The Westbury Union Free School District has provided its scholars with a robust STEAM program for several years. At Westbury Union Free School District, the “M” in STEAM signifies both mathematics and music. This high-level course of study is designed to expose our scholars to a collaborative approach to learning in the 21st century. For the purpose of this chapter, STEAM in music will be explored. My goal is to bear witness to the significance of music education in life and its vitality in the educational structure at Westbury Union Free School District. As an accomplished musician and retired school leader, I know firsthand how music education transforms lives.
Why music education?
I am often asked: Why Music Education? What is the importance of music to the learning process? I understand that other major subjects such as math, science, social studies, and English may very well be more important for the learning process. While these subjects are vital, it is the purpose of STEAM to be inclusive of all subjects. Thus, let us look at music’s contribution and connection to learning.
If you stop to think about it, music is timeless. It is reported that music has existed since the dawn of man. Music and song are among the basic ways humans have connected for thousands of years. There are some Music Historians who believe music and song are as old as language and the spoken word.”
The Universality of Music
The universality of music is easily understood. It does not matter to what part of the world you travel; MUSIC is there. It is an expression of every culture and of all people. Music is one of the basic ways people connect with one another. Case in point: the lockdowns of COVID-19. During the COVID-19 pandemic, people were required to isolate themselves. This created a feeling of loneliness and depression for many. From these lockdowns, however, music emerged as a way for people to stay connected to one another.
From Italy to New York City, people held concerts on balconies, Zoom calls, and videos, and used numerous other vehicles to express themselves musically. It was a basic yet beautiful way for people to communicate during that challenging period. Why? Because music is a common denominator that transcends language. Historically, music has always been utilized to bond groups of different people and even create cohesion within groups witnessed at pep rallies, sports events, and school songs.
Scholars Involved in Music
Research has revealed that scholars who are consistently exposed to music, such as taking voice lessons or learning to play a musical instrument, show a positive increase in academic performances and social-emotional tenets.
The report substantiates that the learning of music reinforces language skills, builds reading skills, and strengthens working memory and concentration.
For example, the research further points out that learning to read music (decoding) is complementary to learning to read words; one connects music notes to sounds the way one connects sounds to words.
Musicians learn to read and transpose music, which requires focus, concentration, and working memory. As scholars participate in music programs, their focus becomes more acute, and their concentration, which is their ability to maintain focus, increases; this skill is refined and transferred to other subjects. Memory is a byproduct of concentration. Simply stated, the more one practices a piece of music, the more the memory evolves. Hence, music has a measurably positive impact on concentration and working memory.
Social-Emotional Learning in Music
Music is credited with supporting the development of social-emotional learning (SEL). It is widely recognized that participation in a music program establishes positive relationships among members of both instrumental and choral groups. Scholars bond with one another around a common interest and exercise empathy for their fellow group members. They learn to set and achieve positive goals together, such as mastering a difficult musical piece. Additionally, they mature in their discipline because musicians often face disappointments in their field. This helps them understand and manage their emotions.
Despite music’s positive contribution to learning and scholar development, it remains difficult for many educators to maintain viable music programs in educational settings due to programmatic funding constraints. Scholars reap the benefits of this programming, and when they are not given equal access to a comprehensive educational program such as STEAM, they are crippled in their ability to compete with others in this global society. While it is important to have research and evidence to support the equitable inclusion of music programming in STEAM, I passionately believe that personal testimony is also valuable. My story is a testament to how a child can benefit academically and socially from a music program because music shaped me and my career.
My Story of STEAM in Music
Like most children, I have always been surrounded by music since early childhood. Hearing music on the radio, listening to records, and being surrounded by family members who were musicians were all part of my environment. However, my interest in music did not peak until I was 12 years of age. This came about when I was able to take a course in music in the 8th grade entitled “Beginning Band.” In this class, I learned how to play an instrument (clarinet). Reflecting on this experience, I now realize that several skills were being initiated. These skills included recognizing notes, note values, and fingering notes on the instrument. Indeed, these skills required a significant increase in my concentration and memory.
It should be noted that the driving force behind my “stick-to-itiveness” was the development of goal-setting. I was determined to become a member of the marching and concert bands. The following year, I continued to hone the requisite skills needed to become more proficient in playing the instrument and reading music. This determination resulted in auditioning and successfully placing in the 1st Band (marching and concert Bands). From 10th to 12th grade, I participated in 1st Band. It gave me a profound sense of accomplishment and was a source of pride.
Academic Achievement
At the same time, I found myself achieving more academically in my courses. There was an intrinsic desire on my part to achieve. With the enhancement of language and reading skills, and a strengthening of concentration and memory, I became more successful in my academic subjects. Upon graduating high school, I received numerous college acceptances and music scholarships. This alone was a sense of accomplishment. However, because I could only accept one, my choice was Clark College (Clark Atlanta University). Upon meeting the Band Director, he immediately looked at my 6’3″ stature and said, “Here is my Drum Major!” Over the next four years in this position, my skills advanced. I directed music (the marching band) and sharpened my organizational skills. I did this by creating and staging half-time performances and leading rehearsals.
