dats trizarey September 19,2019 Professor Dominik Ferrara ‘Music Education Reaches ALL. Is Music Education for everyone? The answer i yea! German composer and music educator Carl Of state, “Since the beginning of time, children have nt liked to study. They would much rather pay and if you have ther intrests at heart, yourill let them learn while they play; they will find that what they have mastered is spl (Sarrazin). As OnfThas pu it, having children sit ina classroom being talked at is ineffective pedagogy in helping all students leam and grow to the bes of ther potential. Being able to engage four types of learners including: visual, auditory, kinesthetic, and reading / writing in a class is one ofthe most dificult challenges teachers face each day. As an aspiring music educator, I am confident that with the tools music education has to offer: instruments, singing, movement, and speech, that I wll be able to successfully reach each and every child in some way bby having them simultaneously play and learn. Through the four stags of teaching musie that Contr ng put together: imitation, exploration, improvisation, and composition, Lkno«'by actively engaging these in my lesson plans, my future music students will beable to unleash their highest points of creativity and individuality in my classroom. There are many wonderful elements a gre school student can take ut ofthe music classroom such as an appreciation fora beautiful tune, a new skill development on an instrument or Voice, or an understanding of a new concept in music theory. However, beyond just music, students who are given the chance to study it gain more benefits compared to those who do not.Not every student will become a professional musician or pursue music after taking music classes in grade school. However, because of the way “musical training helps develop language ‘and reasoning” and enriches “a mastery of memorization” (NAfME), these students still can be reached and can still benefit from what they have leamed in their music classes. Also according NAIME, a student who may deal with extreme anxiety, for example, could find a relationship within music because of the way it relaxes and develops them emotionally. Neurologic music therapist Jenni Rook stated, “The effects of music have been documented by scientists for years, and despite its mysteries, one thing is certain: listening to music activates our entire brains, creating the potential for us to use music to improve the way we think, behave, and feel” (Rook). Eye those students who lean more towards athletics or other academia can take away lifelong ‘concepts from their music classes: teamwork, risk-taking, and better self-confidence. Everyone can and should be reached through music education. Providing a music education for all students would allow for expression and exploration of many ethinic and cultural backgrounds. Indian vocalist, Falguni Shah, stated in the New York ‘Times, “When people of different backgrounds become united by valuing the same ideas, it is | y easy wo fight anything. Radicalism and racism can be fought witha message of peace / (4, ‘through beautiful music and inspiring lyrics” (Mekhennet). These words carry power now more” sae than ever in our country and in our world. Children in our public school systems are growing up a in a country where white suprem: ists are killing masses of people. Children in America are ‘growing up in a country with police brutality. They are growing up in a country where their President continues to make racist remarks against minorities. Itis our job as music educators to <\” combat this chaos and discrimination by putting an even stronger emphasis on learning about and althhing world music in the classroom. It is our job to make all students feel welcome, excited to arn, and accepted in society no matter their background. /Masic education will ereate the leaders of tomorrow. As Bill Clinton stated, “I don't think {ald have become Presiden it were not for my schoo! music program” (Clinton). Similar to Clinton, I agree that music education has fostered a love of leading and guiding others within me. Without experiences such as leading my high school’s marching band as drum major and ‘managing my school’s honor choir, I would not be the same human with the same goals that I am isic education reached me and stills continues to at Berklee in ways [ cannot fully today. exprey(s it has inspired me to ignite this same fire under my future music students. | am so Ared to meet each child where they are and to make conscious efforts to reach them through the power of music education,