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Facts
and Insights on the Benefits of Music Study
“Every
student in the nation should have an education in the
arts.”
This is the
opening statement of <The
Value and Quality of Arts Education: A Statement of
Principles>, a document from the
nation’s ten most important educational organizations,
including the American Association of School
Administrators, the National Education Association, the
National Parent Teacher Association, and the National
School Boards Association.
The basic statement is
unlikely to be challenged by anyone involved in
education. In the sometimes harsh reality of
limited time and funding for instruction, however, the
inclusion of the arts in every student’s education can
sometimes be relegated to a distant wish rather than an
exciting reality.
It doesn’t have to be
that way! All that’s needed is a clear message
sent to all those who must make the hard choices
involved in running a school or school system. The
basic message is that music programs in the schools help
our kids and communities in real and substantial
ways. You can use the following facts about the
benefits of music education, based on a growing body of
convincing research, to move decision-makers to make the
right choices.
The benefits conveyed by
music education can be grouped in four categories:
Success in society
Success
in school and learning
Success
in developing intelligence
Success
in life
When presented with the
many and manifest benefits of music education, officials
at all levels should universally support a full,
balanced, sequential course of music instruction taught
by qualified teachers. And every student will have an
education in the arts.
MENC:
The National Association for Music Education
Success
in society
Perhaps the basic reason
that every child must have an education in music is that
music is a part of the fabric of our society. The
intrinsic value of music for each individual is widely
recognized in the many cultures that make up American
life — indeed, every human culture uses music to carry
forward its ideas and ideals. The importance of music to
our economy is without doubt. And the value of music in
shaping individual abilities and character are evident.
– MENC
Data show that high
earnings are not just associated with people who have
high technical skills. In fact, mastery of the arts and
humanities is just as closely correlated with high
earnings, and, according to our analysis, that will
continue to be true. History, music, drawing, and
painting, and economics will give our students an edge
just as surely as math and science will.
– Tough Choices or Tough Times: The report of
the new commission on the skills of the American
workforce, 2007, page 29; www.skillscommission.org
The arts provide one
alternative for states looking to build the workforce of
tomorrow - a choice growing in popularity and esteem.
The arts can provide effective learning opportunities to
the general student population, yielding increased
academic performance, reduced absenteeism, and better
skill building. An even more compelling advantage is the
striking success of arts-based educational programs
among disadvantaged populations, especially at-risk and
incarcerated youth. For at-risk youth, that segment of
society most likely to suffer from limited lifetime
productivity, the arts contribute to lower recidivism
rates; increased self-esteem; the acquisition of job
skills; and the development of much needed creative
thinking, problem solving and communications skills.
Involvement in the arts is one avenue by which at-risk
youth can acquire the various competencies necessary to
become economically self-sufficient over the long term,
rather than becoming a financial strain on their states
and communities.
– The Impact of Arts Education on Workforce
Preparation, May 2002, The National Governors
Association; http://www.nga.org/cda/files/050102ARTSED.pdf
The abilities associated
with the humanities and the arts are vital, both to the
health of individual nations and to the creation of a
decent world culture. These include the ability to think
critically, to transcend local loyalties and to approach
international problems as a “citizen of the world”.
And, perhaps most important, the ability to imagine
sympathetically the predicament of another person. One
of the best ways to cultivate sympathy is through
instruction in literature, music, theatre, fine arts and
dance.
When people put on
a play or a dance piece together, they learn to
cooperate – and find they must go beyond tradition and
authority if they are going to express themselves well.
The sort of community created by the arts is
non-hierarchical – a model of the responsiveness and
interactivity that a good democracy will also foster in
its political processes. And not the least, the arts can
be a great source of joy. Participation in plays, songs
and dances fills children with happiness that can carry
over into the rest of their education.
We need to favor an
education that cultivates the critical capacities, that
fosters a complex understanding of the world and its
peoples and that educates and refines the capacity for
sympathy. In short, an education that cultivates human
beings rather than producing useful machines. If we do
not insist on the crucial importance of the humanities
and the arts, they will drop away. They don’t make
money; but they do something far more precious; they
make the world worth living in.
– Martha Nussbaum, Ernst Freund Distinguished Service
Professor of Law and Ethics, University of Chicago;
Newsweek International, August 21 – 18, 2006;
“Teaching Humanity”; http://msnbc.msn.com/id/14322948/
Secondary students who
participated in band or orchestra reported the lowest
lifetime and current use of all substances (alcohol,
tobacco, illicit drugs).
