MUSIC EDUCATION

THROUGH SUMMER
PROGRAMS
Julie Bates
 Music has been a part of the public education sys- What Teachers
tem for many years, and countless research proves time
and time again that early music education has a myriad of Think:
benefits for young students. However, over 2.1 million chil-
dren across the United States receive no music educa-
tion at all.1
Budget cuts and a prioritization of certain subjects
(mainly Math and Language Arts) have led to a decline in
arts education in public schools. Among all of the possible
solutions, free summer programs appears to be one of the
best first steps in increasing both the number of students
receiving music education as well as increasing the quality
of music education for students already receiving some mu-
sic education. 81%
think math and language
Changing Priorities arts are crowding out
other subjects
A greater emphasis on testing
81% of elementary school teachers indicated in 2012
that a focus on math and language arts are crowding out
other subjects.2 And, of these schools with crowding out
issues, 93% of teachers there suggest that it happens due
to a focus on state standardized testing.3
This is not a recent issue either; school districts have
prioritized test scores (especially over electives) since the 93%
1970s and 80s.4
This crowding out phenomenon has led to an overall de- think this is due to a fo-
crease in emphasis of the arts, especially music. 48% of cus on standardized tex-
teachers believe that music is getting less attention, imply- ting
ing there have been cuts in available resources and instruc-
tional time.5
These cuts are not always as extreme as eliminating
music programs entirely. Yet, significant cuts in resources
contribute to an overall decrease in quality of music educa-
tion for some students.
Based on the most recent findings of the National
Center for Education Statistics, larger percentages of
teachers report that time for planning lessons, space for
storage, and musical instruments are either minimally ade- 48%
quate or not adequate at all.6
A music program without adequate resources is still think music is getting
better than no music program at all, however students will less attention than it
not always get the chance to reap the full benefits of a used to
healthy music education.

1
A greater emphasis on the development of well-rounded students
Instructional time for music education has been reduced significantly since its blossoming
days during the mid 20th century. Elementary school music teachers now get roughly 20-30
minutes only once a week instead of every day, like in the mid 1900s. 7 Students now have electives
such as Physical Education, Art, and Foreign Language offered on a weekly basis along with mu-
sic.
Because of this shift in instructional time, the idea of a sequential curriculum became infea-
sible, meaning students will need to search elsewhere if they hope to gain mastery of an instru-
ment.8 And so, music education has often moved into more of a luxury than a part of the public edu-
cation system.

From public to private

The compounded effects of increased prioritization of standardized testing and the increased
elective variety has led to music education becoming, for a large portion, privately funded especially
in secondary education.
The Educational Resource Service indicates that outside sources currently provide more
than 20% of the funds necessary to support music education in secondary schools. 9 Not only that,
but students are now, for the most part, expected to provide their own instruments and funding for
extra trips or competitions.
While some families can afford these expenses, others just dont have the available re-
sources. Heartbreakingly enough, some students that genuinely want to pursue and continue their
music education just cant afford to anymore.

2
 The Benefits of Music
Students that
Neurological benefits:
play musical
IQ Bump:
instruments Some of the most recent studies regarding music and
how it affects children have focused on brain development.
exhibit Children have been proven to exhibit larger increases in full-
growth in: scale IQ while theyre learning a musical instrument.10

Brain Efficiency:
Studies have also proven that students learning to play
IQ Scores an instrument show faster maturation of the brains auditory
pathways and increased brain efficiency.11 Essentially, chil-
Overall Brain dren with music instruction are more accurate at processing
Efficiency sound quickly. Another study even gives this connection, say-
ing that that the brains of students with musical training devel-
op neurophysiological distinction[s] between unique sounds
that help with literacy.12
Literacy and Language Process Skills:
Verbal Skills Along the same vein, studies suggest that musical in-
struction in young students develops the parts of the brain
known for processing language. Dr. Kyle Pruett states it clear-
ly adding that language competence is at the root of social
competence. Musical experience strengthens the capacity to
be verbally competent.13
Problem
Spatial-Temporal Skills:
Solving Evidence also suggests that, in young children, music
Skills training will reliably improve spatial-temporal skills over some
period of time.14 Spatial-temporal skills include anything that
involves visualizing how things should fit together, including
organizational skills and problem solving skills. These skills
are crucial in the STEM fields, as well as with art and video-
games.
Overall Behavioral benefits
Creativity Creativity
In several studies, ranging from the 1960s until the late
1990s, several researchers have proven that students receiv-
ing consistent music education perform better on creative
tasks in comparison with students not receiving this music ed-
ucation.15

