Hartline 1

Tyler Hartline

Merewyn Weinkauf

MUSC 330

11 November 2020

A Defense of Modern Music Education from Ancient Minds

Why does the human race place an emphasis on listening to or participating in music? It

is a question many have tried to answer over the course of human history and many answers

have been given. Music has been a part of the human species history for as far back as can be

traced. Whether it be a woodwind instrument made from a bear’s femur or the modern flutes we

play today, music has shaped human culture every step along the way; however, American

society no longer treats music as if it is worthy of attention. In American public education,

almost 94 percent of elementary schools require music instruction (Raiber 85). By the time these

students reach middle or high school, music instruction becomes an elective and only about 15 to

20 percent of students are involved in a music class (Raiber 86). On the other hand, physical

education is an academic requirement by about 95 percent of American high schools (“SHPPS”),

and the common core academic subjects have become the main focus of American education.

Although the common subjects – such as math, English, science, and history – are important and

should continue to be part of the main curriculum, music education must return to be a staple of

well-rounded education alongside physical education. The need for music education is not a new

debate. Two ancient Greek philosophers, Aristotle and Plato, described the importance of giving

the Greek youth music education. Sometime between the times of Ancient Greece and modern

history, the human race has lost sight of the need for music to be a central part of the education

of young minds. Many schools across the nation have nonexistent or undervalued music
 Hartline 2

programs; however, if society listens to the words of the ancient philosophers that contributed to

the modern world, it can see the importance of music in the schools and the need to be advocates

for educational reform.

Music is often not the first thing that comes to mind when one hears mention of the name

Aristotle. Historians attribute Aristotle with laying the groundwork for aspects of science,

politics, poetry, and ancient philosophy (Daily History). His survived writings teach society

about Ancient Greece and basic human philosophies. Modern society values the teachings of the

ancient philosopher and his name and work is taught in schools across the globe. Although

Aristotle is well-known for the aspects of his life listed above, he also had strong opinions on

music and the need for the music education of youth. In his doctrine Politics, Aristotle offers

insight on music theory, ethos, and music education. His theories on music and ethos lead well

into his beliefs on music education. He believed that “music that imitates a certain ethos aroused

that ethos in the listener” (Burkholder 12), ethos being the ethical character and behavior of a

person. Aristotle theorized that the scales, melody, and rhythms used in music could bring out

the emotions in a person and shape their behaviors (Burkholder 13). When it came to using

music in education, Aristotle had opinions that varied from some of the other philosophers of his

time. Aristotle believed that physical and music education should be weighted equally

(Burkholder 13). Regarding music education, Aristotle believed that music should be learned for

both enjoyment, education, and catharsis (Burkholder 13). In Politics, Aristotle states that “it is

plain that music has the power of producing a certain effect on the ethos of the soul, and if it has

the power to do this, it is clear that the young must be directed to music and must be educated in

it” (Burkholder 13). Aristotle’s doctrines still apply to current education. Society values music

for its ability to entertain and touch the soul, yet most schools seem to strip down the importance
 Hartline 3

of something that was a central part of educational doctrines of the past. Through Aristotle’s

view on ethos and education, we can see that music education is equally as important as physical

education, and that young minds can benefit greatly by engaging in musical activity.

Aristotle is not the only ancient philosopher to have an opinion of music and its

educational value. Plato served as Aristotle’s teacher and his philosophical doctrines are

unparalleled in their influence on modern society (Meinwald). Like Aristotle, historians

remember Plato for his works with politics, philosophy, and mathematical logic (Meinwald).

Like his student, Plato also had strong opinions on music and its power in society. Plato was one

of the first Ancient Greek music theorists (Burkholder 10). One of his ideas on music was

“music of the spheres”, which was the idea that the revolution of the planets created unheard

harmonies (Burkholder 12). When it came to music education, Plato was somewhat stricter than

those that followed him. Plato and Aristotle shared the belief that music education and physical

education should be balanced equally (Burkholder 13). Plato took this further in his dialogue

Republic, in which he stated that too much music education made a person weak and irritable,

while too much physical education made a person violent and barbaric (Burkholder 13). When it

came to the actual process of music-making, Plato believed that it should be done within strict

parameters. The ancient philosopher only endorsed the Dorian and Phrygian harmoniai and

dictated that melodies should avoid expressing softness and passive emotion (Burkholder 13). It

was Plato’s belief that listening to music for pleasure would sully a person’s character and that

change in musical laws would lead to anarchy (Burkholder 13). Although his beliefs are much

harsher than Aristotle’s, a necessity to teach music to the youth is still prevalent. Plato believed

that balancing physical and music education would create exemplary citizens of the Greek world

and that it is important for teaching lawfulness, thus endorsing music education.
 Hartline 4

Although these two ancient philosophers have differing opinions on how music education

should be done, they both acknowledged its importance in their doctrines. The educational

system of modern America deviates from these beliefs and is in danger of defying them

altogether. Some would argue that modern education should not be based on ancient philosophy.

