SCIENTIFIC AND SCHOOL FLOOR REPORTS

1. A SCIENTIFIC STUDY IN SWITZERLAND 1989-1992

Worries that music lessons will “steal” time and concentration from studies in other subjects are often repeated arguments against music education in schools. A Swiss study conducted between 1989-92 contradicts such arguments.
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2. A SCIENTIFIC STUDY IN FINLAND

Katri Saarakivi, a scientist at the Cognitive Brain Research Unit at the Helsinki University, reports a few observations after having followed children making music.
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3. ANN ARBOR – A MUSICAL COMMUNITY INVOLVING ALL CHILDREN

Since the early 1940’s a music program has been built up including every single child in all Public Schools in Ann Arbor, Michigan, US.
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4. INTERVIEWS WITH CHILDREN, PARENTS, TEACHERS, PRINCIPALS

Statements of children, parents, teachers and school principals from schools with comprehensive music programs showing how music affects studies, school atmospheres and maturity processes in children.
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A SCIENTIFIC STUDY IN SWITZERLAND 1989-1992

“About 50 classes, out of 10 cantons [2 000 students] were involved in the study. The project was evaluated by a small team of researchers, located at the University of Fribourg, and supported by the National Research Foundation. Each class included in the study had a control class, located usually in the same schoolhouse or at least the same town. The students of the experimental classes received 5 weekly lessons of music tuition. This is 3 lessons more than the regular curriculum. The spectacular part about the extension of music education was that the students did not have more lessons on their schedule than their control groups.

The additional music lessons were cut from the main subjects, usually from Math (one hour less), Language (German, one hour less), and either Second language (French) or Science (one hour less). This was a cut of 20–25 % percent of tuition time in these subjects.

The task for the research team was to examine a thesis that classes with extended music tuition would benefit by developing social behavior, team spirit, creativity, school motivation and achievement in more or less all non-musical school subjects. The research team examined if this thesis would hold for a larger population of students and a variety of teachers.

After one year, more so after two and definitely after three years of extended music education, the research team was in a position to report pleasing developments and results in these classes. A large majority of the students enjoyed to be members of a music class, what they had learned and achieved in the musical domain was remarkable.

The students played lots of instruments and had impressive repertoires of music pieces and songs, in some instances also dances. Their musical knowledge, activity and appeal surmounted by far what is known from regular classes. This was visible and audible not only in their day-to-day school activity, but also in performances which they often gave, for example at community events. Striking, and carefully watched by the researchers, were further developments in extra-musical domains. Investigations were done in how classroom climate, school motivation and social relationships developed. The results were good, in some instances statistically with significant differences to control groups. Even more important than this – since highly charged in an education politically sense – was the fact that the average achievements in the time reduced subjects were not lower than in the control groups, who got the regular amount of lessons in these subjects.”

Maria Spychiger, Professor in Music Pedagogy, Switzerland
(From lecture at Festival & Forum 21, Stockholm 2000)

A SCIENTIFIC STUDY IN FINLAND

Katri Saarakivi
Scientist, Cognitive Brain Research Unit (CBRU)
Helsinki University
From a lecture in the Stockholm Concert Hall, December 21, 2016:

Festival & Forum 21 invited five schools with comprehensive music programs from five countries. Students, music teachers, school principals and parents presented their music program in regular schools. Each school was visited by a team from Festival & Forum 21 who made a short documentary film about the music program in respective school. These films can be seen at this site under “Films”.

Katri Saarikivi presented observations from year long studies with students from the East Helsinki Music Institute.

• “We have been able to show that music training does in fact influence development of children in a positive way.
• “We have found that musically trained individuals do better in tasks that require attention and they have better skills in maintaining attention and focus.”
• “We have seen that children making music have better skills in shifting focus, a kind of cognitive flexibility.
• “We have seen that they have better skills in impulse control.”

Katri Saarikivi, University, Helsinki

ANN ARBOR – A MUSICAL COMMUNITY INVOLVING ALL CHILDREN
ELIZABETH H. GREEN

During the second world war Elizabeth H. Green was appointed principal music teacher in the Ann Arbor Public Schools. She was initially a violinist. In Ann Arbor she introduced the idea of forming a school orchestra and within a few years she had formed an orchestra gathering more than a hundred student musicians.

See film trailer: 15 seconds from an interview with Elisabeth Green, filmed in 1990:

ANN ARBOR PUBLIC SCHOOLS WHERE EVERY SINGLE STUDENTS GET TO MAKE MUSIC – EVERY DAY IN THEIR SCHOOL

The Ann Arbor Public schools include more than 17 000 students. Every single student in the public schools become involved in the music program of the school! As one school principal expresses: “In Ann Arbor every child get to touch an instrument”.

Ann Arbor Public School offer music education program in all schools starting in pre- school where small children get to start their musical journey in small steps with easy children’s songs, easy rhythmic dances and easy percussion instruments. A fun and easy introduction to music programs in the elementary school where further steps are taken into the worlds of music.