Social skills Social and Personal Development

One study conducted in 2002 clearly demonstrated that
Self-esteem students with participation in music-related activities interact
and talk more with adults in their lives (parents and teachers,
mainly), and that these social interactions in turn lead to in-
creases in both self-esteem and motivation.16 Other studies
have led to similar conclusions; they explain that music partici-
pation improves various self- concepts, including self-image,
self-awareness, and self-esteem.17
3
 A Benefit for Those That Need It Most?
Oftentimes, students that can afford to pay for lessons and instruments have an innate ad-
vantage for other resources as well. This can sometimes make music education data seem
skewed or confusing.
However, music education does benefit students typically classified as at-risk. A study
working with the Health, Education in the Arts, Refining Talented Students (HEARTS) demon-
strates that these students show improvements in self-esteem, reduced risk of association with vi-
olence, and increased academic achievement.18

Existing Solutions
As previously discussed, schools are continuing to place
a high emphasis on standardized test scores and the creation of
well-rounded students, which has lead to a decrease in instruc-
tional time and resources for music education. The more obvious The arts help create
solutions for increasing music education, such as increasing in-
structional time and hiring more music teachers, are therefore, young adults who have
not feasible with current conditions; no one wants to rearrange
current priorities or resources, and, for the most part, no one better academic out-
wants a longer school day or year.
comes, are more civical-
Because of the existing conditions, the most feasible solu- ly engaged and exhibit
tions must be held outside of the regular school day. Two such
solutions are currently being proposed and implemented across higher career goals.
the country: after-school programs and summer programs.
Think about how the
Solution 1: Afterschool Programs world could change if we
Afterschool programs continue to be a widely advocated could teach music to the
solution because many reasons, including convenience for 2.1 million students cur-
teachers to become involved and their simplicity in essentially
extending the school day. A myriad of different activities have rently denied that oppor-
always had strong afterschool programs, including most sports
and team-oriented activities, like marching band or school musi- tunity that would be
cal rehearsals.
Most of these after-school activities do not count as an worthy of a vuvuzela
educational component of public education, which is how music fanfare.
is often regarded today. It therefore, is reasonable and feasible
to divert some instructional time for music education to after-
school programs. -Lara Pellegrinelli,
Afterschool music education programs essentially take
the music education aspects that cannot be covered during the NPR reporter
school day and move them to an optional program that will ex-
tend the school day for students in a more exciting way. These
programs will lead to students being able to attain the benefits of
music education even if the school does not provide sufficient
time or resources for music to be taught during the school day.

