Sometimes it frustrates me that the potential of music doesn’t seem to be reached in the classroom. Especially after experiencing what music could really do for individuals and small groups. It frustrates me that that has to be compromised in the name of curriculum, school needs and manpower.
If holistic and equal education is key, why doesn’t the government provide funds for small group instrumental instruction and music appreciation? Students would still be able to experience the relationary and social nature of music making with the close relationship of a teacher, without the same teacher having to monitor 35 other kids in the classroom at the same time – something will have to give.
This week’s article is “The Role of Music in Adolescents’ Mood Regulation“. The immense and expansive nature which music can play in mood and emotional regulation in adolescents makes me wonder if they really need classroom music teachers at all.
We all have the instinctive and intuitive drive to use music in our daily lives – to counter sadness, to pump up joy, to divert attention, to focus, to fill voids around and within us. How can music lessons in school build on this intuition, such that students feel validated and valued as a person? And I believe that this is something the arts can do and scaffold, far more than any other subject, which usually involves a steep learning curve.
I thought about my overarching aim for this year – for students to leave each class feeling accomplished and developed. Be it cognitively, physically, socially, emotionally – there is potential to touch any of these areas through music at any one time. So while students may already have the ability to use music for self-mood regulation, surely they can also be expanded to feel the beauty of creating a song cover arrangement, feel the adrenaline of playing in unison, feel the anticipation of listening for nuances and basically just become more “whole” as a person through these experiences.
And so could we – even as adults.