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| Amy Becker Photography. Evan and his Guitar. Digital Image. 2014 |
“We are
like islands in the sea, separate on the surface but connected in the deep.”
It
is easy to disconnect from the world around you. It happens everyday through
loss, love, and depression, through fear, anger and anxiety, and through
diseases, disorders and syndromes. But, as James says, the connections that we
lose are merely superficial, and that no matter how far we may drift from the
archipelagos that define normality, sanity and precedent, our connections lie
much deeper than the feelings we can control; they lie in those that we cannot.
It
is with grave sadness that I present to you the fact that these connections,
which lie deep within our souls, are being threatened by education cuts. When
the economy takes a hit, the education system fights to preserve STEM classes
(science, technology, engineering and mathematics) at the expense of the fine
arts (music, art etc). Currently, many school districts are dropping music
teachers and music programs, leaving children without music instruction at a
time in their life where previous generations were exposed to the power of its
study (Tan). The result of this loss in opportunity and experience may have
more profound effects than what can be measured by standardized testing.
To
explore this relationship, I looked to my brother Evan Merrell. Music reaches
Evan in ways I am at lack of words to describe. When Evan looks to music, it is
not just as an academic endeavor or pleasurable experience, but rather a
physical entity that moves and changes him; an experience I have never felt
within myself.
Evan,
soon to be 18 years old, has experienced a life quite different from ordinary. Prior
to Evans birth, the doctors were worried that he was going to have Down
syndrome because of atypical results from a pre-natal screening. To investigate
their concerns, they performed an amniocentesis to look for any abnormalities
in his chromosomes, in which they found none. Relieved by the negative test results, our mother
went into delivery with peace of mind. Upon Evan’s arrival to our world, my
mother says they knew immediately something was abnormal. At birth, Evan was a
tiny baby with lots of dark hair, a high palette, beaked nose, broad thumbs and
toes, a melody of features unfamiliar to the doctors in our area. After careful
evaluation by professionals in the Kennedy-Kreiger Institute at Johns Hopkins,
Evan was diagnosed with Rubinstein-Taybi syndrome, an extremely uncommon
syndrome estimated to affect 1 in 100,000 to 125,000 newborns (“Rubinstein”).
Evan’s prognosis remained unknown. An aspect of the syndrome involves cognitive
impairment and growth deficiencies, mainly in stature. These disabilities
presented issues for his ability to learn. To combat these attributes, it was
decided that Evan would begin his academic immersion at age 4 through home
therapy and a full-day early intervention program for physical therapy,
occupational therapy and special training. It is safe to say that Evan’s
therapy has helped him tremendously and is reflective in his current abilities.
Evan presently is a senior in high school participating in a “pushed in to
tolerance” program, which allows him to attend normal classes during days in
which he can maintain stable social interactions. Evan has found a deep
connection with music, and participates in many musical programs, including an
entertainment industry class at his homeschool and a summer program with Sub
Cat Studios. Evan takes weekly piano
lessons and explores music through the guitar, accordion and kazoo. Evan’s
account of music in relation to his success as an individual is an ode to
ability of our innate self to reconnect with the world around us.
It
was decided, that a stable social environment to conduct our interview could
include any of the sit down restaurants in the area. So on a chilly, drizzly,
Thursday evening, we (my mother, my brother and I) met at the Bonefish Grill in
Fayetteville, NY. As we exchanged
greetings and excitement for dinner, Evan rocked anxiously in the back seat of
her minivan. As Evan exited the car and approached the building he walked
faster than both my mother and I, an exertion of his independence. Pushing
through the heavy tinted rotating door with the help of my mother, Evan peered
into the dimly lit social ambiance and ignited with sensory conflict. As he
stepped carefully into this unfamiliar environment, the stability and comfort
of something he knew all to well relinquished his insecurities; music. At
medium volume, light enough to not interrupt your conversation, but loud enough
to recognize the lyrics, “Rain” by Creed shot down from the overhead speakers.
Evan picked up on this, and flourished in its presence, closing his eyes
briefly and syncing the bob of his head to the beat of the music.
Still
in trance with the music, I interrupt his meditation with a few questions.
Eric “What is
music to you?”
Evan “It is my
ultimate stress reliever”, “It helps me get out of tough times.”
Eric “What is a
tough time?”
