The Benefits Of Music Education Education Essay

The Benefits Of Music Education Education Essay Imagine yourself waking up in the morning to your iHome playing a song from one of your favorite playlists. While you are getting a shower, preparing yourself for the day, you start to sing a song that has been stuck in your head for days. As you are driving to school, your favorite radio station plays a continuous set list of the popular songs by your favorite artist that you enjoy listening to so much. You and your friend both meet up to talk about how many times you both have listened to the new Lady Gaga single. Because of your common interest in music with your best friends, during a free period all you are able to discuss is music and what your favorite songs are. Even while you are leaving school later on that afternoon, your favorite station is playing yet another smash hit. Something that is highly essential to everyday lift must be understood, and utilized, as frequently as possible. The positive effects of instrumental training as well as aural training, in the younger gen eration, have been widely acclaimed. Therefore, these components to an individuals development should be carried throughout all levels of secondary education in order to offer a well-rounded artistic and musical appreciation that will be of great aide to the student during their present lives and continuing through later adulthood. Out of the fine arts programs, music education is most beneficial to all aspects of an individuals development and should be made available to students.In order for a student to truly enjoy the value of precise musical training in the secondary levels of education, the several benefits of this specific training must be first established. Music education is a creative outlet for adolescents to be passionate, emotional and heartfelt. Music is a way for students to express themselves, and in a greater focus, the emotional benefits that it provides for them. Many adolescents used music as their creative outlet from the academic and social pressures of middle and high school life along with the added stress and pressure caused by home life and family authority. Music is an expression of the heart (Girl, age 15), Music is awesome! Thats what makes my world go round! (Girl, age 13), and the shouted message I LOVE MUSIC. ITS A WAY TO EXPRESS MYSELF! (Boy, age 14) were all commentaries taken from essays on music and what it means to the students. (MENC 6). The overall concept that had emerged was that the art of music education provides students with the freedom to just be who they are, whether that is to be different, be a person they had no idea they could become, to be accepted and feel at ease and stress free in school and through their everyday lives (MENC 7). Students have noted in academic essays that music was a greater source of a get-a-way for them. A typical answer came from a girl who stated When I am angry or everything seems like its spinning out of control, I write a song. It calms me down and gets my feelings out. As for another student who stated that The only way for most teenagers to express their angerà ¢Ã¢â€š ¬Ã‚ ¦ in a nonviolent way is through music. Music also can act as a coping mechanism for an adolescent who is dealing with the pressures of society, family life, and the aspects of friendships and social status. Song lyrics are realized as a message that act as a hope, that you do you not need to feel alone b ecause people have experienced the pain and struggles that you are feeling. Students have wrote and explained that music was a great factor of coping for them, and without it being present in their struggles, it would not of been possible to endure the struggles and obstacles of the teenage life. As well as the emotional benefits which music has to offer to teenagers, it also has social benefits which are essential for social interaction and influence of peer pressure.Secondary students, who participated in band or orchestra, reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs.) (CMW 1). On the same side, the MENC newsletter also stated that Students spoke of musics social benefits in relation to its function as a distraction from involvement in spurious activity such as drugs, alcohol, smoking (cigarettes), gang life, and promiscuous sex-in their own lives or in the lives of adolescents in general.(MENC 8). Music has a strong influence on teenagers and also has the ability to deter teenagers from suicidal tendencies, by allowing the singers and instrumentalists meaning in their young lives. Being involved in orchestra, band or even choir, provides students with the means of interacting and meeting new people, along with creating ne w and lasting friendships. Being involved in musical ensembles allows a person to step outside their comfort zone and interact with new people. It also enables a student to feel secure within the group. Images of families have been chosen to illustrate this feeling of security that they were experience as the result of taking part in the musical ensembles at their school including: band, orchestra or choir. Along with the numerous benefits that music provides an adolescent with, it also has an impact on how a persons intelligence and development is affected. The question of Can music make us more intelligent, is in the process of being explored in a series of ongoing experiments under the supervision of Frances Rauscher of the University of