4

Key features of Little
Kids Rock:
They recruit music mentors,
which are full-time teachers
(music and non-music) that
have some proficiency in an
instrument. These mentors
are all employed by the dis-
trict that they teach Little
Kids Rock classes in.
Little Kids Rock provides
teaching materials and cur-
riculum, including training
and support and free instru-
ments for their students.
Music mentors benefit
through experience in
teaching and keeping stu-
dents engaged.
Key features of
MusicMakers:
MusicMakers offers both
music appreciation as well
as instructions (primarily on
the guitar and drums).23
NAMM has recently
stepped in to provide basic
templates for launching and
running a music program
that involves partnerships
within the community, retail-
ers, and private citizens.24
The primary benefit, then, is that an after-school
program would allow students from various socioeconom-
ic backgrounds the opportunity to overcome any barriers
(lack of funding for private lessons or instruments, for ex-
ample) and study music.
Unfortunately, such a program would also come
with a few drawbacks. Primarily, the National Association
for Music Education (NAfME) is against after-school pro-
grams acting as a replacement for the material taught
during the day, and they would rather use the program as
a supplement to the in-class material. By letting after-
school programs replace the instructional time, it further
decreases the importance of music education in public
school systems, which could lead to more cutbacks for
instructional time and resources. NAfME also argues that
after-school programs should offer a certain amount of
self-direction and the ability to pursue their own musical
interests which is quite difficult with a large afterschool
program.19
Existing programs
Quite a few after-school music education programs
thrive today in various forms and with various goals.
Some seem to be focused on supplementing and adding
on to what is already taught in the public education sys-
tem, while others exist to start from scratch with students.
Little Kids Rock
Little Kids Rock is a nonprofit organization dedicat-
ed to providing music education to students that would
not otherwise receive it. The program that started in 1996
in San Francisco, California. Now, it has spread to cover
six different states and mentors over 7,000 students.20
The Boys & Girls Club of America
The Boys & Girls Club of America dates back to
beginnings in the mid 19th century, when three women
saw a need to occupy boys who would otherwise just
wander around the streets. In 2016, they celebrated 110
years of providing services to students across America.21
While the Boys & Girls Club of America has gar-
nered quite a bit of attention from Misty Copelands un-
derdog story of first learning ballet through the club to cur-
rently performing as a soloist for the American Ballet The-
atre, they also have an afterschool program focused on
music education.22,This program, entitled MusicMakers
has partnered with the National Association of Music Mer-
chants (NAMM) to expand resources.
5
Solution 2: Summer Programs
Another potential solution to the lack or inadequacy of
music education in the public education system is to begin sum-
mer programs dedicated to learning and continuing music edu-
cation.
Summer programs exist for a variety of areas, including
sports training, academic-focused study, religion, and the arts.
In order to serve students that would not normally have sufficient
music education, a music education summer program would
need to provide many of the resources (including instruments
and instructional time) for these students at either a significantly
reduced price or for free. This is a distinguishing feature when
compared with several other summer programs.
Music summer programs offer unique benefits to students
of all levels of music experience. For those that currently receive
adequate music education during the school year, summer mu-
sic programs offer a continuation of development of their skills,
which could help stave off the backward slide performance skills
can take during the summer.25
For all students, music education during the summer also
offer a variety of music exploration avenues, including small
group and improvisation opportunities. Additionally, summer mu-
sic education builds connections with other students from differ-
ent schools and communities.
Furthermore, NAfME suggests music programs as a way
to let positive peer pressure work its motivational magic, high-
lighting that the encouragement of other kids can more powerful
than an adult simply telling a student to pursue music and prac-
tice it diligently.26
Opponents of using summer music camps as a solution to
nonexistent or inadequate music education through the public
school system argue that summer camps can only help for tem-
porary education and will not permanently fix the inadequacies
within music education.
However, summer music education relieves some of the
re-learning that teachers would have to do during the school
year, allowing them to focus more fully on the development of
new skills. Additionally, summer programs allow more time for
sectional and individual coaching that would teach beginners
more easily how to play an instrument as opposed to one teach-
er trying to teach a full classroom all at once.
While summer music education programs are not a per-
manent fix for inadequacies of music education for students,
they are a starting place. Summer music programs could aid
both beginners and long time students, as it could increase stu-
dents interest in music-making as well as give them the basic
skills needed to pursue music more fully.

6
Key features of Thrive
Music Camp:
They pick students that are
passionate about playing
music just to make music.
Littlejohn recounts a story
from the first year of the
program, saying that their
free time after a long day of
playing music, students
played music instead of just
hanging out.
They cover all of the tuition
costs for the students, mak-
ing the program affordable.
Key features of
Inner-City Arts:
They offer programs in sev-
eral different areas includ-
ing music, visual arts, and
other special events in over
two separate three-week
sessions
For students that qualify
based on household in-
come, tuition is 100% free
They offer programs to stu-
dents of all ages and abili-
ties, from K-12
Existing programs
While uncommon, there are some summer music
education programs that offer either significantly dis-
counted rates or are completely free for students. For
the most part, these programs focus on the target stu-
dents that would not have the resources to pursue the
more expensive summer music programs or lessons.
Thrive City Music Camp
Founded in 2009 by classically trained musician,
John Littlejohn, Thrive City String Academy (now a divi-
sion of Thrive City Music) focuses its efforts on provid-
ing music education to inner-city kids in the form of a
sleep-away camp.27
This camp is intended for students that show
promise and interest in music but cannot afford music
lessons, and the camp truly thrives because of some
of its more unique ways of dealing with resources and
instruction.
Inner-City Arts
Local communities needed to fund arts engage-
ment after budget cuts took away crucial arts funding in
Los Angeles public schools during the late 1970s.
Founded in 1989 in Inner-City Arts aims to provide stu-
dents in the Los Angeles public school system the op-
portunity to grow and learn through arts programs.
From their inception until now, Inner-City Arts
have served over 200,000 different students.28
Inner-City Arts is involved in several different
community programs, including programs that work with
the public school system as well as summer programs
for all ages.