– Texas Commission on Drug and Alcohol Abuse Report.
Reported in Houston Chronicle, January 1998
The U.S. Department of
Education lists the arts as subjects that college-bound
middle and junior high school students should take,
stating "Many colleges view participation in the
arts and music as a valuable experience that broadens
students’ understanding and appreciation of the world
around them. It is also well known and widely recognized
that the arts contribute significantly to children’s
intellectual development." In addition, one or two
years of Visual and Performing Arts is recommended for
college-bound high school students.
– Getting Ready for College Early: A Handbook for
Parents of Students in the Middle and Junior High School
Years, U.S. Department of Education, 1997; http://www.ed.gov/pubs/GettingReadyCollegeEarly/step2.html
The fact that choral
singing is a communal activity is especially significant
today when we increasingly rely on internet-based
communications, rather than face-to-face interaction.
Several recent studies have shown a significant decline
in civic engagement in our communities. Robert Putnam,
Harvard University’s Kennedy School of Government
scholar, asserts that the significance of choral singing
goes beyond music making, and even beyond the arts. He
sees group performing as contributing directly to the
social trust and reciprocity that is the basis of civic
engagement. His work shows that the mere existence of
choral groups helps foster America’s democratic
culture…
Chorus America
found that choral singers are far more likely to be
involved in charity work, as volunteers and as donors
(76 %), than the average person (44% according to a 2001
report by Independent Sector). Choral singers are also
more than twice as likely as non-participants to be
aware of current events and involved in the political
process. They are also twice as likely as the general
public to be major consumers of other arts – and not
just music.
– America’s Performing Art: A Study of Choruses,
Choral Singers, and their Impact (Chorus Impact Study,
2003); www.chorusamerica.org
Success
in school and learning
Success in society, of
course, is predicated on success in school. Any music
teacher or parent of a music student can call to mind
anecdotes about effectiveness of music study in helping
children become better students. Skills learned through
the discipline of music, these stories commonly point
out, transfer to study skills, communication skills, and
cognitive skills useful in every part of the curriculum.
Another common variety of story emphasizes the way that
the discipline of music study — particularly through
participation in ensembles — helps students learn to
work effectively in the school environment.
– MENC
The term ‘core academic
subjects’ means English, reading or language arts,
mathematics, science, foreign languages, civics and
government, economics, arts, history, and geography.”
– No Child Left Behind Act of 2002, Title IX, Part
A, Sec. 9101 (11)
“When I hear people
asking how do we fix the education system, I tell them
we need to do the opposite of what is happening, cutting
budgets by cutting music programs…. Nothing could be
stupider than removing the ability for the left and
right brains to function. Ask a CEO what they are
looking for in an employee and they say they need people
who understand teamwork, people who are disciplined,
people who understand the big picture. You know what
they need? They need musicians.”
– Former Arkansas Governor Mike Huckabee, MENC
Centennial Congress, Orlando, Florida, June 2007.
Schools that have music
programs have significantly higher graduation rates than
do those without programs (90.2% as compared to 72.9%).
In addition, those that rate their programs as
“excellent” or “very good” have an even higher
graduation rate (90.9%). Schools that have music
programs have significantly higher attendance rates than
do those without programs (93.3% as compared to
84.9%).
--
Harris Interactive poll of high school principals
conducted Spring 2006; funded by MENC and NAMM. For more
info, contact info@menc.org
Students in high-quality
school music programs score higher on standardized tests
compared to students in schools with deficient music
education programs, regardless of the socioeconomic
level of the school or school district. Students in
top-quality music programs scored 22% better in English
and 20% better in math than students in deficient music
programs. Students in top-quality instrumental programs
scored 19% higher in English than students in schools
without a music program. Students in top quality
instrumental programs scored 17% higher in math than
children in schools without a music program. Students at
schools with excellent music programs had higher English
and math test scores across the country than students in
schools with low-quality music programs. Students in all
regions with lower-quality instrumental programs scored
higher in English and math than students who had no
music at all.
– MENC Journal of Research in Music Education, Winter
2006, vol. 54, No. 4, pgs. 293- 307; “Examination of
Relationship between Participation in School Music
Programs of Differing Quality and Standardized Test
Results” Christopher M. Johnson and Jenny E. Memmott,
University of Kansas
Students of the arts
continue to outperform their non-arts peers on the SAT,
according to reports by the College Entrance Examination
Board. In 2006, SAT takers with coursework/experience in
music performance scored 57 points higher on the verbal
portion of the test and 43 points higher on the math
portion than students with no coursework or experience
in the arts. Scores for those with coursework in music
appreciation were 62 points higher on the verbal and 41
points higher on the math portion.
