The following was presented on behalf of the AMEA to the Commission on "No Child Left Behind"

July 3, 2006

To The Members of the Commission on No Child Left Behind:

On behalf of the Alabama Music Educators Association, we would like to thank you for the incredibly important work you do on behalf of America ’s school children.  The No Child Left Behind Act has brought about many positive changes in our education system.   Music teachers in Alabama are delighted that you listed the arts among the core academic subjects, requiring schools to enable all students to reap the benefits of a comprehensive arts education.  Unfortunately, a recent report from the Center for Education Policy concludes that, since the enactment of NCLB, instructional time for music and art in schools has been reduced by 22 percent.  

We believe the federal commitment to arts education must be strengthened so that the arts are implemented as a part of the core curriculum of our nation’s schools and are an integral part of every child's development.  A child's education is not complete unless it includes the arts.

A comprehensive strategy for a complete education for all students includes high-quality, sequential arts instruction in the classroom, as well as participation and learning in available community-based arts programs.  Comprehensive arts education for all helps students meet the ever-growing demands of the global economy. Students gain skills essential to succeeding in the ever-changing information age.  In addition, recent studies show that schools with a large number of impoverished students are aided and transformed into vibrant learning environments when the arts are infused into their culture and curricula.

Teacher retention and recruitment continues to be a daunting challenge for schools. However, when schools embrace the arts and become havens for innovation and creativity, they become places where teachers want to teach, and subsequently, students want to learn.  Public schools have the responsibility for providing a complete education for all children. The federal government must exercise leadership to ensure schools meet the arts commitment put forth in NCLB.

 Thank you for your consideration.  Please do not hesitate to call if we can ever be of service to you.  

Sincerely,  

John Baker, President

The following was presented on behalf of the AMEA to the Task Force formed by Dr. Joe Morton, State Superintendent of Education.

Good Morning and thank you for allowing me this opportunity to speak to you on behalf of the Alabama Music Educators Association. My name is Becky Rodgers and I am the president of the AMEA. Here with us today are John Baker, President-elect of AMEA; Chuck Eady, Recording Secretary of the Alabama Bandmasters Association; Vivienne Atkins, President of the Alabama Vocal Association; Ron Bearden, Board Member of the Alabama Bandmasters Association; Darry Pilkington, government liason of the AMEA, and Diane Johnson, Past President of the AMEA and Past President of the Southern Division of the Music Educators National Conference.

We come to you today on behalf of the tens of thousands of school children and their parents from across the state of Alabama that are involved in school music programs, particularly at the secondary level. We, as you, are concerned with the health and well being of our students and the quality of the education that they receive in our schools.

We were somewhat disturbed that a representative of the AMEA was not asked to serve on this task force. We are well aware of the impact our programs have on our students. We also know the impact on a students life from participation in these music programs can help to determine a child’s success throughout their school career as well as influence the choices they make in regards to their own health and well-being.

• A study done at Auburn University by N. H. Barry of Project ARISE found significant increases in overall self-concept of at-risk children participating in music and other fine arts programs. Study after study show that children participating in school music programs have increased self-esteem and self-discipline. These character traits are developed through participation in school bands, orchestras, and choirs, not just in physical education classes or through team sports.
• The Texas Commission on Drug and Alcohol Abuse reported in January of 1998 that “Secondary Students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, and illicit drugs).”
• In addition to this, the National Data Resource Center statistics report, students who can be classified as “disruptive” (based on such factors as frequent skipping, times in trouble, in school suspensions, disciplinary reasons given, arrests, and dropouts) total 12.14% of the total school population. In contrast, only 8.08% of students in music classes meet the same criteria as “disruptive”.
• These and other studies show time and time again that participation in school music classes improve self-esteem, self-discipline, decrease discipline problems, improve school attendance, and decrease the use of drugs, tobacco, and alcohol. All of these factors contribute to the health of a child.

Having presented this information let me now address the level of physical activity involved in participation in music classes such as marching band, show choir, and dance class. Students in marching bands across the state of Alabama spend an average of 9-11 hours per week in rehearsal once school begins. This does not include the 60-80 hours of rehearsal throughout the summer. During these marching rehearsals students average using 20% of their time for instruction and 80% for the actual physical activity of marching and playing their instrument. Studies done by Drum Corp International show that the amount of oxygen consumed by a tenor drum player during an 11 minute performance is more than that consumed by a marathon runner. This aerobic activity increases a students heart rate, oxygen consumption, increases muscle tone, and, flexibility. In addition to the physical work out, students must strive for the highest level of individual musical performance, execute very complicated marching maneuvers to specific coordinates, and work within the group to constantly use peripheral vision to make adjustments second by second. This physical and mental exercise all in one helps develop the whole child physically as well as mentally. The same is true of show choirs and dance classes. Not only is the activity very physical it too requires skills well beyond that of simple game playing.

As you can see from this information, participation in one of these activities IS physical education. One of our concerns today is the suggestion that waivers no longer be allowed for students that participate in these musical activities. We are looking to educate the whole child. Physical fitness is certainly a part of that. We know that our students are getting a physical education through participation in these classes. We also know that they are getting much more, too. Waivers do not deny students the opportunity to take traditional physical education classes. Students do have elective choices to a certain extent. But, if waivers are done away with, students will not have that choice.

The music students across Alabama often depend on music scholarships to continue their education. If waivers are no longer granted, then many students will have to sacrifice some part of their music education, thus possibly limiting their opportunities to earn these scholarships. Smaller school music programs could be virtually destroyed if students are required to take additional physical education credits. Again, we are concerned with the whole child. We support healthy children and we know that participation in these musical activities will not only provide that child with physical activity but will also give them the tools needed to make wise choices and help to develop good self-esteem.

As stated by Dr. Michael DeBakey a leading heart surgeon, “studying music encourages self-discipline and diligence. An association of music and math has, in fact, long been noted. In medicine, increasing published reports demonstrate that music has a healing effect on patients. For all these reasons, it deserves strong support in our educational system, along with the other arts, the sciences, and athletics.”

It is the position of the Alabama Music Educators Association that physical activity be a part of the curriculum of every school in Alabama. It is the position of the Alabama Music Educators Association that musical activity be a part of the curriculum of every school in Alabama. It is the position of the AMEA that waivers continue to be granted to those schools and school systems that request them.

We appreciate this opportunity to speak to this Task Force and thank you.