See film trailer: 2 minutes and 42 seconds about the Music program in Ann Arbor, filmed 1990 and 2005:

A FILM DOCUMENTARY ABOUT THE MUSIC PROGRAM IN ANN ARBOR

Göran Staxäng studied orchestral conducting at the Michigan University in Ann Arbor between 1988-1990. Elisabeth Green introduced Göran to the music program in the Ann Arbor Public Schools, a program she was part of founding in the early 1940’s. Göran was invited to follow the music program for several weeks. Impressed by what he saw he made a request to the direction of the Ann Arbor Schools to make a film documentary about the music program. The response was favorable!

A schedule was set up with visits in class rooms and music rehearsal rooms allowing lessons, rehearsals and concerts to be filmed. The school direction organized interviews with children, class room teachers, music teachers, parents and head masters/principals from every level of school in the district, from pre-schools to high schools. The video production department of the Michigan University took an interest in the film project. A cooperation with the department made it possible to realize a small documentary film.

A young film student followed Göran with a film camera. A member of the faculty volunteered to edit the film. With a camera man Göran met a new world where young people through music discovered life and developed energy and meaningfulness to their lives.

EARLY START IN PRE-SCHOOL

Small children get the first insights into music in preschool. Professional music teachers lead children from the age of two into playful musical encounters. Through singing, moving and dancing to music and learning to play simple rhythm instruments every child gets a first introduction to music during preschool years.

MUSIC IN ELEMENTARY SCHOOL

In elementary school the music continues to have a prominent place in the school curriculum where singing, playing simple instruments - like ukulele and recorder - and music theory complement the theoretical subjects in the school curriculum.

MANDATORY INSTRUMENTAL PLAYING IN FIFTH GRADE

In fifth grade every student is assigned an orchestral instrument and for one year receives several lessons every week as a mandatory part of the school curriculum. The idea is, that every student should get the same opportunities to find out if they like playing instruments, and if they want to continue making music in the sixth grade, regardless of the family economy, social situation or other obstacles. In Ann Arbor all children in elementary school see older school children carrying instrumental cases to and from school, every day. Seeing older kids playing and proudly carrying an instrument case creates envy and longing in all children. Being responsible for a real music instrument and learning to play that instrument becomes an ideal to emulate.

All fifth graders in the Ann Arbor Public Schools get to borrow an instrument from school, for free. There has been extensive fund raising for many years where parents have contributed to large funds dedicated to buying instruments.

ALL MUSIC LESSONS AND REHEARSALS TAKE PLACE IN THE REGULAR SCHOOL BUILDINGS

All musical lessons are given in regular school buildings in regular classrooms or specially designed rehearsal facilities. In the same building where the children have all their other lessons. Music is part of the daily school curriculum. All music teachers are employed full time by the school.

SIXTH GRADE

In sixth grade the students get to choose if they want to continue playing an instrument. The family has the choice to buy the instrument, to rent the instrument or, if family economy is tight, to continue to borrow an instrument. The children have more exposure to ensemble playing after having received a musical/technical platform the first year. Almost all students continue to play in sixth grade.

MUSIC IN JUNIOR HIGH SCHOOL

In seventh grade the ensemble playing develops into different forms of orchestral Playing. All junior high schools offer possibilities to join a string orchestra, a wind orchestra (band) or even a jazz band. Occasionally the string orchestras and the wind orchestras come together into full symphony orchestras. There are also possibilities to join different choral groups that sing everything from classical music to arrangements of popular music. In the junior high schools, students have the choice to continue to play…. or not. Still, about eighty percent of the students continue to sing and to play instruments in various forms of ensembles.

MUSIC IN HIGH SCHOOL

In high school the musical program continues to be offered for every student who wants to play or sing. Every high school has one or two full symphony orchestras, string orchestras, wind orchestras, jazz bands and choral groups. Guitar and piano is taught to students who want to play these instruments. Occasionally the orchestras get to tour either in the United States or in Europe, a highly popular goal for any student that undoubtedly creates motivation to continue playing in orchestra.

MUSIC TEACHERS ENGAGED FULL TIME BY THE SCHOOL

All music teachers have solid musical education, often with doctoral degrees from national music conservatories. It is a highly sought after position to be a music teacher in the Ann Arbor Schools and the salaries are equal to all other teacher categories.

FAMILY SUPPORT

Family support for the music program in all the school levels in Ann Arbor is very strong. There have been moments in the years where the school direction has considered to cutting down the music program. This immediately created immense uproar among parents. Today the music program continues to live and is fundamental for the survival of good study results in the Ann Arbor schools.

TALKS AND DISCUSSIONS IN THE FILM DOCUMENTARY PROCESS

In interviews with teachers, school directors, parents and students in Ann Arbor there is a common conclusion about what music brings to the children, to study results, to the formation of the minds of the children and to the school atmosphere. Music lessons and rehearsals as part of the school day within the school building make a big difference and allow many children to get music education. Had they had to travel to music lessons and orchestral playing opportunities outside school, many children would not have had the opportunities to “discover musical interests and talent”.