– The Student Descriptive Questionnaire, a
self-reported component of the SAT that gathers
information about students’ academic preparation,
gathered data for these reports. Source: The College
Board, Profile of College-Bound Seniors National Report
for 2006; http://www.collegeboard.com
Schools that have higher
levels of student participation in the fine arts receive
higher academic ratings and have lower drop out rates.
Average student enrollment in fine arts courses is 17
percent points higher in high schools that are rated
“exemplary” than in those rated “low
performing”, based on data from the Texas Education
Agency on 951 high schools. Schools with the lowest drop
out rates on average have 52% of their students enrolled
in fine arts classes while schools with the highest drop
out rates have only 42% of their students in fine arts
courses. The data from 864 middle schools followed the
same trend as high schools.
– Analysis conducted by the Texas Coalition for
Quality Arts Education and the Texas Music Educators
Association (www.tmea.org).
Full report: www.music-for-all.org/WME/documents/TexasArtsStudy.pdf
Nearly 100% of past
winners in the prestigious Siemens Westinghouse
Competition in Math, Science and Technology (for high
school students) play one or more musical instruments.
This led the Siemens Foundation to host a recital at
Carnegie Hall in 2004, featuring some of these young
people, after which a panel of experts debated the
nature of the apparent science/music link.
– The Midland Chemist (American Chemical Society) Vol.
42, No.1, Feb. 2005
The Georgia Project found
that school districts in Georgia that made staffing and
funding of their arts programs a priority tended to have
higher overall rates of student participation in the
arts, and higher rates of arts student retention. Such
districts tend to have lower dropout rates in grades 9
– 12 and thus keep their students in school longer and
graduate more of them. Students tended to score higher
on achievement and performance tests, such as the SAT
and Georgia High School Graduation Test. They tended to
graduate more of their students with college prep
diplomas, percentages increasing with diversity of arts
curriculum and percent of students participating. While
these findings do not prove a cause and effect
relationship, they do indicate “strong arts programs
need not come at the expense of academic achievement.
Rather, the arts are an important factor in achieving
academic excellence.”
– Executive Summary, The Georgia Project: A Status
Report on Arts Education in the State of Georgia, 2004;
Dr. John Benham, President, Music in World Cultures
Program, Bethel University, St. Paul, MN
“Music is an extremely
rich kind of experience in the sense that it requires
cognition, it requires emotion, it requires aesthetics,
it develops performance skills, individual capabilities.
These things have to be developed and all have to be
synchronized and integrated so that, as a person learns
music, they stretch themselves mentally in a variety of
ways. What we are finding is that the kind of mental
stretching that takes place can be of value more
generally, that is, to help children in learning other
things. And these other things, in turn, can help them
in the learning of music, so that there is a dialogue
between the different kinds of learning.”
– From the Music in Education National Consortium,
Journal for Learning through Music, Second Issue, Summer
2003, “What Makes Music Work for Public Education?”
- pg. 87 Dr. Martin F. Gardiner, Brown University; http://www.music-in-education.org/journal.html
Harvard Project Zero (http://pzweb.harvard.edu/)
researcher Larry Scripp investigated how intensive music
study could serve as the basis for academic excellence.
His research at Conservatory Lab Charter School
(http://www.conservatorylab.org/learning.html) attempted
to identify innovative ways to incorporate music into
the curriculum and then measure its impact. Among his
findings: notational skills in music, not musical
performance, correlate positively with achievement in
math and reading. According to Scripp, “The
ability to process musical symbols and representations,
a skill relegated to the training of the talented few in
the past, is a leading predictor of music’s
association with learning in other subject areas”. He
also found that musical pitch is more predictive of
mathematical ability while rhythm is more predictive of
reading ability.
James Catterall (Prof. of
Education, UCLA) stated, in response to Scripp, that
“since our education systems ideally focus on academic
and social development, the arts should legitimately be
considered in the array of potential instructional
strategies contributing to these goals”.
– Excerpted from Terry Teitelbaum, Stephanie F.
