Music Advocacy
Did you know that…
IF YOU ARE A BAND STUDENT IN AMERICA TODAY, YOU…
1. Are 92% more likely to graduate from college than the average student
2. Are 67% more likely to receive a master’s degree than the average student
3. Are 33% more likely to receive a doctorate degree than the average student
4. Have the highest high school graduation rate than any other school organization other than the National Honor Society
5. Have the highest composite GPA than any other school organization other than the National Honor Society
6. Score an average of 57 points higher in the verbal portion of the SAT and 44 points higher in the math portion of the SAT
-Scott Lang Leadership Seminars
In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
- Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills
- Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
- Dr. James Catterall, UCLA.
A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
- “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998
First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction.
- K.L. Wolff, The Effects of General Music Education on the Academeic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992
In a Scottish study, one group of elementary students received musical training, while another other group received an equal amount of discussion skills training. After six (6) months, the students in the music group achieved a significant increase in reading test scores, while the reading test scores of the discussion skills group did not change.
- Sheila Douglas and Peter Willatts, Journal of Research in Reading, 1994.
According to a 1991 study, students in schools with arts-focused curriculums reported significantly more positive perceptions about their academic abilities than students in a comparison group.
- Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.
- “Cassily Column,” TCAMS Professional
In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels.
- The Arts Education Partnership, 1999.urce Center, 2000.
College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.
- Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999.
According to a 2000 survey, eighty-one (81) percent of people responding believe that participating in school music corresponds with better grades and test scores. This is an increase of fourteen (14) percent over the 1997 results for the same question.
- Attitudes, NAMM (International Music Products Association), 2000.
Researchers at the University of California and the Niigata Brain Research Institute in Japan have found an area of the brain that is activated only when reading musical scores.
- “Musical Brain – Special Brain Area Found for Reading Music Scores,” NeuroReport, 1998.
Ninety-two (92) percent of people who play an instrument say they were glad they learned to do so, according to a 2000 Gallup Poll.
- Gallup Poll Shows Strong Support for Putting Music in Every School’s Curriculum, Giles Communications,2000.
The arts are recognized as a core subject in the Goals 2000: Educate America Act approved by both houses of Congress in 1994.
- National Education Goals Panel.
A two-year Swiss study involving 1,200 children in 50 schools showed that students involved in the music program were better at languages, learned to read more easily, showed an improved social climate, demonstrated more enjoyment in school, and had a lower stress level than non-music students.
- E.W. Weber, M. Spychiger, and J.L. Patry, 1993.
Research shows when the arts are included in a student’s curriculum, reading, writing, and math scores improve.
- J. Buchen Milley, A. Oderlund, and J. Mortarotti, “The Arts: An Essential Ingredient in Education,” The California Council of the Fine Arts Deans.
The College Board identifies the arts as one of the six basic academic subject areas students should study in order to succeed in college.
- Academic Preparation for College: What Students Should Know and Be Able to Do, The College Board.
When researchers analyzed the NELS:88 database of the U.S. Department of Education, which tracked 25,000 students over a ten-year period, they discovered that students who were involved in music scored higher on standardized tests and reading tests than students not taking music courses. This finding was consistent for students of all socioeconomic backgrounds.
- Dr. James Catterall, UCLA, 1997.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent.
-Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 13, 1998.
Students with band and orchestra experience attend college at a rate twice the national average.
- Bands Across the USA.
Music students out-perform non-music on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science.
- B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
Music therapists working with Alzheimer’s patients have found that rhythmic interaction or listening to music resulted in decreased agitation, increased focus and concentration, enhanced ability to respond verbally and behaviorally, elimination of demented speech, improved ability to respond to questions, and better social interaction.
- Carol Prickett and Randall Moore, “The Use of Music to Aid Memory of Alzheimer’s Patients,” Journal of Music Therapy, 1991.
Medical researchers have reported that subjects lowered bother their systolic and diastolic blood pressure as much as five points (mm/Hg) and reduced heart rates by four to five beats per minute following music listening sessions. People with high blood pressure can help keep their blood pressure down by listening to tapes of relaxing low frequency music in the morning and evening.
- Tony Wigram, “The Psychological and Physiological Effects of Low Frequency Sound and Music,” Music Therapy Perspectives, 1995.
