by P.L. Grove
Last summer I focused my article around the question of why handbells? My answer was centered around church handbell choirs. But I’ve had a concern about the need for music in our schools for quite some time now, and handbells are the perfect medium. It’s not an easy task, considering the state of our schools. However, I’ve noticed a recent flurry of articles from researchers that conclude that music in schools makes a difference. So here is part two of why handbells…in education.
P.L. Grove
National Board President
Last year I discussed the pedagogical and team-building benefits of a handbell ensemble. Handbells are incredible at teaching the elements of music—elements that physically can be demonstrated right there in one’s hand. And most team sports teach that individuals can win…which means there are losers. As a team sport, handbells build everyone up so that the whole team is important and necessary to complete something. Right now we’re focused on anti-bullying efforts, so this might be a good team on which to play.
But recently, researchers are weighing in about other benefits of programming music in schools. Andreas Schleicher, who leads the Program for International Student Assessment at the Organization for Economic Cooperation and Development, told the England House of Commons that young people could benefit more from the skills gained through creativity rather than test-based learning. He spoke to the Education Select Committee as part of an ongoing inquiry into the influence of technologies like robotics and artificial intelligence on society. Schleicher, who is widely regarded as one of the world’s leading educational thinkers, said “I would say, in the fourth industrial revolution, arts may become more important than math.”* Research is showing that the decline of the arts in schools is having an effect on technical fields. Experts suggest that some highly intelligent students lack the skills that can be gained from creative learning. Roger Kneebone, professor of surgical education at Imperial College in London, warned of the loss of creative skills among medical and science students. He said, “We have students who have very high exam grades, but lack the tactile general knowledge—they struggle even to perform chemistry experiments…an example is of a surgeon needing some dexterity and skill…it can be traced back to the sweeping out of creative subjects from the curriculum….”
Additionally, Edge Foundation of the UK, an educational charity, published a report claiming that the future of work will be underpinned by jobs that demand both creative and technical skills. According to the report, UK labor market projections show that the rate of growth for both creative and STEM occupations will be more than double the average across the whole economy over the next six years. The report calls for changes to the national curriculum and states that creativity should be at the heart of all learning if the UK is to prosper. I imagine that’s true not just for the UK.
Another area of concern surrounds the issue of stress. Mental health among students has become a growing issue, and leading psychiatrists are coming to the conclusion that re-infusing the arts back into the curriculum could help. In a keynote speech at a conference on the subject, Professor Simon Wessely of King’s College London stated the following: “The risk is not just ineffective solutions, but the real possibility that our solutions may actually be contributing to the problem…I would love to see trials of volunteering, peer support, sport, drama, choir, and so on—that’s the research I believe we need.”
Now in case you encounter someone who needs convincing, here is a large list of reasons to have music in schools:
- Evidence it increases SAT scores: the 2018-2019 SAT average score for the state of Texas was 1020; the Texas all-state musicians SAT average was 1308
- Aids in the development of language and reasoning (left side of the brain is better developed)
- Aids with memorization, which helps students in all aspects of education
- Contributes to a child’s intellectual development; the recognition of patterns helps children learn math in a fun format
- Increases hand-eye coordination and fine motor skills
- Increases auditory attention and more fine-tuned auditory skills
- Develops spatial intelligence, which allows individuals to perceive the world accurately and form mental pictures; spatial intelligence is important in advanced mathematics
- Helps develop the whole brain, which fosters a positive attitude towards learning, curiosity, creativity, and thinking outside of the box
- Contributes to emotional development; students of music are more emotionally developed, have more empathy towards others, have higher self-esteem, and are better at coping with anxiety
- Helps soothe, relax, and fight stress
- Gives individuals a sense of achievement
- Keeps kids engaged in school; an enjoyable subject like music gives students a reason to go to school, where they are more likely to do well in their other subjects
- Shapes an individual’s ability and character; strong character means individuals are more likely to be strong/positive contributors to society
- Teaches discipline through practicing an instrument
- Builds positive teamwork ideology; individuals learn to develop social skills that are not focused on winners and losers, but on creation
- Teaches responsible risk-taking; musical performance helps individuals overcome fear and build self-confidence
- Teaches communication; music is communication, and students are learning communication techniques
So once we’re convinced that music is a benefit, then why music using handbells? Because no other instrument better captures the elements of music on a physical level. And no other instrument teaches the elements of teamwork in a more dynamic way.
Music education is important because it assists the learning process in a fun and creative way. Handbells in music education have the power to be not just a great musical tool, but also to build positive self-esteem and community. That’s why handbells in music education.
