Music In Education

Music in education is essential to our children because it increases their listening skills andis a common method of communication for cultures worldwide. Music is Education Thereare schools attempting to eliminate teaching musical arts to our children. The board ofeducation claims they must provide education by concentrating on the basic academiccourses, but what they don’t realize is that music is a major part of basic education.

Wemust not allow them to pull the teaching of music out of our school curriculums becausemusic is an essential form of communication. Our children do not have to be fluent in thearts to receive the value of broad exposure to the different musical dialogues. Deprivationof a very valuable part of education occurs if we do not teach them to appreciate a widevariety of music. Metaphorically speaking, we often associate the terms language andgrammar with the term music. This association leads us to believe that music is a form oflanguage, possibly because no symbol system other than language has the same potentialas music of infinite productivity and precision. It takes a multitude of directions andphonetic-type symbolism to produce a pleasant sounding musical composition. This relatesvery closely to the requirements of everyday language. The primary objective of anyspoken language is to convey a person’s thoughts in a comprehensible fashion, but wemust remember that everyone thinks and comprehends everything differently.

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Musicallanguage contains vast quantities of words to help people understand how originalcomposers intended to play a specific piece. Musical language also has directions thatallow and encourage some scope of original interpretation and minor departures from thewritten score, resulting in no two performances sounding exactly alike. The Englishlanguage, as we know it, carries a very strong parallel to these same interpretable words.Dialect and slang are just two of the many connotative forms to speak different languages.All languages contain these variations and reinforce the need for striving towardunderstanding a basically generic language.

It would be very difficult to speak to anon-English speaking person and clearly convey a message unless both persons werefamiliar with basic terminology. It would be just as unlikely to communicate a musicalmessage to someone not educated or interested in musical interpretation. The term musicin itself has many different connotations.

One in the United States may not have the sameperceptions as one whose origin is France or Australia, or elsewhere in the world. In mytravels through Europe and South America I had a hard time finding any truly original,locally produced music. The majority of the music I searched through were also popular inthe United States. It was very easy to find foreigners singing an American song using theirinterpretation of our language.

The entire world seems to be able to communicate withmusic and seems to understand it enough to share their own musical interpretation. Musicis a language of it’s own and depending on how we speak it, it too can accomplish amultitude of results. People are no more able to understand a foreign language withouteducation than they are to understand the unspoken language of music without propermusical education. A single score of music interpreted with a few of many availablemusical directions can tell as many stories as there are variations. For example, playingCristofori’s Dream by David Lanz entirely lento-pianisimo (slow and very soft), creates avery peaceful and tranquil mood. Played again allegro-forte (lively, brisk, and loud), emitsan uplifting feeling. Yet, by using both interpretations progressively and regressivelywithin this identical musical score, one could feel depleted and elated in the sametimeframe. This is perhaps the most ascribable reason to pursue a knowledge of musicalsemantics.

Within music one expresses many emotions, speaks many languages, conveyscomplex messages, and ! tells many stories. Music can be a selfish form of conversationand it is not always necessary to have a recipient to convey a message. One has only tolisten while playing music to communicate with themselves, yet most would suspect thestability of a person who attempted this scenario by simply talking and responding whilealone. Music merges the physical aspects of harmony with a sublime and metaphysicaleffect creating an inner peace. Seldom will words alone be capable of accomplishing whatjust one musical composition can communicate when we teach our children to appreciatemusic. With all available forms of communication, one should never forget that listeningcarefully to music–as we should listen to others speak–can clarify the true meanings of alllanguages. We should all strive to include intuition and intellect into language of any form.

Intellect enlarges our range of instincts through newly absorbed information and enablesus to reflect and analyze all forms of language. If communication is the purpose forlanguage, we must then realize that speech is not the only form of communication, for lifewithout smiles, hugs, sign language, and even music would be very unfulfilling. We mustcontinue to educate our children in the musical arts and teach them yet another form ofcommunication.Full article https://sydney.edu.au/music/study-music/study-options/music-education.html