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CoreyWhittSecondEssay 6 - 08 Jun 2022 - Main.CoreyWhitt
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JCPenney, the Saxophone, and Advocating for Music Education | | | JCPenney’s branded saxophone would later arrive on a brisk morning, many years after my mom had started to save what little cash remained at the end of each month. The instrument shared more properties with aluminum foil than any reputable woodwind should and sputtered like an old Mercury Marquis, but it still managed to make a sound as I took to practicing it religiously. | |
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< | Where my experiences created space for ignorance and hard-heartedness, music filled my understanding of the world with an understanding and warmth. | >
> | Where my experiences created space for ignorance and hard-heartedness, music filled my understanding of the world with a kindness and warmth. | | |
The Decay of Music Education in American Schools | | | Supporting a Better Society | |
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< | The decay in music education access severs the strands that hold a healthy democracy together by hobbling the very foundations of the human experience: to feel deeply, recognize the dignity of others, and connect with those around us. It is because a democracy is more than a model of governance, it is an amalgam of individual and group experiences engaged in “cooperative intercourse” with one another. When we disconnect our brightest potential from significant exposure to musical experiences, we restrict their capacity to imagine meaningful and enduring relationships with those around them. The company of a music education, though, lays the foundation that begins the scaffold towards that lofty goal. | >
> | The decay in music education access severs the strands that hold a healthy democracy together by hobbling the very foundations of the human experience: to feel deeply, recognize the dignity of others, and connect with those around us. It is because a democracy is more than a model of governance – it is an amalgam of individual and group experiences engaged in “cooperative intercourse” with one another. When we disconnect our brightest potential from significant exposure to musical experiences, we restrict their capacity to imagine meaningful and enduring relationships with those around them. The company of a music education, though, lays the foundation that begins the scaffold towards that lofty goal. | | | The idea is not a new one. Greek philosopher Plato imagined an education system intertwined with a music curriculum, “because more than anything else rhythm and harmony find their way to the innermost soul and take strongest hold upon it, bringing with them and imparting grace.” In the view of Plato, more so than any other subject, music imagines an idealized society during the fleeting moments of performance that shape student perspectives after the last pitch sounds – our musical experiences translate to the way we navigate the world. |
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