Gillis, “Arts Education: A Review of the
Literature”, Blueprint Research and Design, Inc.;
prepared for the Performing Arts Program of the William
and Flora Hewlett Foundation, 11/03, updated 2/04)
http://www.hewlett.org
Success
in developing intelligence
Success in school and in
society depends on an array of abilities. Without
joining the intense ongoing debate about the nature of
intelligence as a basic ability, we can demonstrate that
some measures of a child’s intelligence are indeed
increased with music instruction. Once again, this
burgeoning range of data supports a long-established
base of anecdotal knowledge to the effect that music
education makes kids smarter. What is new and especially
compelling, however, is a combination of tightly
controlled behavioral studies and groundbreaking
neurological research that show how music study can
actively contribute to brain development.
– MENC
Results of an IQ test
given to groups of children (total: 144) who were
provided with lessons in keyboard, voice, drama or no
lessons at all, showed that the IQ of students in the
keyboard or voice classes increased from their
pre-lesson IQ score, more than the IQ of those students
taking drama or no lessons. Generally these increases
occurred across IQ subtests, index scores, and academic
achievement.
– Summary by MENC; Original source: August 2004,
Psychological Science, a journal of the American
Psychological Society; http://www.psychologicalscience.org/pdf/ps/musiciq.pdf;
Dr. E. Glenn Schellenberg (University of Toronto)
Children with music
training had significantly better verbal memory than
those without such training, and the longer the
training, the better the verbal memory. Researchers
studied 90 boys between the ages of 6 and 15. Half had
musical training as members of their school's string
orchestra program, plus lessons in playing classical
music on Western instruments like the flute or violin
for one to five years. The other 45 students had no
training. Students with musical training recalled more
words in a verbal memory test than did untrained
students, and after a 30-minute delay, students with
training also retained more words than the control
group. In a follow-up one year later, students who
continued training and beginners who had just started
learning to play both showed improvement in verbal
learning and retention.
– Summary by MENC. Original source: Ho, Y. C., Cheung,
M. C., & Chan, A. Music training improves verbal but
not visual memory: cross-sectional and longitudinal
explorations in children (2003) Neuropsychology, 12,
439-450.
A 2004 Stanford
University study showed that mastering a musical
instrument improves the way the human brain processes
parts of spoken language. In two studies, researchers
demonstrated that people with musical experience found
it easier than non-musicians to detect small differences
in word syllables. They also discovered that musical
training helps the brain work more efficiently in
distinguishing split-second differences between rapidly
changing sounds that are essential to processing
language. About 40 adults, divided into groups of
musicians and non-musician, matched by age, sex, general
language ability and intelligence, were tested. To
qualify, the musicians need to have started playing
instruments before age 7 and never stopped, practicing
several hours/week. Functional magnetic resonance
imaging showed the musicians had more focused, efficient
brain activity. “This is the first example showing how
musical training alters how your brain processes
language components.”
– Prof. John Gabrieli, former Stanford psychology
professor, now associate director of MIT’s Athinoula
A. Martinos Center for Biomedical Imaging. (http://news-service.stanford.edu,
Nov. 2005)
Young children who take
music lessons show different brain development and
improved memory over the course of a year, compared to
children who do not receive musical training. The brains
of musically trained children respond to music in a
different way to those of untrained children, and that
the musical training improves their memory. After one
year the musically trained children performed better in
a memory test that is correlated with general
intelligence skills such as literacy, verbal memory,
Visio spatial processing, mathematics and IQ.
– Dr. Laurel Trainor, Prof. of Psychology,
Neuroscience, and Behaviour at McMaster University,
Director of the McMaster Institute for Music and the
Mind; Canada; published 9/20/06; http://www.sciencedaily.com/releases/2006/09/060920093024.htm
Playing a musical
instrument significantly enhances the brainstem’s
sensitivity to speech sounds. This relates to encoding
skills involved with music and language. Experience with
music at a young age can “fine-tune” the brain’s
auditory system.
– From a study supported by Northwestern University,
grants from the National Institutes of Health, and the
National Science Foundation. Nina Kraus, director of
NWU’s Auditory Neuroscience Laboratory and senior
author of the study, which appeared in April 2007 Nature
Neuroscience. Other contributing researchers/authors:
Patrick Wong, primary author “Musical Experience
Shapes Human Brainstem Encoding of Linguistic Pitch
Patterns” Other researchers Erika Skoe, Nicole Russo,
Tasha Dees; info from www.sciencedaily.com
A study of 31 children
found that children who received keyboard instruction
for two years beginning at age 3 continued to score
higher on spatial-temporal and arithmetic tasks two
years after the instruction was terminated (Rauscher
& LeMieux, 2003). The age at which children begin
instruction appears to affect the duration of
extra-musical cognitive outcomes, and longitudinal
research suggests that at least two years of music
instruction are required for sustained enhancement of
spatial abilities (Rauscher, 2002).
