Hodges, Donald A. (2005). Why Study Music? The International Journal of Music Education. 23:2, 111-115.
In his article "Why Study Music?" published in the International Journal of Music Education, Donald Hodges builds an argument for music at the core of a well-rounded public education through discussion of the multiple intelligences or "knowldege systems" that humans possess, and how each of them must be developed in order for students to reach their maximum potential. Early on, he asserts that the problem with extramusical rationale for music education (discipline, camaraderie, leadership, supporting other academic disciplines) is that those ends can be achieved through other means and activities such as sports and clubs. Therefore he asserts that we must rationalize music education as an opportunity to gain unique insights into the human condition through a unique experience that cannot be accurately replaced by any other.
The most important idea I drew from this reading was that leaving out development opportunities and learning processes in any of the knowledge systems leaves sutdents without the capability to understand, internalize, and engage with one or more elements of their inner or outer world. By excluding music from the core of public education, students are left without a unique opportunity for development and engagement in their intelligence, therefore allowing students to fail to meet the full human potential - as that potential is only gained through learning and development in all knowledge systems. Music is not only important and beneficial to students: it is vital to their holistic development.
Questions for Dr. Hodges:
-What might be an effective means of communicating these ideas to administrators, parents, and students?
-In what ways is exclusive group identity a valuable and positive element achieved through music education?