Though there is value in the argument, society can gain much by looking back from where it

came. Many times throughout history, humanity has lost sight of what is important for a

satisfactory life. The human race is built on ambition and survival instincts, yet it values emotion

and self-expression; however, it is rare for self-expression to be taught in schools. A renewed

emphasis on music in American public education can bring back the country’s ability to help

mold young minds into great citizens and people. Therefore, acknowledging the viewpoints of

these ancient philosophers can provide us with a better view of why music education is

important.

While analyzing the views of both Aristotle and Plato, I find that I align mostly with the

views of Aristotle. I do appreciate Plato’s philosophy on music education, but I find it to be too

strict and inflexible. Aristotle’s philosophy on music education promotes a classroom that is

different than almost every other class available to students now: a class on emotions, character,

and behavior. The current educational system in the United States puts an emphasis on

uniformity of teaching and a lack of individual student expression. Each student must take the

same classes, with the exception of a few electives, and are often forced to sit and be lectured to

for long periods of time. The main purpose of the education is for the student body to perform

well on multiple standardized tests given to almost every child across the nation. The current

educational system may have pleased Plato in his views of lawfulness and balance in education;

however, Aristotle would not endorse this form of education and would likely reject it. Anyone
 Hartline 5

studying Aristotelian philosophy can recognize that these standardized classrooms and tests do

not emphasize ethos or character whatsoever, thus going against Aristotle’s beliefs. In this

manner, I agree with Aristotle. Although I am not suggesting that standardized testing be

removed altogether, I think that modern education should focus on the student and their goals

and accomplishments. Aristotle emphasizes using music to teach ethos and individual character;

modern education strips away the individual and teaches conformity. All in all, I agree with

Aristotle’s philosophy on music education and hope that future educators, administrators, and

politicians can see the importance of his words and teachings.

Along with the philosophies of Aristotle and Plato, I have my own beliefs on the

importance of music education and its role in a child’s life. Unlike most math, science, history,

or language classes, I believe that music in schools has the power to offer students a place to feel

like they can explore who they are and make deep connections with their peers. Most students

who do not enjoy their common curriculum general education classes will find purpose in a

music classroom that emphasizes student expression alongside academics. Similar to how the

ancient philosophers believed in a balance between music and physical education, I believe in a

balance of teaching music academia and helping students express their emotions and personality.

Some contemporary music education figures believe that music classes should focus more on the

academic side of music, and that it should be constructed similar to the other general education

classes. In my opinion, that is the wrong way to go. Although I do believe that assessment in a

music classroom is important, I feel that what we can teach our students about life, relationships,

emotions, and human connection will offer our students more than being able to do a full Roman

numeral analysis of a piece of music they may never perform. For those students planning a

career in music or who will one day be music teachers, I think that Roman numeral analysis and
 Hartline 6

the academic side of music is important; however, many of my future students will not go on to

become professional musicians. It is my goal that when students leave my classroom, they are

better and happier people for the experiences they created both in and outside of the classroom.

When my career has ended and I am an old man reminiscing about my days in school, it won’t

be the fugal analyses and the college algebra that I remember. It will be the connections I made,

the experiences I had, and the person I became as a result of having supportive role models and

music classes. That is my greatest wish for my students.

The status of music education in American schools is always shifting. Music classes are

not valued on the same level as general education classes and many students will never take one.

Aristotle believed that the right musical experience could create good behavior and help young

minds navigate their emotions. Plato believed that the right musical experience could promote

lawfulness and character building. Students need the opportunity to grow their character through

the arts, especially music. Physical education and sports are important and promote physical

health and obedient structures. Music education is imperative for mental health and to promote

human expression and connection. Music should not be taught for music’s sake, but for the

students. It is time for the educators, administrators, lawmakers, and parents to realize the

importance of music in the schools. Musical experience is something students can carry with

them for the rest of their life, and it is something that they can continue to develop on their own

and with others. The common academic core subjects in American public education build like-

minded individuals who will become productive members of society; however, adding music to

the required curriculum will evolve the American students from productive members of society

to a transformative generation. As believed by ancient philosophers, music has the power to give
 Hartline 7

young minds the chance to become more than just American products. Music has the power to

give young minds the chance to live and live to the fullest.
 Hartline 8

Works Cited

Burkholder, J. Peter, et al. A History of Western Music. 10th ed., Canada, W.W. Norton and

Company, 2019, pgs. 10-13.

“How did Aristotle fundamentally change philosophy and science.” Daily History, Jan. 19, 2019,

https://dailyhistory.org/How_did_Aristotle_fundamentally_change_philosophy_and_scie

nce.

Meinwald, Constance. “Plato: Greek philosopher.” Britannica, accessed on October 15, 2020,

https://www.britannica.com/biography/Plato/Dialogue-form.

Raiber, Michael. The Journey from Music Student to Teacher. New York, Routledge, 2014, pgs.

85-86.

“SHPPS: Physical Education.” Department of Health and Human Services, October 2007,

https://files.eric.ed.gov/fulltext/ED498697.pdf.