NATIONWIDE DIALOGUE HEATS UP ON THE IMPORTANCE OF MUSIC IN OUR SCHOOLS
(Ellen Winner & Lois Hetland, New York Times, Op Ed, March 4, 1999.)

March 4, 1999.

Carlsbad, CA. With the growing body of scientific evidence suggesting the causal link between music and intelligence, there is a parallel dialogue about the place of music in our schools and in programs of childhood development. The discussion ranges from using music as a tool to reach a greater end such as improved test scores to preserving music as a stand-alone, key component of a well-rounded education.

Upon examination of new programs around the country that both integrate and separate music in curricula, the success of these programs indicates that there is a new awareness that music is profoundly important in its own right but that it can also play a very valuable role as a facilitator in acquiring other competencies.

With respect to the intrinsic value of music in education, two researchers at Project Zero, an arts program at Harvard Graduate School of Education, made the following eloquent statements: "Music, like math, physics and poetry, is an essential part of our culture. Children improve their future lives immeasurably by gaining a deep understanding of its structure and its beauty. This is justification enough for music in our schools."