Music Education in focus at Board meeting
The following is the text of the statement read by Debbie Hansen, educator and musician with School District 150. With her permission, the text is being reprinted here, as it captures very well the issues and feeling that were on display at last week’s board meeting, where the music program was discussed. Cuts to the program have resulted in a reduction of music classes going forward, which Hansen passionately addressed during the meeting. Members of the school board expressed support for the concept of music education as an important element of public instruction, but also pointed to the budget tightening which has affected all aspects of public education across the state and indeed the country. Low enrollment in some of the course offerings, and other issues, were cited as factors in the board’s decisions regarding music courses, and it remains to be seen what will happen in upcoming budgets. For the present though, Hansen spoke to the board with many of the members of the music and musical theater programs in attendance, and read the following prepared remarks:
My name is Debbie Hansen and I am here in support of music education. I’d like to thank those able to attend tonight in support of music as well as the many who have reached out. In general, musicians are not a contentious group. We are not typically the loudest voices in public discussions, yet our experiences and needs deserve to be heard. Thank you for hearing what I have to say today.
I grew up in Kaysville, UT where I learned to play the violin in public school orchestras beginning in 5th grade. My family could not have afforded private lessons, so public school was my only option. For many students, access to music education in public schools is the only opportunity they will have to learn an instrument. Maintaining strong public programs ensures that all students—regardless of income—have access to these experiences. I am forever grateful for the chance I had to learn music in my public school.
I was further blessed to be part of the symphony at Utah State University while earning my bachelors degree in Horticulture. One of the advantages to music education is that it can continue on the collegiate level. Students have a much higher chance of scholarship in music than in sports or academics. Even without a scholarship, they are still able to join music groups and continue their education. Music is a skill that lasts a lifetime.
I have been a resident of Soda Springs for over 21 years. Over the course of my time here, I have taught orchestra through a non-profit organization called Caribou Highland Strings as well as for the past 7 years with the district. In this same time period, we have been through a remarkable amount of music teachers, 12 by my count. The turnover has been astounding! This cannot be blamed on current staff, parents, students, or administrators alone, but is the result of a continued lack of support by many for music education over more than two decades.This constant change has a real impact on students, programs, and the stability of music education in our schools.
We, as the adults responsible for our children’s education, can change that lack of support. Money alone does not equal support. True support means encouraging students to participate, attending concerts, valuing their efforts, and recognizing the importance of what they are learning. Recently, I hosted an orchestra clinic at the high school. All high school staff were made aware and invited with their classes to attend a short concert that day during school hours. Sadly, I did not see any high school staff choose to attend. If we want thriving programs, we must actively support them. These are small things each community member can do to support music education.
I understand that budget constraints across the state are forcing cuts in our district. During times of financial strain, it is tempting to focus solely on numbers—budgets, enrollment counts, and test scores. While these numbers are helpful and necessary, our students are not numbers. Our students have names. Each of these students have unique abilities, interests, and potential. If these students were to choose homeschool or another district because of the lack of music opportunity, how would that affect our district budget?
While data and numbers matter, they cannot be the only measure of value in education. For some students, music is the class that keeps them connected to school. It provides a sense of belonging, purpose, and identity. Music education provides an opportunity for many students to discover their strengths and build confidence in ways that traditional academic classes cannot always provide. Removing or weakening these programs sends a message that only certain types of achievement are valued. When we allow those opportunities to diminish, we send a message about what we believe matters most.
The challenges facing music education cannot be blamed on one individual. These challenges involve many factors—administrators, parents, teachers, policies, scheduling, and community expectations. True leadership requires taking responsibility and working collaboratively toward solutions rather than assigning blame. Over the past 20 years, the blame has been placed solely on the 12 music teachers who have come through our district. That is why no teacher has been able to find success. They carry the weight of the music program on their shoulders instead of sharing it with the district. The music program will not grow until there is support from all of the factors involved. As the adults in charge of our children’s education, we can do better.
So what can be done? I suggest a few key changes to ensure a healthy music program moving forward.
First of all, reduce the number of electives offered at both the high school and middle school. We are a small district and we need to keep our schedule simple. Let the core teachers teach core classes and the elective teachers teach electives. The state requires fine art credit to graduate, and music fulfills that requirement. Place high school students in the music classes automatically because we as adults recognize the benefit. Reduce the number of dual credit or online courses our high school students take. We are pushing adulthood on our children at the expense of their mental health. When the time comes for higher learning after graduation, many students are burned out, forgo additional education, and their dual credits do not transfer as expected.
Another way to deal with budget issues is to reduce certified staff as they retire, resign, or move instead of cutting an entire program. Several staff members are at a point when retirement is possible and could be encouraged to. Core teachers can be rearranged to cover multiple grades or subjects in order to cover lost positions. This would also free up space in the buildings for an actual music room at the high school and elementary, further showing to students the importance of music.
Countless studies recognize the importance of music education. According to the (International Association for the Evaluation of Educational Achievement, 2019) “The schools that produced the highest academic achievement in the United States today are spending 20-30% of the day on the arts, with a special emphasis on music.” A (2014 research study at Harvard, Nadine Gaab, developmental psychologist) “Replacing music programs with reading or math instruction in our nation’s school curricula in order to boost standardized test scores may actually lead to deficient skills in other cognitive areas”
When a child performs music, their brain is functioning in multiple areas across both hemispheres. This is a phenomenon exclusive only to music. (How playing an instrument benefits your brain Anita Collins ed.ted.com) As we require music education among our high school students, we are choosing to increase their brain development.
To prepare them for music in high school, I suggest we require every student to choose choir or an instrument all year in 6th and 7th grade. This normalizes music as something everyone does. It gives students an opportunity to learn an instrument long enough to see if they have an interest.
Sadly, another obstacle we face in building a music program is bullying. My students have mentioned being bullied for taking music classes and I am told of our own coaches mocking our pep band at games. This is incredibly unsportsmanlike and unacceptable. Openly praising our music students and involving them in school events and assemblies gives the message that the adults in the room appreciate their talents and achievements. A healthy school environment would have those from our sports teams thanking the pep band and cheerleaders for their support during their games.
Lastly, I feel like those responsible for major decisions in our schools need to visit the classroom on a regular basis. Many decisions affecting district programs, including music, are often made by individuals who have never been in the classroom or seen a performance. Unfortunately, there has been a great deal of contention surrounding education in recent years. Teachers and administrators are often expected to carry enormous responsibility while receiving limited support. When educators do not feel supported, our schools will not thrive. Our teachers deserve encouragement, stability, and respect from our leaders and the community.
I urge our community and our leaders to keep our music programs fully funded, accessible to all students in every grade level, and supported by the adults in charge. By supporting these programs, we support not only the students who participate in them but also the health and strength of our entire community. The skills our students learn in music will last them a lifetime.
Albert Einstein:
“I know that the most joy in my life has come to me from my violin”.
I thank you for your time and consideration and hope you will reconsider a full music program in the high school. I have included comments from our community below and welcome feedback, comments, and questions at any time, thank you.
Debbie Hansen
Music Aide TMS and SSHS