And, So:
Clearly, both solutions offer viable solutions to the incompetencies and inadequacies
of the music education in the public school system. However, summer music programs fill a
unique gap that after-school programs can do. Due to the timing of having a program while
students are not currently in school, summer programs can allow for significant growth in
musical abilities and they also prevent the all-too-common backward slide in music skills
during the summer months. As shown by Thrive City Music Camp and Inner-City Arts, a via-
ble and low-cost/free is possible through grant searching and donations. Summer programs
would be both a good starting point for areas without developed music programs as well as
a strong supplement for music programs in public schools that dont have adequate re-
sources and instructional time.

7
End Notes:
1
Pellegrinelli, Lara. Music Education In Public Schools Gets A Passing Grade. NPR, NPR, 6 Apr. 2012,
www.npr.org/sections/therecord/2012/04/06/150133858/music-education-in-public-schools-gets-a-passing-grade.
Accessed 16 Apr. 2017.
2
The Farkas Duffett Research Group. Learning Less: Public School Teachers Describe a Narrowing Curriculum.
Common Core, Mar. 2012.
3
The Farkas Duffett Research Group. Learning Less: Public School Teachers Describe a Narrowing Curriculum.
Common Core, Mar. 2012.
4
Colwell, Richard, and Carlos Xavier Rodriguez "Music Education." Encyclopedia of Education, edited by James
W. Guthrie, 2nd ed., vol. 5, Macmillan Reference USA, 2002, pp. 1718-1726. Gale Virtual Reference Library,
ezaccess.libraries.psu.edu/login?url=http://go.galegroup.com/ps/i.do?
p=GVRL&sw=w&u=psucic&v=2.1&id=GALE%
7CCX3403200427&it=r&asid=3aab304dbf62245ffb0532a081c0741a. Accessed 15 Apr. 2017.
5
The Farkas Duffett Research Group. Learning Less: Public School Teachers Describe a Narrowing Curriculum.
Common Core, Mar. 2012.
6
Parsad, Basmat, et al. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10.
National Center for Education Statistics, 2 Apr. 2012.
7
Colwell, Richard, and Carlos Xavier Rodriguez "Music Education." Encyclopedia of Education, edited by James
W. Guthrie, 2nd ed., vol. 5, Macmillan Reference USA, 2002, pp. 1718-1726. Gale Virtual Reference Library,
ezaccess.libraries.psu.edu/login?url=http://go.galegroup.com/ps/i.do?
p=GVRL&sw=w&u=psucic&v=2.1&id=GALE%
7CCX3403200427&it=r&asid=3aab304dbf62245ffb0532a081c0741a. Accessed 15 Apr. 2017.
8
Colwell, Richard, and Carlos Xavier Rodriguez "Music Education." Encyclopedia of Education, edited by James
W. Guthrie, 2nd ed., vol. 5, Macmillan Reference USA, 2002, pp. 1718-1726. Gale Virtual Reference Library,
ezaccess.libraries.psu.edu/login?url=http://go.galegroup.com/ps/i.do?
p=GVRL&sw=w&u=psucic&v=2.1&id=GALE%
7CCX3403200427&it=r&asid=3aab304dbf62245ffb0532a081c0741a. Accessed 15 Apr. 2017.
9
Colwell, Richard, and Carlos Xavier Rodriguez "Music Education." Encyclopedia of Education, edited by James
W. Guthrie, 2nd ed., vol. 5, Macmillan Reference USA, 2002, pp. 1718-1726. Gale Virtual Reference Library,
ezaccess.libraries.psu.edu/login?url=http://go.galegroup.com/ps/i.do?
p=GVRL&sw=w&u=psucic&v=2.1&id=GALE%
7CCX3403200427&it=r&asid=3aab304dbf62245ffb0532a081c0741a. Accessed 15 Apr. 2017.
10
Barker, Eric. How To Make Your Kids Smarter: 10 Steps Backed By Science. Time, Time, 4 Mar. 2014,
time.com/12086/how-to-make-your-kids-smarter-10-steps-backed-by-science/. Accessed 16 Apr. 2017.
11
Barker, Eric. Should Everyone Be Required to Learn a Musical Instrument? Barking Up The Wrong Tree, Bark-
ing Up The Wrong Tree, 3 May 2015, www.bakadesuyo.com/2011/07/should-everyone-be-required-to-learn-a-
