survey shows one thing for sure: Readers have passion for letters

Tell us about it

• What would you add to this story? Tell us what we missed.
• Do you have photos from this event? Documents we need to see? Share with us.
• Upload photos & videos
• More ways to get your stuff online and in the paper.

STORY TOOLS

• E-mail story
• iPod friendly
• Printer friendly

Share and Enjoy [?]

NAPLES — Re: Bob Hagen’s letter to the editor published Monday.

As a retired music educator with a 42-year career of dedicated service to both public school and collegiate music students, and the father of three musician daughters, one of whom is currently teaching as a music educator in the Collier County Public School system, I feel compelled to respond to Hagen’s views of the place of music in the school curriculum.

While many uninformed parents and taxpayers share Hagen’s view of music as a “frivolous, extracurricular activity,” the role of musical instruction and involvement as an integral need of a well-balanced educational curriculum has been substantiated through notable research studies.

MENC (National Association for Music Education) has reported results of a study by the College Entrance Examination Board (“The College-Bound Seniors National Report: Profile of SAT Program Test Takers”). Students with coursework and experience in music performance scored higher on the SAT — 53 points higher on the verbal and 39 points higher on the math for music performance, and 61 points higher on the verbal and 42 points higher on the math for music appreciation — than students with no arts participation.

The National Band Association has also indicated numerous reasons music should be a vital part of a well-rounded educational experience.

Students who elect to participate in music instruction and school-performing organizations do so for a variety of reasons — as an outlet for creativity; as a source of continued enjoyment which enhances the quality of life; as a possible career choice; for gratification that comes from recognition by responsive audiences; for the development of social skills learned through cooperative efforts in musical organizations; for the self-discipline learned from study and practice; and to give service to school and community.

It is often said that “all the smart students are in music.” Research such as the aforementioned appears to indicate that it is actually the music programs that are helping to make smarter students!

In the words of noted journalist Charles Osgood, we are reminded that many of today’s finer schools and educators already recognize the importance of music as an irreplaceable part of a balanced education. And as a part of our national education goals, music and the other arts are recognized as core subject, equal partners with English, math and science.

There is every educationally sound reason to keep music in our schools.

Robert Hearson, Ed.D., is professor emeritus of music and director of bands emeritus, Lebanon Valley College, Lebanon Valley College, Annville, Pa.