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What I think…
I believe that students involved in music activities do better academically in school. From personal experience I know that they will. I began learning to play the violin when I was six years old in Penza, Russia. I played it for approximately three years and stopped when I came to the Unites States. During that time I played at many concerts and ensembles and was ranked as one of the best in Penza. In fact, I have always been complemented on my skills and received many awards and prizes. I became an expert violin player by the time I stopped playing, but if I continued I would have been a more efficient violinist.While I played the violin, I excelled in my academics and felt that my skills were working to a much higher potential than before. I was at the top of my class in both 1st and 2nd grade in Russia. I don't remember much about how I was before, but my mother says that I was not as good academically before I started playing the instrument. During this time I also was motivated to do better in school in competition with my brother. Music still played a far larger role in motivating me to excel in my academics. The enhanced skills gradually had an effect on my academics. This experience supports my beliefs and opinions about this topic. Therefore, I can say that I feel strongly that music activity motivate students to do better academically.
What a student involved in music activity had to say…
I interviewed a student who has had played an instrument and has seen the effects of music activity on his academics. Stan is a junior in the Brooklyn Technical High School and used to play the cello. "I was inspired to play the cello by the teacher who taught me to play." After being inspired by his instructor, he began to play the cello at the age of seven and stopped when he was nine. He said that at first he was "terrible," but in time he improved and "became proficient."A tragic thing happened in his life though - his music teacher died. Although, he was very somber at the news of his teachers death his passion for playing did not change. He continued to play the instrument until he was forced to stop. Stan said that he played in many concerts and that he received 2nd place at a regional competition. He said that his "academics were always good," but he did say that some of his skills were enhanced and that he learned more responsibility. He became more disciplined as well as more in rhythm. He mentioned that playing the cello was a wonderful experience for him and he did see effects from music activity in his abilities, which ultimately made him who he is today.
What previous studies had to say about this…
There have been a number of studies on the effect of music on academic development. Studies show that high school music students have higher grade point averages than non-music students do in the same school. According to Tony Mickela, "music educators feel, and have observed, that student involvement in school music has a positive impact on other areas of their lives. These educators will tell you that musical involvement improves a student's self-discipline, dexterity, coordination, self-esteem, thinking skills, listening skills, creative abilities and personal expression. Most music educators, however, are not aware of specific research that ill support these feelings and observations."
Other research was done by the Norwegian Research Council for Science and the Humanities, which found a connection between students having musical competence and high motivation, were more likely to achieve success in school. As said in Mickela's article, they concluded that there is a high correlation between positive self-perception, high cognitive competence scores, self-esteem and interest and involvement in school music. Whitwell, who deals with the left brain/right brain issue, came to a similar conclusion and contends that creative participation in music improves self-image, self-awareness and creates positive attitudes about one.
Marshall made an analysis of music curricula and its relationship to the self-image of urban black middle school age children. He found that involvement and achievement in school music builds positive self-image, which is a motivation for academic learning among urban black middle school students. It has also been found that through involvement in-group music activities on the high school level, individuals learn to support each other, maintain commitment and bond together for group goals. This process is a significant part of improved self-esteem as mentioned in Mickela's article.
A study conducted in the Albuquerque, New Mexico public schools concluded by comparing all areas of the California Test of Basic Skills (CTBS) has found that music students in an instrumental class for two or more years scored significantly higher than non-music students. Another person like Grace Nash, an Arizona music educator, has found that incorporating music into mathematics lessons has enabled students to learn multiplication tables and math formulas more easily. Maltester found that increased instruction in music can lead to increased learning in mathematics as said in his article, Music: The social and academic edge. Since my favorite subject is Math and I played the violin for over two years, I really relate to this.
Conclusion
All of the changes seen in people are all due to the improvement of brain functioning by music activity, which affects a person's life forever. The improvement of brain functioning changes every single aspect of a person. As one can clearly see, playing a musical instrument plays an important role in improving a person's skills. Therefore, music activity is advised for students since it makes them do better academically.