– ERIC Clearinghouse on Early Education and Parenting
, Can Music Instruction Affect Children's Cognitive
Development? ERIC Digest; Frances H. Rauscher; ERIC
Identifier: ED480540, Publication Date: 09/2003. http://www.ericdigests.org/2004-3/cognitive.html
“Academic work is
really about certain types of deductive reasoning, and
especially some forms of verbal and mathematical
reasoning. Developing these abilities is an essential
part of education. But if intelligence were limited to
academic ability most of human culture would never have
happened. There’d be no practical technology,
business, music, art, literature, architecture, love,
friendship or anything else. These are big ideas to
leave out of our common-sense view of intelligence and
educational achievement.”
– Sir Ken Robinson, Senior Advisor, Education Policy,
Getty Foundation, in an Arts and Minds: Conversations
about the Arts interview; Education Commission of the
States, April 2005 How Creativity, Education and the
Arts Shape a Modern Economy; http://www.ecs.org/clearinghouse/60/51/6051.pdf
Success
in life
Each of us wants our
children — and the children of all those around us —
to achieve success in school, success in employment, and
success in the social structures through which we move.
But we also want our children to experience
“success” on a broader scale. Participation in
music, often as not based on grounding in music
education during the formative school years, brings
countless benefits to each individual throughout life.
The benefits may be psychological or spiritual, and they
may be physical as well.
– MENC
To put it simply, we need
to keep the arts in education because they instill in
students the habits of mind that last a lifetime:
critical analysis skills, the ability to deal with
ambiguity and to solve problems, perseverance and a
drive for excellence. Moreover, the creative skills
children develop through the arts carry them toward new
ideas, new experiences, and new challenges, not to
mention personal satisfaction. This is the intrinsic
value of the arts, and it cannot be overestimated.
– Education Week, Issue 20, vol. 24, pg. 40, 52; Jan
26, 2005, Rod Paige (former U.S. Secretary of
Education), Mike Huckabee, former Governor of Arkansas,
Education Commission of the States Chairman (www.ecs.org),
Chairman’s Initiative on the Arts in Education.
“The arts are not just
affective and expressive. They are also deeply
cognitive. They develop the tools of thinking itself:
careful observation of the world, mental representation
of what is observed or imagined, abstraction from
complexity, pattern recognition and development,
symbolic and metaphoric representation, and qualitative
judgment. We use these same thinking tools in science,
philosophy, math and history. The advantage of the arts
is that they link cognitive growth to social and
emotional development. Students care more deeply about
what they study, they see the links between subjects and
their lives, their thinking capacities grow, they work
more diligently, and they learn from each
other.”
– Nick Rabkin, Executive Director of the Center for
Arts Policy, Columbia College Chicago; Robin Redmond,
associate director of CAP. “The Art of Education
Success”, Washington Post, January 8, 2005, pg. A19
An education rich in the
arts and humanities develops skills that are
increasingly crucial to the productivity and
competitiveness of the nation’s workforce: the ability
to think creatively, communicate effectively and work
collaboratively, and to deal with ambiguity and
complexity. Just as important, exposure to the arts and
humanities fosters cultural literacy: the ability to
understand and appreciate other cultures, perspectives
and traditions; to read and understand music and
literature; to craft a letter or essay; to design a Web
site; and to discern the “hidden persuaders” in a
political or commercial advertisement. Arts and
humanities education also develops skills necessary to
participate in one of the fastest-growing, economically
significant set of occupations and industries in the
American economy – the arts, cultural and intellectual
property section. The “creative workforce” – which
includes traditional artist categories (dancers,
musicians, painters, actors, photographers, authors), as
well as individuals employed in advertising,
architecture, fashion design, film, video, music,
publishing and software development – is growing at a
rate more than double that for the rest of the
nation’s workforces.
