Rationale for the Continued Support for Music Education in the Gallatin R-V School District John Salehi Master of Music Education, Central Methodist University Current Issues in Music Education Dr. Amy Johns July 30th, 2025 Introduction Music in the Gallatin R-V School District provides students with opportunities for leadership roles, creativity, personal growth, and learning. Parents and community members see music as more than just a co-curricular activity, but an experience that teaches their students life long skills and connects them to the community in a greater way. We, as a district and local community need to continue the support for the music programs in our schools to make sure students are able to continue to have these opportunities. As my time at Gallatin has been brief, I reached out to the community to ascertain a better understanding of the topic above.. With the community, students, and parents in mind, I posed the question “How has music from the Gallatin R-V School District Impacted You?”. The following arguments to continue support for music in our district is based on my personal philosophy of education and the responses to that question. District Overview General music courses are offered by one teacher from kindergarten through sixth grade and a separate teacher in the seventh grade. These courses are required for all students. Instrumental music is offered to students between fifth grade through senior year in high school as an elective course. The school does not charge students to participate in instrumental music classes, however, rental fees and a method book are charged through different music stores for students that can afford to rent. Students that cannot afford to rent or play an instrument that is not provided by the rental company use school owned instruments. No choral music courses or extracurriculars are offered after 6th grade. Skills Developed in the Music Classroom Mastering music is a difficult task. Even at the elementary level, students can struggle to master various skills such as steady beat, matching pitch, etc. The discipline instilled in students from a very early age in music that is fostered through their senior year within the band program helps ready students to face challenges presented through their life (Rice). For a student to learn to control themselves in a habitual way, they need to have an understanding of the process in which something is accomplished. The result of goal setting and regular performance builds confidence in students to overcome anxieties and have a stronger self-belief. This teaches students to set their own, personal goals, track their progress, celebrate their wins, and, most importantly, learn from their losses (Capstone Music Editor). Former band members noted learning self accountability and the importance of work ethic. These skills are seen by other classroom teachers, employers in the community, and their parents as students grow in the program. Leadership Roles From solos and in class activity leader roles at the elementary level to section leaders, principal chairs, and drum majors, students in our schools are able to have many opportunities to be leaders. While elementary and middle school leadership roles are usually brief in nature, these roles can still allow young students to discover who they are as leaders and develop skills listed above. At the high school level, students have more responsibilities in these roles and usually last longer. Section leaders can be tasked to run both music and marching sectionals throughout the year. Drum majors conduct the band as well as give positive remarks and reflections following the end of rehearsals. Both groups of students attend a director-led leadership camp that precedes a camp where these leaders practice teaching skills on incoming members to the high school band. Drum majors attend a specific camp where they learn skills through various team-based activities taken from Tim Lautzenheiser’s approach to leadership. Lautzenheiser’s leadership style is heavily focussed on the “servant leader”. The idea of “servant leadership” is emphasized through recognizing those who commit to that role and modeling it to my best ability. The students who adopt this philosophy are able to better contribute to the climate and culture of other organizations leading to a stronger, more cohesive community. Teamwork Music, as with most other sports and activities, are team-based in nature. The positive nature of our classroom environments allow students to be themselves and learn to communicate effectively with one another. The communication skills developed, both verbal and nonverbal, in music classes have allowed our students to be more effective members of the school and local community. Students use these skills in other organizations and classes to continue to build up those communities. This prepares students for post-graduation work allowing them to be better problem solvers, have more personal satisfaction from their work, and reduce stress in the workplace (Middleton, 2022). Like sports, ensembles consist of a wide range of skill levels. However, unlike sports, every member of the ensemble is consistently and simultaneously contributing the entire performance. Every combination of sound and silence (and at times movement) contribute to something greater than the individual to create an ethereal experience for members and audience (Criss, 2010). Students are able to create friendships across various grade levels and promote school pride at various events. Public performances at various local events such as Chautauqua and the community pep rally as well as school sporting events connect the band with our athletic teams and community members. Many community members view the band as an integral part of these events and recognize their cultural significance by showing proper etiquette during performances and donate in various ways to the program. Cultural Relevance On top of the previously mentioned skills, music and art serve as the primary cultural education in our schools. From a young age, students are exposed to a wide range of music from various cultures and eras. Elementary music classes provide a wide range of activities involving world music from cultures in eastern Asia, India, South America, and more. At the middle and high school level, students are exposed to popular tunes in various settings, more traditional classical works, and significant pieces of music that provide context to modern and past historical events. By providing students with a wide range of music written by composers of various gender, race, age, era, style, etc. we are able to teach students about the world around us. Celebrating diversity breaks down social, economic, and cultural barriers (Orchestras for All, 2025). This results in the ability for students to develop deeper connections to one another, their audience, and people of all walks of life. This also can result in students feeling represented in the curriculum leading to more buy-in to their education. Providing Experiences One of the most prevalent notes made by current and former members of the program and parents of those members was how impactful the experiences were for them. These individuals cited the various types of ensembles students are able to be a part of including school band, numerous honor bands, jazz ensembles, drumline, band competitions/festivals, concerts, trips, parades, band camp, and so much more as outlets that impacted them in a positive way. Individuals discovered their love and appreciation for music through these experiences and has led to some students going on to become music educators. Some performances allowed students to go out in the local communities to perform music in a more real world modern band setting. As a director, my job is to facilitate as many quality experiences for students to remember - whether a true lesson was retained or a significant, long-lasting, positive memory was created. Cognitive Development Regardless of what students retain from the education provided, the long lasting positive impact of quality music education is seen in their neurological development. Neuroimaging studies have shown the increase of the brain’s plasticity resulting in improved verbal memory, second language pronunciation, reading ability, and executive functions. By processing rhythms from an early age, students are able to better grasp timing, sequencing, and prediction skills within music. Music is also shown to engage the reward circuits in the brain which leads to higher engagement in class. These cognitive benefits lead to skills outside of the classroom such as improved problem solving and multitasking (Miendlarzewska and Trost, 2014). Conclusion To the board of education and administration of this fine district, your support in myself as an educator and music education in our district is greatly appreciated. The amount of opportunities we are able to provide to our students is nothing short of a privilege. We hope that the feedback from the community, members of the program, parents, and myself adequately show the value of the continued support of music in our schools.
Middleton, T. (2022, January 25). The importance of teamwork (as proven by science). Work Life by Atlassian. Retrieved July 30, 2025, from https://www.atlassian.com/blog/teamwork/the-importance-of-teamwork/atlassian.com+10
Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: Rhythm, reward, and other modulating variables. Frontiers in Neuroscience, 7, Article 279.https://doi.org/10.3389/fnins.2013.00279