INTERVIEWS WITH CHILDREN, PARENTS, TEACHERS, PRINCIPALS

From interviews 1990-2022
- “I want to be a famous horn player when I grow up.”
- “Playing an instrument affects my muscular development.”
- “If I feel I can do things with my instrument I know I can probably do as well with my studies.”
- “I prefer playing with other people because I feel a connection with them, it’s like having a conversation.”
- “Practicing together forms bonds between students.”
- “I have a deficit problem, it’s difficult for me to concentrate. Using the same method we use in music rehearsal helps me to focus better on my studies.”
- “The daily music hour make the whole school experience more fun. The music rehearsal gives me a daily hour of relaxation and new energies that help me to tackle the intensive school work during the rest of the day.”
- “My high school orchestra is like family and I have built lifelong friendships with several school mates in the orchestra.”

PARENTS

• Parents expressed satisfaction about seeing how their children could build interests and friendships with school mates and how the music interest kept their child occupied with creative activities which kept them away from destructive company and behaviors.
• Parents talked about how their children succeeded in other school subjects. They saw how the school and learning became something important for their children. The music activities in the school also became a family concern where the children engaged themselves in talking about the school and their musical achievements during family dinners.
• Parents found pleasure in attending school concerts and activities around the music arranged by the school
• Parents also appreciated that their children got to make music in their schools, as a part of their school day. It relieved them from driving and spending long waiting hours which would have been the case if music lessons and rehearsals would have been scheduled after school hours.

One mother told about her son, who was a shy, slightly inbound young man, how his school orchestra had made him feel he was seen and appreciated for the person he was.

One parent told about how the competition spirit that normally develops during school years disappear when making music together:
- “Instead they learn team work”.

A grand-father said:
- “When the students come together in a group they might not know much about each other but when they come together in a group making music and sounds together, it unites them.”

TEACHERS

• Teachers talked about how a music program involving all students in the school creates harmony and a good working atmosphere in a relaxed yet concentrated class room.
• Teachers told about how music becomes an important part in training their students to concentrate and structure their school work.

A music teacher spoke about his own school years:
- “The music program offered opportunities to be self-expressive in a way I did not find in other classes. It gave me a sense of belonging.”
- “The social skills that children learn when making music, they don’t have the opportunity to learn elsewhere.”
- “In the music rehearsal we explore one musical idea in multiple ways. The students learn to do things they didn’t know they could do, it expands their ideas of how things can be handled.”
- “You see all children carrying instruments in the morning, they not only play their instruments, they are excited to play.”

- “Everybody succeeds in music and their self-confidence grows. It’s like they think: Well I may not be so good in math but I can play so possibly I can solve the math problem as well.

- “Music making results in energies that sparks motivation for school work.”
- “Students with difficulties understanding math will train their logical thinking through music and as a result reach a better understanding of the mathematical mysteries.”

- “There is pride of achieving good results in music that generate generous will to share knowledge in other areas.”

- “When my students come into the music room there is like a sigh of relief. All the stress they have around them in the school… is gone.”

- “When children are struggling, the first place they should be is in the music class-room.”

- “When you have a connection with your instrument you have a connection with your creative mind.”

- “… most of the time when children act out, it’s because they don’t have an outlet for their emotions.”

- “In athletics there are always winners and losers, in music everybody wins.” - “… music made me want to go to school.”

- “I get to teach much more efficiently in “musical” schools rather than fighting disorder and having to act police.”

A MUSICAL CLASS-ROOM DOES NOT TOLERATE BULLYING!

In discussions with teachers about bullying problems in schools they spoke about how:
- “The musical class-room does not tolerate bullying”.
- “The musical experience trains children to listen to each other with respect.”
- “In the rehearsal-room children learn that if they do not help the weakest links in the orchestra the entire work and experience will drop to the bottom of the floor.”
- “Students learn that success depends on cooperation, success is only possible if every musician is respected, carried and seen by all in the orchestra.”

PRINCIPALS

- “The experience of the Arts is fundamental to a child’s development in learning. It enhances their experience and their engagement in all of their learning.”

- “With the music program the whole school’s ethos has just been transformed.”

- “We see how our students in making music develop an understanding about people who are different from themselves.”

- “With music as part of their school day they are more highly engaged in their learning and have fewer risky behaviors outside of school. It promotes health and well being.”

- “Students engaged in music do better in a lot of subject areas because they have adapted a rigor that is required in their musicianship”

- “The Arts are the avenue through which people no matter their differences in opinions, their differences in their socio-economic status, race, ethnicity or languages they unite and come together in the Arts.”

- “The experience in music transforms the students. They find out how together we can be better than what we are individually.”

Voices of children