Credits: This article quotes information from articles online at The Stage by Georgia Snow, an article online at ClassicFM.com by Elizabeth Davis, and an article on NAFME.org (originally on the Bachelors Degree website).
P.L. Grove
[email protected]
Last year I discussed the pedagogical and team-building benefits of a handbell ensemble. Handbells are incredible at teaching the elements of music—elements that physically can be demonstrated right there in one’s hand. And most team sports teach that individuals can win…which means there are losers. As a team sport, handbells build everyone up so that the whole team is important and necessary to complete something. Right now we’re focused on anti-bullying efforts, so this might be a good team on which to play.
But recently, researchers are weighing in about other benefits of programming music in schools. Andreas Schleicher, who leads the Program for International Student Assessment at the Organization for Economic Cooperation and Development, told the England House of Commons that young people could benefit more from the skills gained through creativity rather than test-based learning. He spoke to the Education Select Committee as part of an ongoing inquiry into the influence of technologies like robotics and artificial intelligence on society. Schleicher, who is widely regarded as one of the world’s leading educational thinkers, said “I would say, in the fourth industrial revolution, arts may become more important than math.”* Research is showing that the decline of the arts in schools is having an effect on technical fields. Experts suggest that some highly intelligent students lack the skills that can be gained from creative learning. Roger Kneebone, professor of surgical education at Imperial College in London, warned of the loss of creative skills among medical and science students. He said, “We have students who have very high exam grades, but lack the tactile general knowledge—they struggle even to perform chemistry experiments…an example is of a surgeon needing some dexterity and skill…it can be traced back to the sweeping out of creative subjects from the curriculum….”
Additionally, Edge Foundation of the UK, an educational charity, published a report claiming that the future of work will be underpinned by jobs that demand both creative and technical skills. According to the report, UK labor market projections show that the rate of growth for both creative and STEM occupations will be more than double the average across the whole economy over the next six years. The report calls for changes to the national curriculum and states that creativity should be at the heart of all learning if the UK is to prosper. I imagine that’s true not just for the UK.
Another area of concern surrounds the issue of stress. Mental health among students has become a growing issue, and leading psychiatrists are coming to the conclusion that re-infusing the arts back into the curriculum could help. In a keynote speech at a conference on the subject, Professor Simon Wessely of King’s College London stated the following: “The risk is not just ineffective solutions, but the real possibility that our solutions may actually be contributing to the problem…I would love to see trials of volunteering, peer support, sport, drama, choir, and so on—that’s the research I believe we need.”
Now in case you encounter someone who needs convincing, here is a large list of reasons to have music in schools:
- Evidence it increases SAT scores: the 2018-2019 SAT average score for the state of Texas was 1020; the Texas all-state musicians SAT average was 1308
- Aids in the development of language and reasoning (left side of the brain is better developed)
- Aids with memorization, which helps students in all aspects of education
- Contributes to a child’s intellectual development; the recognition of patterns helps children learn math in a fun format
- Increases hand-eye coordination and fine motor skills
- Increases auditory attention and more fine-tuned auditory skills
- Develops spatial intelligence, which allows individuals to perceive the world accurately and form mental pictures; spatial intelligence is important in advanced mathematics
- Helps develop the whole brain, which fosters a positive attitude towards learning, curiosity, creativity, and thinking outside of the box
- Contributes to emotional development; students of music are more emotionally developed, have more empathy towards others, have higher self-esteem, and are better at coping with anxiety
- Helps soothe, relax, and fight stress
- Gives individuals a sense of achievement
- Keeps kids engaged in school; an enjoyable subject like music gives students a reason to go to school, where they are more likely to do well in their other subjects
- Shapes an individual’s ability and character; strong character means individuals are more likely to be strong/positive contributors to society
- Teaches discipline through practicing an instrument
- Builds positive teamwork ideology; individuals learn to develop social skills that are not focused on winners and losers, but on creation
- Teaches responsible risk-taking; musical performance helps individuals overcome fear and build self-confidence
- Teaches communication; music is communication, and students are learning communication techniques
So once we’re convinced that music is a benefit, then why music using handbells? Because no other instrument better captures the elements of music on a physical level. And no other instrument teaches the elements of teamwork in a more dynamic way.
Music education is important because it assists the learning process in a fun and creative way. Handbells in music education have the power to be not just a great musical tool, but also to build positive self-esteem and community. That’s why handbells in music education.
Credits: This article quotes information from articles online at The Stage by Georgia Snow, an article online at ClassicFM.com by Elizabeth Davis, and an article on NAFME.org (originally on the Bachelors Degree website).
P.L. Grove
[email protected]
P.L. Grove
National Board President
