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Dr Anne Lierse on Behalf of Teachers from the Melbourne High School Music Department

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Dr Anne Lierse on Behalf of Teachers from the Melbourne High School Music Department Submission to the Committee for the Parliamentary Enquiry into the Extent, Benefits and Potential of Music Education in Victorian Schools From Dr Anne Lierse on behalf of teachers from the Melbourne High School Music Department A Music Education Program considered to be best practice “The soul of Melbourne High School is expressed through its singing” Principal Jeremy Ludowyke The oldest High School in Victoria, this secular, selective-entry State Government school for 1380 boys in Years 9 -12 is regarded as a national leader of singing for boys, and is one of the few schools in Australia to run massed singing as a core curriculum subject. Although it is not formally a music specialist school, and music is not part of the entrance exam, the overall size, diversity and quality of the choral and instrumental programs, along with the size and breadth of the classroom music program, would match or surpass the work achieved in many specialist music schools in Australia. The quality of the program also matches those at our leading independent schools despite the enormous differences in the music budgets. Flame Award Melbourne High School was the national winner of the Music Play for Life and ABC FM ‘Flame’ award to the school with the most outstanding and inspiring music program which included singing. As the judges of the national ‘Flame Award” remarked after naming Melbourne High School as the National winner in 2011, “Over many decades, Melbourne High School has made a decision to harness the power of music and let it infuse the lives of these young men, for their lifelong benefit. However, it is the school’s More than Just Marks liberalist educational philosophy, the school’s administration, its dedicated staff, and, most importantly, the passion for music displayed by the students that allows this to happen”. 1 Section 1 Evidence supporting music education in schools The benefits to students and the broader society of music education in schools. 1. Arts Minister Simon Crean recently said the federal government's National Cultural Policy looks at what the arts can do for the nation on a holistic level. "If we want to aspire to an innovative, creative, adaptive nation, if we want to keep that ranking that we have got as one of the best performing economies in the world we have to drive creativity." 2. Music study enables us to develop skills needed for the 21st century workforce, such as abstract thinking, problem-solving, self-discipline, creativity, collaboration and teamwork. 3. Musical participation requires the development of sensitivity to nuance, interpretation, team-mates views, emotions and conciliation. In so doing, musical endeavour develops emotional intelligences. Extracts from- Music Education advocacy arguments. Richard Letts Music Council of Australia, Nov 2, 2012 4. A universal phenomenon. Music is a phenomenon found in all cultures. It is a highly developed art form, the form of expression chosen by some of humankind’s great geniuses. All Australians should have the opportunity to learn and express themselves through music and the nation as a whole should seek achievement in this art form. 5. A right to an education, including an education in music, is supported by the Universal Declaration of Human Rights and a number of other UN conventions. 6. Universal access to music education. It is only through provision of an effective music education via the public schools that Australia can provide in-principle universal opportunity. 7. Contribution to national culture. It is evident that an effective music education supports the retention, transmission and further evolution of a national music culture. 8. Contribution to the economy. The music sector in Australia contributes about $7 billion, value added to CDP. It is therefore significant in the national economy as an employer. Music education prepares students to contribute to the economy. Benefits to student academic performance as a result of music education. Music is essential to the development of young brains, not an optional extra 1. Music is an academic subject with its own special body of knowledge, skills and unique ways of knowing and thinking 2. Music intelligence is one of the seven different intelligences that need to be developed and nurtured (Howard Gardner, Frames of Minds) 3. Music is powerfully educative and has emotional, therapeutic and motivational benefits 4. There are powerful transfer effects that benefit the development of the whole child in personal, social and intellectual domains. It benefits language development, literacy, numeracy, creativity, social skills, concentration, team-work, fine motor coordination, self-confidence and emotional sensitivity 2 5. Research strongly suggests that an effective music education accelerates brain development for both musical and non-musical skills and is responsible for a broad integration of brain functions 6. As said by Richard Gill OAM who is one of Australia’s best loved musical figures and leading advocate for music education, “Music, when properly taught, requires an extraordinary level of listening and concentration from the student. It requires the student to have the capacity to work in the abstract, the ability to work across all skill areas simultaneously and the ability to rationalize verbally. It gives every child the opportunity to think, dream, imagine, visualize, improvise, and explore” 7. Research supports the thesis that Music plays a positive role in the development of creativity, confidence, cultural appreciation, and the intellect 8. It is therefore not surprising that there is a mountain of studies that show that “Music study makes you smart” and that students with high-level arts participation out perform ‘arts poor’ students by virtually every measure. There are 20 such studies reported in a volume edited by Bruce Pearson from Kjos Music Company. Significant is the longitudinal study in US under the title of “Champions of Change”. One of the findings from the Catterall & Waldorf studies in 1991 was that students who play an instrument and are involved in orchestra or band achieved significantly higher mathematical proficiency by Year 12 9. Neuroscience links to music with well-being and shows how exposure to music changes the brain and the way it functions. It helps memory, vocabulary, reading and mathematics. 10. Evidence coming from brain research and quantitative and qualitative psychological educational studies shows that music study is the doorway to academic success as experience in music sets up the brain and body to be able to learn more effectively in other areas 11. We know through research by the Australian Music Association that parents want their children to go to a school that offers music education (see Australian’s attitudes to Music 2001) General benefits to students as a result of music education Intrinsic value. An effective music education is of intrinsic value to a person’s well-being and richness in life (May, 2003). MUSIC - AN ESSENTIAL COMPONENT OF THE CURRICULUM AT MELBOURNE HIGH SCHOOL Melbourne High School‘s philosophical underpinnings embrace a ‘more than just marks’ liberalist educational philosophy, which goes back to Plato and is based on empirical research. Consequently, music, art, physical education and languages are serious studies for all students at Melbourne High School and regarded as essential to the physical, mental, emotional, and educational benefits of a child. Development of aesthetic sensibility and cognitive meaning. The power of music to develop aesthetic sensibility and cognitive meaning is perhaps the most powerful arguments for music education. Therefore it is imperative that we create an environment which can nurture and support boys’ emotional development, many who have learned not to openly show their emotions and feelings. As expressed by former Principal Ray Willis (2005), to deny or bury feelings will result in their intellects growing while their emotional development remains stunted. This development delay is as true for gifted students, as for the less able students. 3 Educational, Personal and Musical Benefits Apart from the development of a school culture that generates pride and identity, evidence supporting non-musical benefits of a competently delivered music education is documented in Champions of Change (Catterall & Walforf, 1999). Its major findings are that music provides people with authentic learning experiences that engage the hearts, mind and body, engages multiple skills and abilities, and that music nurtures the integrated development of cognitive, affective, creative, motor, social, and personal competencies. Music’s capacity to provide new challenges for those students already successful is a motivating force at Melbourne High School. This is in line with findings from the above study that found that students who performed in ensembles and choirs, and maintained involvement in music through to year 12, continued to demonstrate improved academic results. Brain research has also revealed the positive benefits of performing music in the area of intelligence quotient (IQ) showing that the IQ of students having keyboard and voice lessons increased from their pre-lesson score more than students with no lessons (Schellenberg, 2004). Music also builds and modifies neural pathways related to spatial reasoning tasks that are crucial to high brain function (Rauscher, Shaw, Levine, Wright et al, (1997). Breaking down constructs of masculinity Research into the education of boys has also shown that singing
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