Evan “Didn’t do
well on a test”
His insight was
evident and reflective in his responses to music tonight. Through Evan’s life,
and my experience with him, a heavy influence on his emotional outbreaks have
been sensory overload. The American
Music Therapy Association states that music presents many advantages for those
with special needs, namely: decreased self-stimulation, increased
socialization, improved behavior, decreased agitation, and increased attention
(“Music Therapy”). But, need we limit the power of music to those with special
needs? Are these “benefits” only of value to those we deem “simpler minds’?
Could the complexity and intellect of the abled shield them from music’s
influence? I say nay; we may be able to control our feelings on the surface, but
music strikes a deeper cord, a cord strung deep within our being. Take for
example your own life. When was the last time you were at a social event
without music? Music increases socialization. When you are experiencing an off
day, how many times do you look to music to lighten your mood? Music improves
behavior. The benefits of music are universal, have been time tested, and
remain relevant.
The
conversation was evolving, and I was continually humbled by his enlightening,
yet concise answers. After our meal was served, I waited patiently to interrupt
his classic dinner selection: a plate of fries accompanied by a glass of
chocolate milk that is pictured below (“Evan”). As I delved into his
insights, his answers to a series of questions caught me off guard.
Eric:
“If I were to ask you to associate music with one word, what would it be?”
Evan: “funny”
“because there are a lot of silly songs in this world”
Eric: “What do
you think people will gain from learning music?
Evan: “When
they’re going through tough times” “It helps them relieve stress” “Laughter is
the best medicine”
Eric: “And what
can that do for their lives?”
Evan: “It will
change them forever.”
In a TED talk by
Robert Gupta, a violinist from the LA Philharmonic, he reflects on his
experiences with Nathaniel Ayers, an American cello prodigy who lost his way
when afflicted by schizophrenia while attending the Julliard School of Music
and became homeless. Gupta offers his interpretation of what music means to
Ayers, and how it reconnects him to the world that slipped from below his feet.
Gupta comes to the conclusion that “Music is medicine, music changes us, music
is sanity” (“Robert Gupta”). Evan and Gupta reach a congruency with the
thoughts of the Greek philosopher Aristotle. Aristotle states that music can fulfill
many demands in an individual’s life; especially in it’s stress-relieving
attributes. He states, not only can music be used for instruction, but also for
purifying the soul and “as an agreeable manner of spending the time and relaxation
from the uneasiness of the mind”. Aristotle does not cut his reflection short,
but complicates the discussion by later admitting that it is evident passion
for music exists in different degrees within people. But, this does not null
the argument, for some, the passion that exists in music lies in other
activities. Aristotle offers that enthusiasm for a passion is so influential,
that it is able to overpower the soul. Indulging in their passions provides a
sort of pleasure that restores their persona to tranquility, a medicine for
imbalance (Aristotle). Is it fair to limit access to passions in our youth? Where
would Nathaniel Ayers be if he did not find music early in life and grasp onto
it with the very clasps of his soul? When Nathanial lost his sanity, music kept
him grounded.
Evan did not stop here
in his profession of faith for the powers of music. Evan states that music is
not just a remedy for human ailment; it is a tool for education.
Eric: “What do
you think other people will gain from learning music?”
Evan: “They will
gain a better understanding of the history…”
Jamie Myrick, an
English teacher, made a statement to Sabrina Holcomb in her article “State of
the Arts”, regarding the impact that terminating fine arts in education will
have on the students education as a whole.
We’re losing the ability to hook our students with what their joy is...That joy is a natural bridge that can transfer over to math, history, and science. The things that are complex and heavy in these subjects become clearer when students do work they have joy in.What allows music into the crevices of our being, pulling people together by places that subjects such as math, history and science cannot reach? The Greek philosopher Socrates believed that:
Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul, on which they mightily fasten, imparting grace, and making the soul of him who is rightly educated graceful… ("The Philosophers”).
How do we communicate his insights
to the world with strong support from modern findings? Through science. Advances
in research methods have allowed scientists to explore the brain’s responses to
musical stimuli. Using functional magnetic resonance imaging (fMRI), a Finnish
research group studied how the brain processes the components of music: rhythm,
tonality and timbre. The results of their experiment provided sound evidence
that the whole brain reacts in response to music, provoking areas associated
with not just auditory stimuli, but also motor actions, emotions, and
creativity (Vinther). Granted these findings are legitimate, it is no wonder
music reaches deeper and connects vaster than other areas of study.
The
STEM field is important for building a foundation for students academic success,
however the study of music provides a foundation for life and for some a
gateway to advancement in academics that they may not have endeavored
otherwise.