musica/. Accessed 16 Apr. 2017.
12
Locker, Melissa. This Is How Music Can Change Your Brain. Time, Time, 16 Dec. 2014, time.com/3634995/
study-kids-engaged-music-class-for-benefits-northwestern/. Accessed 16 Apr. 2017.
13
Brown, Laura Lewis. The Benefits of Music Education. PBS, Public Broadcasting Service, 25 May 2012,
www.pbs.org/parents/education/music-arts/the-benefits-of-music-education/. Accessed 16 Apr. 2017.
14
Brown, Laura Lewis. The Benefits of Music Education. PBS, Public Broadcasting Service, 25 May 2012,
www.pbs.org/parents/education/music-arts/the-benefits-of-music-education/. Accessed 16 Apr. 2017.
15
Hallam, Susan. "The power of music: Its impact on the intellectual, social and personal development of children
and young people." International Journal of Music Education 28.3 (2010): 269-289.
16
Hallam, Susan. "The power of music: Its impact on the intellectual, social and personal development of children
and young people." International Journal of Music Education 28.3 (2010): 269-289.
17
Hallam, Susan. "The power of music: Its impact on the intellectual, social and personal development of children
and young people." International Journal of Music Education 28.3 (2010): 269-289.
18
Flohr, John W. "Best practices for young childrens music education: Guidance from brain research." General
Music Today 23.2 (2010): 13-19.
19
The National Association for Music Education. After-School Music Education Programs. National Association
for Music Education (NAfME), The National Association for Music Education, www.nafme.org/about/position-
statements/after-school-programs-and-music-education-position-statement/after-school-music-education-
programs/. Accessed 16 Apr. 2017.
20
Afterschool Alliance. Partnership Brings Music to Afterschool. Afterschool Alliance, Afterschool Alliance,
www.afterschoolalliance.org/fundingPartnerCaseLKR.cfm. Accessed 16 Apr. 2017.
21
BGCA - Our Mission & Story. Boys & Girls Clubs of America, Boys & Girls Clubs of America, www.bgca.org/
about-us/our-mission-story. Accessed 16 Apr. 2017.
22
Andrews-Dyer, Helena. Ballerina Misty Copeland Says Shes Forever Grateful to the Boys and Girls Club.
The Washington Post, WP Company, 17 Sept. 2014, www.washingtonpost.com/news/reliable-source/
wp/2014/09/17/ballerina-misty-copeland-says-shes-forever-grateful-to-the-boys-and-girls-club/?
utm_term=.91dd960e1ff1. Accessed 16 Apr. 2017.
8
23
BGCA - MusicMakers. Boys & Girls Clubs of America, Boys & Girls Clubs of America, www.bgca.org/
programs/the-arts/music-makers. Accessed 16 Apr. 2017.
24
NAMM/Boys and Girls Clubs of America's MusicMakers Program. NAMM.org, NAMM, 5 Nov. 2008,
www.namm.org/membership/member-programs/nammboys-and-girls-clubs-program. Accessed 16 Apr. 2017.
25
Scapillato, Greg. Summer Music Camp? 8 Reasons Why Your Child Should Attend. The Music for All Summer
Symposium, Presented by Yamaha, Music For All, 4 Apr. 2016, camp.musicforall.org/summer-music-camp/. Ac-
cessed 16 Apr. 2017.
26
Nathan, Amy. Keeping Students Musically Active during Summer Break. National Association for Music Edu-
cation (NAfME), National Association for Music Education, 15 July 2016, www.nafme.org/keeping-students-
musically-active-during-summer-break/. Accessed 16 Apr. 2017.
27
Blair, Elizabeth. A Free Musical Haven For Inner-City Talents. NPR, NPR, 5 Aug. 2009, www.npr.org/
templates/story/story.php?storyId=111536682. Accessed 16 Apr. 2017.
28
Inner-City Arts. Our History. Inner City Arts, Inner-City Arts, 2 Aug. 2016, www.inner-cityarts.org/who/history/.
Accessed 16 Apr. 2017.