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6 years ago

Volume 6 Issue 3 - November 2000

  • Text
  • November
  • Toronto
  • Theatre
  • December
  • Choir
  • Symphony
  • Musical
  • Orchestra
  • Arts
  • Bloor

Continued from page 7

Continued from page 7 needed to graduate from high school. What does this say to students? Jon Franks, music educator with the Toronto board for 37 years, says, "it implies that art and music are not important." Because only one credit in art is needed to graduate from high school, and the OAC year is being phased out, students have less time for the arts/music. There is a trend by the time students reach grade 11, their schedule is so tight they are forced to drop their music course. RoulYAntonopoul6s, band and strings teacher at Bloor Collegiate, says "it means that just as students' skills are improving, they no longer play. Therefore there is less leadership, less skilled plflyers, and fewer music role models." What is the future of music education? "Not a great one," says Lynn Janes. "I'm scared right now," says Ken Hazlett. Mark Bell, music specialist at Withrow Public School, is concerned that students may end up singing along with CD's insteadoflearning how to read, write and understand music. Maybe schools wo,n't offer music until grade 7 and 8? Maybe resident teachers will no longer exist? Alfreda Harrison, soon to be the district ·wide coordinator for music, says we "can't expand a great program into other areas ... we are losing things we have treasured on each former board." Despite the challenge of implementing a new curriculum in every school she says the "door is wide open." She is part of the planning process and she says, "it's an exciting program to put in place." So why the big fuss? Is music education important? Most teachers agree that an arts education is necessary for a wellrounded education. Researchers at the University of California, Irvine have proven that students who study music 11nd arts are better problem solvers. And of course music education teaches students technical skills like how to read notes.and how to.play an instrument. But music education is much more than just technical skills. Music is a form of expression, and it provides students with an outlet for their emotions. "Music challenges students to interpret and express their feelings," says John Franks, who has dedicated his life to teaching music. · Franks says students "learn much more , than just music. They learn about the results of hard work and practicing, the process of preparation, the joy of performance, how to work in a collective and how important it is to create and collaborate with one another." Is this important? Will it benefit students outside of the music environment? In the face of a rapidly changing world, where there is no job security and it is expected that people will change careers at least three to four times, employers want employees to be adaptable, and work well together. They look for strong interpersonal, intrapersonal and adaptability skills. Skills that are all learned indirectly through music education. But technical and personal skills aside. Music speaks to you, it appeals to you on an emotional level, and it appeals to your senses. It expresses something deep within you that is difficult to put in words, except as John Franks says, "it touches a part of us that is · undefinable, it touches our soul." Acrobat Music 32 Track, full service recording studio in Pickering with hand picked vintage state of the art analog -sounding gear and a Magnificent Steinway Grand Piano. Owner Jim Morgan· is a Juno, Emmy, Socan, & Marketing awarded Engineer, Producer, &Composer with 30 years experience at your service. ·Email: jmorgan@acrobatmusic.com ,CaII 905-420-8625 or www .. acrobatmusic.com You will never record better for less. Ask our clients! 8 Wholenote NOVEMBER 1, 2000 - DECEMBER 7, 2000

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