California, Irvine. In 1993, it was noted that, in contrast to students who merely sat in silence or listened to relaxation instructions, thirty six college students who listened to only ten minutes of Mozarts Piano Sonata K.448 successively experienced a substantial growth in their spatial IQ scores. Another experiment was conducted later on this year, using seventy nine students and additional test situations, which confirmed that the Mozart Effect is without a doubt a real phenomenon. Last year, a pilot study was conducted by a group of researchers where a group of three year old children were given music training, whether it was singing or keyboa rd lessons. The scores of each individual child improved significantly on the Objects Assembly Task, which was a section of the Weschler Preschool and Primary Scale of Intelligence-Revised that could measure the spatial reasoning of a child. According to the results which were found at the American Psychological Associations annual convention, it was reported that the results of a follow-up experiment which concluded that the spatial reasoning performance of nineteen preschool children who received eighteen months of music lessons greatly exceeded that of a comparable group of fifteen preschool children who did not receive music lessons (Rauscher 1). Because it draws on various attributes, music develops flexibility in thinking. Music training is a very effective way, not only to boost the conceptual-holistic-creative thinking process, but to also assist in the melding and merging of the minds capabilities. Although most musical capabilities seem to be represented initially in the r ight hemisphere of the brain, as a person becomes more skilled, capabilities that were stored in the right hemisphere are located increasingly in the left. (Ponter 112). Music is a very noticeable asset in the lives of the youth, and they appreciate its effectiveness in leading the course of their daily routines, along with their long-term hopes and dreams. During a free-flow of ideas, students in American secondary school wrote into their essays their individual reflections of musics roles and meanings for them in their academic studies at school and in their involvement beyond school, not only as performers but as composers and listeners as well. (MENC 11). Some of these students wrote with very cultured vocabulary, while other individuals wrote as if they were talking to a friend through an informal chat application. Each student described music as a knowledge area and an enormous set of skills that bring together their notational literacy, listening awareness, motor ability, eye-hand coordination, and rational hold of musics meaning in the past and in society. (MENC 11). The performance skills of instrumental and vocal nature, were described as g oals to be attained by musical study, and the sense of achievement and superiority that music education had given students, allowed them to progress their skills while performing a various range of musical repertoire and committing to the score, not only melodically but stylistically as well. According to essays that were conducted in American secondary schools, students desire more study of their specified area that is pertinent to their needs, interests, and appropriate rehearsal spaces. However, a few of the same students also wrote negatively about their emotions, while some spoke passionately of their needs of more musical study in school, lack of proper rehearsal space, appropriate practice time, and instruments that could be made available for use. Students are highly particular when it comes to the extracurricular activities which they are involved with. Some students prefer to be involved with things that are beneficial to them and not just activities that are not going to help them in their lives. Some of these students are on the fence of the schools music programs, having once participated in various instrumental and vocal ensembles, but dropped them, would prefer to have curricular developments in the study of popular music styles, including rock or pop music ensembles which could be taught by music teachers and professional musicians. For these students, the typical jazz ensemble was simply not cutting it for them. Even within the scope of what should have been an invitation to adolescents to describe the favorable assets of school music programs that should not be BAN-ned, these programs may not yet be fully in touch with the needs of a considerable population of young people in secondary schools. (MENC 11). The lack of student participation in musical ensembles is due to their self-consciousness of being labeled as band geek. Most students in high school have this notion in their head that if they play an instrument such as the clarinet or trumpet, they will be labeled by their peers. On the other hand, students do not become involved with musical activities due to the simple fact that the music is not what they would like to be learning. According to the MENC newsletter, it states that Music should be a mandatory course just like Math, Science, and English, in all schools not just high schools. The lack of funding for the arts also has a big portion of influence to what courses are placed into the schools curriculum. Other clubs and activities such as football, basketball, and cheerleading are given greater quantities of funds which are unfair to music departments which are always being questioned for their purpose.

