Adam Kuzik
Last summer, I attended my second of four summers at Northwestern University, near Chicago, Illinois, in pursuit of my master’s in music education.
One of my required courses examined the philosophical foundations of music and arts education. For a class assignment, we were given the scenario of a dinner party conversation. Our task was to justify the importance of music education in our schools. The following is adapted from my response.
The Importance of Music in Our Schools
If music is not in our schools, then why do we have schools? I know this seems like an extreme point of view, but, really, what are our aims in education? I agree with the view of Nel Noddings, professor of education emerita at Stanford University, who suggests that one of the fundamental aims of education should be happiness. Music, in some form or genre, brings happiness to almost everyone. I admit that the Western classical tradition of music does not appeal to everyone, but classical music is not the only music we should teach.
Music also serves as a social agent. Nineteenth-century music advocate Lowell Mason believed that music was good for the mind, body, spirit and society. Many people agree with this notion. How else would we know "O Canada" or "God Save the Queen," or be able to hum the theme to "Hockey Night in Canada?"
Through music, people come together and produce something special, whether creating community, fostering the creative process, or having fun and experiencing joy. David J. Elliot, philosopher, author and professor of music education at New York University, argues that the making of music creates something in us that nothing else can, and that it doesn’t matter if something sounds polished—the value is in the journey. Bennett Reimer, philosopher, author and professor of education emerita at Northwestern University, takes this idea further, suggesting that music moves us deeply, even spiritually—an idea that can be traced back to Plato and Aristotle.
Think about a time when you sang along with a song playing on the radio. Why did you do that? What moved you? What if I told you that in singing along with the radio, you were doing what I, as a music educator, hope to foster? Music is a part of human nature. We must allow children to embrace and explore music in school. Music is a meaningful language of emotion, and the fact that music is meaningful is probably the reason that Howard Gardner classified music as its own intelligence.
We live in a world with constantly shifting realities, but in this postmodern era, the effects and relevance of music have remained constant. Philosophical theories may change, but the ends haven’t. So why do we have music in schools? To teach our children and youth how to live, work and play in the world. Music can make a significant contribution in each of those things. And music, in some form, will always be a part of our culture. It is through music that we will continue to identify ourselves.
Currently, Alberta Education has embarked on reforming arts education in the province. The implications of this reform are significant for all stakeholders, including teachers, students and parents. Fostering creative processes and aiming for happiness allows Alberta students to grow and to become leaders in their community and beyond. Music and arts education, through all grades, teaches these skills and plays a significant role in supporting the development of the next generation of citizens contributing to our society.
Adam Kuzik is from Calgary. He holds degrees in music and education from the University of Manitoba and is currently pursuing a master’s degree in music education from Northwestern University, Evanston, Illinois. Kuzik is the artistic director of Calgary’s Urban Village Chamber Orchestra.