IF YOU ARE A BAND STUDENT IN AMERICA TODAY, YOU…
1. Are 92% more likely to graduate from college than the average student
2. Are 67% more likely to receive a master’s degree than the average student
3. Are 33% more likely to receive a doctorate degree than the average student
4. Have the highest high school graduation rate than any other school organization other than the National Honor Society
5. Have the highest composite GPA than any other school organization other than the National Honor Society
6. Score an average of 57 points higher in the verbal portion of the SAT and 44 points higher in the math portion of the SAT
-Scott Lang Leadership Seminars
In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
- Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills
- Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
- Dr. James Catterall, UCLA.
A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
- “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998
First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction.
- K.L. Wolff, The Effects of General Music Education on the Academeic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992
In a Scottish study, one group of elementary students received musical training, while another other group received an equal amount of discussion skills training. After six (6) months, the students in the music group achieved a significant increase in reading test scores, while the reading test scores of the discussion skills group did not change.
- Sheila Douglas and Peter Willatts, Journal of Research in Reading, 1994.
According to a 1991 study, students in schools with arts-focused curriculums reported significantly more positive perceptions about their academic abilities than students in a comparison group.
- Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.
- “Cassily Column,” TCAMS Professional
In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels.
- The Arts Education Partnership, 1999.urce Center, 2000.
College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.
- Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999.
According to a 2000 survey, eighty-one (81) percent of people responding believe that participating in school music corresponds with better grades and test scores. This is an increase of fourteen (14) percent over the 1997 results for the same question.
- Attitudes, NAMM (International Music Products Association), 2000.
Researchers at the University of California and the Niigata Brain Research Institute in Japan have found an area of the brain that is activated only when reading musical scores.
- “Musical Brain – Special Brain Area Found for Reading Music Scores,” NeuroReport, 1998.
Ninety-two (92) percent of people who play an instrument say they were glad they learned to do so, according to a 2000 Gallup Poll.
- Gallup Poll Shows Strong Support for Putting Music in Every School’s Curriculum, Giles Communications,2000.
The arts are recognized as a core subject in the Goals 2000: Educate America Act approved by both houses of Congress in 1994.
- National Education Goals Panel.
A two-year Swiss study involving 1,200 children in 50 schools showed that students involved in the music program were better at languages, learned to read more easily, showed an improved social climate, demonstrated more enjoyment in school, and had a lower stress level than non-music students.
- E.W. Weber, M. Spychiger, and J.L. Patry, 1993.
Research shows when the arts are included in a student’s curriculum, reading, writing, and math scores improve.
- J. Buchen Milley, A. Oderlund, and J. Mortarotti, “The Arts: An Essential Ingredient in Education,” The California Council of the Fine Arts Deans.
The College Board identifies the arts as one of the six basic academic subject areas students should study in order to succeed in college.
- Academic Preparation for College: What Students Should Know and Be Able to Do, The College Board.
When researchers analyzed the NELS:88 database of the U.S. Department of Education, which tracked 25,000 students over a ten-year period, they discovered that students who were involved in music scored higher on standardized tests and reading tests than students not taking music courses. This finding was consistent for students of all socioeconomic backgrounds.
- Dr. James Catterall, UCLA, 1997.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent.
-Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 13, 1998.
Students with band and orchestra experience attend college at a rate twice the national average.
- Bands Across the USA.
Music students out-perform non-music on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science.
- B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
Music therapists working with Alzheimer’s patients have found that rhythmic interaction or listening to music resulted in decreased agitation, increased focus and concentration, enhanced ability to respond verbally and behaviorally, elimination of demented speech, improved ability to respond to questions, and better social interaction.
- Carol Prickett and Randall Moore, “The Use of Music to Aid Memory of Alzheimer’s Patients,” Journal of Music Therapy, 1991.
Medical researchers have reported that subjects lowered bother their systolic and diastolic blood pressure as much as five points (mm/Hg) and reduced heart rates by four to five beats per minute following music listening sessions. People with high blood pressure can help keep their blood pressure down by listening to tapes of relaxing low frequency music in the morning and evening.
- Tony Wigram, “The Psychological and Physiological Effects of Low Frequency Sound and Music,” Music Therapy Perspectives, 1995.