We All Have the Right To Life! :: abortion argumentative persuasive argument

We All Have the Right To Life! Life is a right held by all creatures on the universe, everything has life; however, everything also has it's own character or individuality. Every person is his or her own self and does what he or she wishes to do to a certain extent. Many people are opposed to an individuals decision on life they should realize that in America people have the freedom to do what they want. In Roman times, abortion ans the destruction of unwanted children was permissible, however civilization's aged and now there is a huge controversy about who chooses. In the 1970's the Roe v. Wade was tried in the U.S. Supreme Court. 'Jane Roe' took the District Attorney of Dallas county to the Supreme Court because she wanted an abortion and was not legally permitted to have one where she lived. She could not afford to travel elsewhere to have it "preformed" so she went to court. On January 22, 1973 the Supreme Court said that it was legal for any woman to have an abortion and terminate her pregnancy at any given time. The Roman Catholic Church has said that abortion is murder and violates all terms of human morality. My personal opinion lays between that of the Roman Catholic Church and the Supreme Court. I believe that a woman should have the right to an abortion only if she was raped and can not afford to have the child, or if she does not know who the father is. If the woman just want's to have an abortion for no reason, believes that the baby will be born with a handicap, or will be born with a disease, life threatening or not the abortion should not be permitted to take place. Within the past year President Clinton has vetoed a bill that will outlaw "partial birth abortions," I strongly oppose his decision and believe that he should have outlawed them. In New Jersey, there is an assemblywoman writing a bill that would outlaw them in New Jersey and fine each party involved twenty-five thousand dollars. Assisted suicide has also been a controversial topic concerning the right to life. I believe that everyone should come to accept the fact that people have

Necklace: Writing Process Essay

Choose one of the following topics and write an extended (500-word, multi-paragraph) essay that expands on the chosen topic. Please use all of the steps in the writing process (pre-writing, proof-reading, revising and editing, etc. ). IN THE CONCLUSION OF YOUR ESSAY, DESCRIBE YOUR PERSONAL PREFERENCES IN LISTENING TO OR WATCHING FICTION AND DRAMA. Your grade on this lesson is one sixth (1/6) of your grade for this course. If your grade on this lesson is â€Å"D† or â€Å"F†, you must repeat it until you earn at least a â€Å"C†. A. What is life like in Ireland for â€Å"Eveline† and the boy in â€Å"Araby†? Think about their class/social position. Think about how the people around them treat them. Think about their frustrations and their dreams and possible futures. B. Discuss what happens to Mathilde in â€Å"The Diamond Necklace†. Why did it happen? How could it have been different? What would you have done in this situation? C. Explicate (explain) â€Å"Harlem† (a. k. a. â€Å"A Dream Deferred† by Langston Hughes. What is the main idea (theme) of the poem? Identify and discuss each of the 5 similes. D. The writer in you – Discuss your attitude toward writers and the writing and/or what you have learned about the writing process from this study guide. Do you like to write? If so, do you prefer poetry, stories, non-fiction? WhChoose one of the following topics and write an extended (500-word, multi-paragraph) essay that expands on the chosen topic. Please use all of the steps in the writing process (pre-writing, proof-reading, revising and editing, etc. ). IN THE CONCLUSION OF YOUR ESSAY, DESCRIBE YOUR PERSONAL PREFERENCES IN LISTENING TO OR WATCHING FICTION AND DRAMA. Your grade on this lesson is one sixth (1/6) of your grade for this course. If your grade on this lesson is â€Å"D† or â€Å"F†, you must repeat it until you earn at least a â€Å"C†. A. What is life like in Ireland for â€Å"Eveline† and the boy in â€Å"Araby†? Think about their class/social position. Think about how the people around them treat them. Think about their frustrations and their dreams and possible futures. B. Discuss what happens to Mathilde in â€Å"The Diamond Necklace†. Why did it happen? How could it have been different? What would you have done in this situation? C. Explicate (explain) â€Å"Harlem† (a.k. a. â€Å"A Dream Deferred† by Langston Hughes. What is the main idea (theme) of the poem? Identify and discuss each of the 5 similes. D. The writer in you – Discuss your attitude toward writers and the writing and/or what you have learned about the writing process from this study guide. Do you like to write? If so, do you prefer poetry, stories, non-fiction? WhChoose one of the following topics and write an extended (500-word, multi-paragraph) essay that expands on the chosen topic. Please use all of the steps in the writing process (pre-writing, proof-reading, revising and editing, etc. ). IN THE CONCLUSION OF YOUR ESSAY, DESCRIBE YOUR PERSONAL PREFERENCES IN LISTENING TO OR WATCHING FICTION AND DRAMA. Your grade on this lesson is one sixth (1/6) of your grade for this course. If your grade on this lesson is â€Å"D† or â€Å"F†, you must repeat it until you earn at least a â€Å"C†. A. What is life like in Ireland for â€Å"Eveline† and the boy in â€Å"Araby†? Think about their class/social position. Think about how the people around them treat them. Think about their frustrations and their dreams and possible futures. B. Discuss what happens to Mathilde in â€Å"The Diamond Necklace†. Why did it happen? How could it have been different? What would you have done in this situation? C. Explicate (explain) â€Å"Harlem† (a. k. a. â€Å"A Dream Deferred† by Langston Hughes. What is the main idea (theme) of the poem? Identify and discuss each of the 5 similes. D. The writer in you – Discuss your attitude toward writers and the writing and/or what you have learned about the writing process from this study guide. Do you like to write? If so, do you prefer poetry, stories, non-fiction? WhChoose one of the following topics and write an extended (500-word, multi-paragraph) essay that expands on the chosen topic. Please use all of the steps in the writing process (pre-writing, proof-reading, revising and editing, etc. ). IN THE CONCLUSION OF YOUR ESSAY, DESCRIBE YOUR PERSONAL PREFERENCES IN LISTENING TO OR WATCHING FICTION AND DRAMA. Your grade on this lesson is one sixth (1/6) of your grade for this course. If your grade on this lesson is â€Å"D† or â€Å"F†, you must repeat it until you earn at least a â€Å"C†. A. What is life like in Ireland for â€Å"Eveline† and the boy in â€Å"Araby†? Think about their class/social position. Think about how the people around them treat them. Think about their frustrations and their dreams and possible futures. B. Discuss what happens to Mathilde in â€Å"The Diamond Necklace†. Why did it happen? How could it have been different? What would you have done in this situation? C. Explicate (explain) â€Å"Harlem† (a. k. a. â€Å"A Dream Deferred† by Langston Hughes. What is the main idea (theme) of the poem? Identify and discuss each of the 5 similes. D. The writer in you – Discuss your attitude toward writers and the writing and/or what you have learned about the writing process from this study guide. Do you like to write? If so, do you prefer poetry, stories, non-fiction?