Eric: What do you
want people who are trying to take music education away from children to know?
Evan: “Stop
taking it away.”
Eric: Why should
they listen?
Evan: “Because
it’s a good influence on peoples lives.”
Evan speaks from
his heart on the matter, and does not stand alone in his wishes. A teen
newspaper, L.A. Youth, surveyed more
than 1,850 teenagers on budget cuts at their schools. When asked “If your
schools had to make cuts to save money, what should they cut first?”, the
students placed Arts and Music at #7, behind the school newspaper, summer
school, field trips, security guards, custodians and the library (Zhao). By the time this survey was conducted in 2011,
California had already faced massive budget cuts ($109 million) in funds
planned for music and art programs. This
substantial defunding has resulted in 700,000 fewer students enrolled in music
classes as compared to before the budget cuts (Dautch). When schools face decisions
on where to cut funds, are the student’s opinions considered? I am going to
assume not. Zhao’s article for The
Huffington Post states that when the budget reaches the chopping block,
school officials plan to start from the bottom of the list, cutting teachers,
administrators and guidance counselors first. Wouldn’t you expect these
positions to be necessary for maintaining effective education?
The powers of
music reach far beyond what it is being made out to be by budget committees. My
intentions for interviewing Evan were to gain insight on music education from
the perspective of a special needs student. What I came across was something so
powerful and out in the open, that I am embarrassed to have missed it. Terminating music programs in schools will not
just impact those with disorder and syndromes, it will impact all of us, because
in one way or another we all face disconnection. The roots of music reach deep
into the soil that grounds our very being, uniting and supporting us during
times of distress and disability. Music is a therapy, a passion, a tool and a
medicine. By reducing our youth’s access to its powers, we are compromising
their futures and limiting their success. Keep music in our schools,
Evan: “ We need
it.”
Works Cited
Aristotle.
"Aristotle on Music." Aristotle on Music. Southern
Methodist University, n.d. Web. 30
Oct. 2014. <http://faculty.smu.edu/jkazez/mol09/AristotleOnMusic.htm>.
Dautch, Leif M. "Calif. Schools Need to Restore Music
Education Programs." Education
Week. Education Week, 4 Feb. 2014. Web. 31 Oct. 2014. <http://www.edweek.org/ew/articles/2014/02/05/20letter-1.h33.html>.
Evan with his classic dinner choice., Bonefish Grill,
Fayetteville, NY. Personal photograph by
author. 2014.
Holcomb, Sabrina.
"State of the Arts." National Education Association. NEA, 17 Jan. 2007. Web. 28 Oct. 2014.
<http://www.nea.org/home/10630.htm>.
"Music
Therapy." JAMA: The Journal of the American Medical Association 162.18 (1956): 1625-626. Music
Therapy. Web. 30 Oct. 2014. <http://www.musictherapy.org/assets/1/7/bib_Special_Education.pdf>.
"Robert
Gupta: Music Is Medicine, Music Is Sanity." YouTube. TED, 26
Mar. 2010. Web. 30 Oct. 2014.
<https://www.youtube.com/watch?v=C_SBGTJgBGo>.
"Rubinstein-Taybi
Syndrome." Genetics Home Reference. National Institute of
Health, 27 Oct. 2014. Web. 31 Oct.
2014. <http://ghr.nlm.nih.gov/condition/rubinstein-taybi-syndrome>.
Tan, Sandra.
"Buffalo School Music Cuts Hit Sour Note - The Buffalo News." The
Buffalo News. N.p., 11
June 2013. Web. 30 Oct. 2014. <http://www.buffalonews.com/20130611/buffalo_school_music_cuts_hit_sour_note.html>.
"The Philosophers Talk Music." Amazing
Discoveries. Amazing Discoveries, 3 Feb. 2010.
Web. 31 Oct. 2014. <http://amazingdiscoveries.org/S-deception-music_philosophers_culture_plato>.
Vinther, Dann. "How Music Touches the Brain."
ScienceNordic. ScienceNordic, 27 Dec.
2011. Web. 31 Oct. 2014. <http://sciencenordic.com/how-music-touches-brain>.
Zhao, Emmeline. "School Budget Cuts: How Students Say
Slashes Are Affecting Them."
The Huffington Post. N.p., 14 Feb. 2012. Web. 28 Oct. 2014. <http://www.huffingtonpost.com/2012/02/14/la-youth_n_1277182.html>.