– Summary of paper by Prof. Ann M. Galligan,
Northeastern University, in her paper “Creativity,
Culture, Education and the Workforce”, Center for Arts
and Culture, December 2001, www.culturalpolicy.org;
summary provided/written by Suzanne Weiss, in the
“Progress of Education Reform 2004: The Arts in
Education”; vol. 5, no. 1, January 2004, Education
Commission of the States; http://www.ecs.org/clearinghouse/49/91/4991.pdf
While many executives
turn to golf, tennis or boating for recreation, some
unwind by making music together. They may be members of
relatively large organizations like the Park Avenue
Chamber Symphony, whose 55 members are almost all
executives, or of smaller outfits, like a rock ‘n roll
band or a jazz ensemble. Beyond the pure pleasure the
music brings, some executives say, there can be chances
to advance a career. And creating a performance can help
executives develop basic management skills. “If you
are in an improv jazz ensemble or a small chamber group,
you learn to think fast on your feet and how to be
flexible and to collaborate and compromise, and that may
yield a creative outcome.” (J. Richard Hackman, a
professor of organizational psychology at Harvard
University who has studied symphony orchestras).
– Amy Zipkin, “Learning Teamwork by Making Music”,
for the New York Times, 11/16/03.
“I dream of a day when
every child in America will have in his or her hand a
musical instrument, be it a clarinet, a drumstick or a
guitar. And I dream of a day when there’s no state
legislature that would even consider cutting funding for
music and the arts because they realize that it’s a
life skill that changes the lives of students and gives
them not only better academic capability, but it makes
them better people. We sometimes forget that many of us
in this room, including this guy standing right in front
of you, would not be where he is today if not for having
music introduced in my life because it gave me the
understanding of teamwork, discipline and
focus”.
– Mike Huckabee, Former Arkansas Governor; NAMM
University Breakfast Sessions 2007, NAMM Playback
Magazine, Spring 2007, pg. 36; www.namm.com
“Music has a great
power for bringing people together. With so many forces
in this world acting to drive wedges between people,
it’s important to preserve those things that help us
experience our common humanity.”
– Ted Turner, Turner Broadcasting System.
“Music is one way for
young people to connect with themselves, but it is also
a bridge for connecting with others. Through music, we
can introduce children to the richness and diversity of
the human family and to the myriad rhythms of
life.”
– Daniel A. Carp, Eastman Kodak Company Chairman and
CEO.
“Casals says music
fills him with the wonder of life and the ‘incredible
marvel’ of being a human. Ives says it expands his
mind and challenges him to be a true individual.
Bernstein says it is enriching and ennobling. To me,
that sounds like a good cause for making music and the
arts an integral part of every child’s education.
Studying music and the arts elevates children’s
education, expands students’ horizons, and teaches
them to appreciate the wonder of life.”
– U.S. Secretary of Education Richard W. Riley, July
1999.
“The life of the arts,
far from being an interruption, a distraction, in the
life of the nation, is close to the center of a nation's
purpose - and is a test to the quality of a nation's
civilization.”
– John F. Kennedy
I have made a career
doing things that weren't even invented when I graduated
from high school 40 years ago. It will be the same for
today's graduates, only on a sharply accelerating
timeline. Much of what I learned in the classroom is
obsolete or, at best, only marginally useful. What has
made a difference in my life has been the ability to
learn as I go, to adapt to new ideas, to have the
courage to take risks, and to feel confident I will be
able to perform and successfully meet the challenges of
new situations. These skills I learned through
participation in band and drama.
– Fred Behning retired from IBM Corporation after a
32-year career that included assignments in systems
engineering, product development, management, and
customer technology briefings, and is still an IBM
consultant. A life-long musician, Fred plays oboe and
English horn in the Williamson County Symphony Orchestra
and the Austin Symphonic Band. http://www.supportmusic.com/drjohn/archive/2007-06-11.mhtml
Formerly “Benefits of
Music” brochure and “Facts and Figures.”
Need specific press
information? Contact Elizabeth Lasko at MENC <ElizabethL@menc.org>.
Need specific advocacy information? Contact Sue
Rarus at MENC <suer@menc.org>.
For a shorter version of this document, see: <Benefits
of Music> (PDF).
Facts updated by MENC
Staff, Summer 2007. When using specific
facts/quotes, please be sure to cite the individual
source that follows each item. Other text authored
by MENC Staff. When citing MENC (non-fact)
portions of this document, please cite as: MENC—The
National Association for Music Education, Why Music
Education? 2007. Further questions (or for info on
research studies prior to 2004), contact <info@menc.org>.
Also see:
www.supportmusic.com;
www.musicfriends.org;
www.music-for-all.org;
www.ecs.org; www.aep-arts.org;
The
Sounds of Learning Project, NAMM;
and MENC
Government Affairs. |
