Schools hold on to music, fine arts

While budgets woes are resulting in some schools cutting music and other fine arts from their curriculum, Fallbrook, Bonsall and Rainbow educators appear to appreciate the importance of music and are working hard to keep it alive for local students. Educators here say they believe music offers myriad benefits in a student’s education.

“When we reduced the transportation budget, it was in an effort to protect what was going on in the classroom,” said Bonsall Union School District Superintendent Dr. Jason Cunningham. “Our music budget is the same as it was last year.”

Music programs in the Bonsall district consist of band, chorus and show choir. Cunningham relayed that his students will have music in their curriculum every week and there will be classroom instruction.

Aside from music just being fun, Cunningham said, a lot of good research material is available that points to the value of music programs in relation to math and spatial concepts.

“We just reinstated music in our budget last year; one of our strategic goals is to reinstate the visual performing arts back into our curriculum,” said Fallbrook Union Elementary School District (FUESD) Superintendent Dr. Janice Schultz.

FUESD has maintained the employ of four music teachers. Schultz calls their courses a very well-rounded music education program, which includes chorus and band opportunities. Students will receive 30 minutes per week of general music instruction, which will focus on beat, rhythm and music reading.

“And supporting this curriculum, which is truly remarkable, is the Fallbrook Music Society, which has sponsored and coordinated across the district two music assemblies per grade for every school,” Shultz said. “It is absolutely fabulous for the kids.”

Students in the Fallbrook Union Elementary School District can expect the same level of music instruction and exposure as the previous school year.

From an American culture perspective, Schultz contends that learning classical historical songs such as “I’ve Been Working on the Railroad” is imperative in the educational process. “Just like we wouldn’t cut reading, we won’t cut the fine arts,” she said.

At Vallecitos Elementary School, the budget includes both music and dance instruction. “At this

, each grade level receives one hour of instruction in music and dance per month, with school-wide activities thrown in throughout the year,” said Principal Gary Lewis.

The program they follow, said Lewis, is the ‘Making Music’ curriculum that offers a blend of artistic perception, creative expression, historical and cultural context, aesthetic valuing and connections and relationships and applications.

“A field trip to downtown San Diego to observe an opera is offered to our seventh- and eighth-graders as well,” Lewis said. “Our music program is yet another way for the entire school to connect, enjoy each other and share something in common.”

At Fallbrook Union High School District, this year’s budget includes opportunity for exposure to instruments and vocal programs. The amount of music opportunities will remain the same as the year before, said Interim District Superintendent Dr. Robert French.

“Music provides one of many opportunities to participate in school activities,” added French.

Dr. Brenda Montiel, a professor of music and president of the Fallbrook Music Society, says she cannot express strongly enough how important music is for children.

“We are fortunate in Fallbrook and in Bonsall that we have music in school when so many schools in our country don’t have any music,” she said. “I believe many of the problems today in our school are due to a lack of right brain development, which is what music and the other arts provide.”

Montiel tries her best to erase the justification of music in terms of its value by how it enhances other subjects, such as math and reading. She views music equally important to all other subjects in school.

“Music offers a different way of thinking and understanding that no other disciplines can offer,” she said. Simply put, music is artistic literacy.

It is true; a substantial amount of research indicates that the benefit of classical music to young people is significant. “When our children have the opportunity to train or listen to classical music, this fosters a development in the brain for other cognitive functions,” Montiel added.

According to Montiel, classical music has a significant complexity. When children listen, they hear forms, relationships and symbols that have greater meaning than a “Top 10” simple form song.

“This is why the Music Society is bringing in classical concerts for the students to hear,” she said. “It’s not just entertainment; it contributes in a very important way to their overall enrichment and development as young people.”

Immersing a child in music and other arts should be started as early as possible, advises Montiel. Preschool age and younger is really what is recommended, she said.

“Kindergarten is a time when we, as educators, begin to develop the left brain and we need to simultaneously develop the right brain,” said Montiel. Because music is a language which promotes cognitive skills, it is perfect to pursue in early grades.

As children advance into upper grades, the concept of teamwork in a band or chorus is of great benefit. During the adolescent years, learning cooperation and working with others is a plus. “Young people form a sense of community and belonging, and it’s so important,” Montiel said.

“Like Plato, the ancient philosopher, said, ‘Music is a more potent instrument than any other for education,” she said.

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