My Continued Musical Involvement
Although I did not major in music and entered the field of education as a social studies teacher, the skills I obtained in my past kept my interest in and involvement with music. I worked with the school’s marching band, directing the school’s musicals and joining the students in a concert with the Brooklyn Philharmonic. Upon retirement, I did not stray from music, either. I became a part of a band known as the Westbury Jazz Collective. Later, I joined a quartet called the Majestic Winds. These two groups consist of musicians who truly enjoy playing music. There is no age limit for learning and playing my instruments (clarinet/ saxophone).
While there are significant ways in which music education impacted my academic and social achievements, I did not have the advantage of a STEAM concept. I genuinely believe I would have made significant gains had that been the case. Presently, the Westbury School District has leveled up the curriculum for our scholars by incorporating equitable access to STEAM. Our music programming provides an outlet for the creative process. It also allows for meaningful collaboration and stimulates critical thinking and problem-solving. These, in turn, improve their music learning and increase interest in lessons because they offer fun experiences.
STEAM in Music
According to the National Association for Music Education, the following are some examples of how STEAM can be incorporated into the music curriculum:
Building Instruments
Scholars can learn about the physics of sound and the engineering design process by building their own instruments, such as a bubble flute or a craft stick harmonica.
Exploring Pitch
Scholars can use jars filled with water to explore the concept of pitch. By changing the amount of water in each jar, they can create different pitches and learn about the science behind sound.
Visualizing Sound
Scholars can use software like Scratch Music or Groove Pizza to create visual representations of sound waves.
Composing Music
Scholars can use music composition software like Noteflight or GarageBand to compose their own music.
Music and Math
Scholars can learn about the mathematical concepts behind music, such as rhythm and time signatures. It is easy to understand how the infusion of such classroom activities can stimulate the interest and excitement of all scholars involved in such a curriculum. For many scholars, the paths in the field of music may take different directions. There are numerous careers in this field for scholars to explore, including Teaching, music therapy, producing, directing, musical journalism, business management, publishing, musicology, and music arrangement, to name a few.
To close, I recognize that my musical training served as a foundation which I have been able to use for my personal growth and pleasure. Likewise, it built skills that have been critical to my career. Although my experience did not include STEAM and all that STEAM entails, it is encouraging and incredibly moving to witness the wonderful way that STEAM engages scholars to learn through a process steeped in creativity, collaboration, critical thinking, and problem-solving. This comprehensive enrichment of the learning process provides fertile ground for our scholars to globally compete and make a positive contribution in the future.
References:
Smith,J.(2021), Fostering Resilience in the classroom. Journal of Educational Psychology, 113 (2), 350-365 doi:10,1037edu0000456.
Zeynep,Ozer and Rasim Erol Demurbatir, Examples of Steam-Based Digital Learning Application in Music Education, European Journal of STEAM Education,volume 8, issue 1, 2023.
Consortium for Innovative and Transformation in Music Education, Steam And Music Learning and Teaching.
About the Author
Dr. Pless Dickerson
Dr. Pless M. Dickerson was born in the segregated southern city of Atlanta, Georgia. His parents Marie A. (self-employed Florist) and Pless H. (Dining Car Waiter for the Southern Railroad) were extremely hard working in order to provide a positive home environment. This was the fertile ground in which he began.
Despite the inequality of having to attend schools in a segregated public school system, there were numerous educators who were committed and dedicated to providing the best quality in his educational experience. His teachers fostered the concepts of the “necessity to learn and hard work” in order to be successful.
In addition to the schools, his environment was rich with images of black professionals and entrepreneurs. Role Models, such as doctors, lawyers, newspaper and magazine publishers, and restaurant and hotel proprietors, to name a few were the norm. Their existence reinforced those concepts taught in school.
His College Experience
His college experience began with attending and graduating from Clark College (Clark-Atlanta University) with Bachelor of Arts degree in history and a secondary education minor. After relocating to Long Island, Pless attended Long Island University (C.W. Post) where he obtained two Master’s Degrees, one in school administration and the other in school guidance and counseling. Later, he attended Teacher’s College, Columbia University where he received a Doctorate in educational leadership 1998.
His Teaching Experience
Pless has worked in the field of Education since completing college. His first teaching experience was in Atlanta, Georgia as a Social Studies teacher. After six years in that position, he relocated to Westbury, NY.
In 1975, Pless began his Westbury teaching career at Westbury Senior High School as a Leave Replacement Teacher. There he taught a senior elective of Black Studies in the Social Studies Department. Once receiving a permanent teaching position, he has served in different capacities: Director of the School Musicals, Class and Club Advisor, Guidance Counselor, Summer School Principal and High School Principal in 1985. Pless served as Principal for 18 years.
After retiring from Westbury, Pless returned to the Educational arena by serving as an Assistant to the Superintendent for Educational Services and later as Superintendent of Schools for the Wyandanch Union Free School District until retirement in 2014.
During Pless’ 54 years of involvement in Education, he has been a member of the Westbury School Board of Education (re) elected six terms, the National and State School Boards Associations, New York State Council of School Superintendents, Black Council of School Boards Association and the NAACP. In addition, he has served on the Boards of Trustees for Briarcliff College and the Legal Aid Society.
Pless has a love of music and continues by participating in the Wesbury Jazz Collective and a clarinet/saxophone quartet entitled the Majestic Winds.
