Julia Hi Philosophy of Education Paper iy Secondary Methods S 24 In the classroom, itis imperative that the educator advocates for fair education of all students, In programs, such as the arts, necessary education can be viewed as extraneous, favoring math and science classes in the budget. Arts education is crucial in child development. Music education promotes cultural awareness, fostering community, and is proven to have a influence on brain development. As an educator, advocating for music education in posit opdeyo crete a well-rounded eduaton for stents is crucial for their development Itis the responsibilty ofthe educator to create culturally responsive curricutunis that will celebrate a vast aray of cultures from all over the world. As J. Scott Goble states in his publication, “Instruction in the music of different cultural traditions is likely to raise students” aw hoe and knowledge of the people with whom they originated and is thus likely to diminish sidtents’ potential resistance to and hostility toward them,” (Goble 3). Presenting students with music and traditions from other cultures allows them to expand their worldviews, as well as connect this information with lessons learned in their requited history classes. Similarly, educator rsity in the music classroom emphasizes Joel Maki’s statement on the importance of cultural di the significance of a student feeling comfortable in their own culture, “When students see their ‘cultural heritage reflected in the curriculum, they develop a sense of pride and validation, By s shared around the incorporating diverse musical traditions, students are exposed to how musi world,” (Maki), Students being able to share their culture in the classroom is a key aspect of creating a respectful and welcoming environment, Allowing students to see thei identityrepresented ina lesson can create powerful conversations in the classroom—should the student feel comfortable sharing their personal experiences—and allow students fo learn more about cach other's experiences. Creating a culturally responsive curriculum is critical in expanding Students’ worldviews and creating a classroom culture of acceptance and appreciation for cifferent traditions and experiences, A-common draw to the music classroom is the community built between students in an ‘ensemble setting. Community in the music classroom is essential, as Chesley Taliss¢ of Edutopia ‘expresses, “Community is a fundamental aspect of our experience of music—it tends to unite People, forming bonds that might not exist otherwise. t connects different cultures, ‘promoting ‘and growth,” (Talissé). Ensembles in the music classroom encourage students to work ‘with one another towards a common goal; this, in turn, erates bonds between students, ‘Community in the clastoom creates a welcoming environment for students to fel as though they are part of something bigger than themselves, as well asa safe space fr students to make students are able to assist each other in mistakes from which they are able to lear, Additonal the acquisition of new topics, “While playing instruments together, students develop listening skills, They must listen to others to better gauge volume levels, the implementation of dynamics, and so much more...Students quickly learn to value the opinions and ideas of others and how to c the task at hand,” (Matin). When students feel efficiently combine those thoughts to compl comforiable with each other in an ensemble, it allows them to seek help regarding any strageles they might be having with lass material, Classmates area valuable resource in student earning. ‘meanings Building a strong community environment is necessary fr students to have learning experience in music class.Including music education in schools is proven to have positive effects ona child’ brain development. Engaging in musical activities activates the brain in ways that are beneficial to child's developing brain, Concord Conservatory published a study on brain ac ity while ‘making music: “The act of merely listening to music ean modulate our heat rates and the activity of our brain's neural networks, explains Daniel Levitin, a professor of psychology who researches the cognitive neuroscience of musie at MeGill University in Canada, “Music activates nearly every mn of the brain we've mapped so far,” (Sanborn). Allowing students to expand ‘heir potential in regards to brain development with a curricular masie program is a considera ble ‘opportunity, as music-making involves all parts ofthe brain, According toa st onducted by the University of British Columbia and published by Science Daily student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skis, develop ‘ea skills for playing in an ensemble and develop discipline to practice. All those learning Asperiences, and more, play « role in enhancing the learners cognitive capacities executive functions, motivation to lear in school, and self-efficacy,” (University) Playing music requires tutlzing several pats ofthe body, which means the brain has more to control, Being able to {develop skills, such as hand-eye coordination, in the music classroom lets students transfer these skills to thei everyday ives, The cognitive benefits of engaging in musie froma young age are notable, ‘Students deserve a curiculum that is culturally divers, fosters community and peersriven leaming, and empowers students to develop new skills and grow cognitively. Music educators have a responsibility to advocate for these ideals in thei classrooms in order to ‘accommodate all students, Curricular music isan irreplaceable an valuable experience in which all students should participateWorks Cited “The Curricular Content Problem.” What So Important About Music Education?, by J Seott Goble, Routledge, 2012. Maki, Joel. “The Interses n of Music Education and Cultural Diversity.” Harbor Day School, 5 June 2023, www.harborday.org/news-detailpk=14439314: -xt=By%20featuring’420musie%20fro ‘m%20various.of%20belonging’%20and%20cultural%20equity. Accessed 04 Feb. 2024. Martin manda, “The Importance of Music Education in Schools.” iraduate Programs for Educators, 12 May 2023, ‘www.graduateprogram.org/2020/08/the-importance-of-musie-edueation-in-schools/ Accessed 04 Feb, 2024. Sanborn, Daren, “Music: Learn, Listen. Love.” Concord Conservatory of Music, 7 Feb. 2023, concordconservatory.org/music-learn-listen-love/. Accessed (4 Feb. 2024 Talissé, Chesley. “Building a Sense of Community With Music.” Edutopia, George Lucas Educational Foundation, 20 June 2018, www edutopia.org/article/building-sense-community-musie/#:~text=Community%20is%2 (0a2%20fundamental?420aspect,%2C%20leadership%2C%20and”420problem*420solving Accessed 04 Feb, 2024. University of British Columbia, “Music Students Do Better in School than Non-Musical Peers.” ScienceDaily, 24 June 2019, www.sciencedaily.com/releases/2019/06/190624111504.htm, Accessed 04 Feb, 2024,