Fixing The National Debt Is A Coservercal Issue Within Our...

Fixing the national debt is a coservercal issue within our government. Since the two parties have opposing views on how to fix it, it creates gridlock on the process of creating a plan to reduce it. (Perdue, 2015) Our federal government debt has extensively tripled since the year 2000 (see appendix A) (Historical Debt Outstanding Annual 2000-2015,2015), today our debt is a tad bit over nineteen billion. (U.S.NationalDebtClock.org , 2016) We have arrived at his point through the imbalance between revenues and spending, fueled by ever-high interest rates. Which will approximately result with us reaching ninety percent of GDP. (Greife, 2010) The government has no revenue. Therefore, the money it receives comes from the people and the†¦show more content†¦(U.S. National Debt Clock.org, 2016) As a country we have carried debt since the American Revolution, in which we borrowed money from France and Netherlands . Yet under Jackson’s presidency, he sold government-owned land and cut spending to once again make us a debt free country. Now days resolving our debt is not at all that simple. Dollars are not minted much these days, instead, they are digital clouds created by the Federal Reserve. (Grant, 2016) This was made legal after the ruling on the case Perry v. US in which the supreme court ruled that our economy will no longer be based on the gold standard. (Perry v. United States 294 U.S. (1935), 2016) This should concern every citizen considering the fact that only the Federal Reserve can print money; the states and local government cannot. That causes state governments to cut services and raise taxes to meet pension obligations to public employees. (Grant,2016) Liberals and conservatives currently have opposing views on how to decrease the Federal debt. Over all, Democrats believe that the way to reduce the debt is to heavily tax the rich. Senate Democrats developed a debt reduction plan that would cut 4 trillion dollars from the projected borrowing over the next decade, without touching the expensive health, retirement and social programs. Within the plan, sharp cuts will happen at the Pentagon and other