Art, being visual, music, drama, etc., is the only discipline that facilitates an understanding of an aesthetic experience to its students. Aesthetics is the study of the relationship of art to the human senses. The concept of aesthetics allows us to see into ourselves, which in turn fosters the development of interpersonal and intrapersonal intelligences. Not only are these intelligences fostered greatly in music education, but they can be transferred to other facilities as well, thus allowing students to grow more rapidly through other disciplines.

Music is everywhere - In the wind, in water fountains and waterfalls, in a child’s laughter and play, even in the planets and stars. Music, the universal language transcends time and space. Music is as a vital part of human intelligence, yet, in education, as it is, is almost totally geared to nurturing linguistics and logic. Mathematical abilities alone, without the arts, especially music, is neglected in elementary school age children in more than half of all school districts in the United States. Because of this, our schools tend to refine thought but neglect to discipline human emotion. Undisciplined emotions are what keep getting us into trouble. The vilest headlines are about somebody who may have the highest I.Q. imaginable, intelligent enough to be a bank executive, a politician or even a scientist. But, if emotionally unbridled, they function as an unguided missile inevitably destined to self-destruction. Without the arts, most assuredly music, we risk generations of young people who are emotionally damaged. In order to function in the vastness of society, music and fine arts education is imperative.

There are numerous Case histories on file with the National Commission on Music Education that have uncovered the correlation between the study of music and that successful performance in the work-place. Factors such as self-esteem, self-discipline, the ability to work in groups and higher cognitive and analytical skill are diminished due to lack of discipline learned the performance and practice of music. Music in our public schools, what little there is, is considered as ancillary, not financially justifiable to the education process; it is the cherry atop an ice cream sundae. If we are to reestablish music as a basic tenant of education, as being fundamental to educating the whole person, then educators and performers, composers and publishers, and those involved in non-music related industries must all unite to restore an educational balance in our public schools.

The arts, inspiring - indeed requiring- self discipline, may be more basic to our national survival than traditional credit courses. Presently we are spending twenty-nine times more in science than on the arts, and the result so far is worldwide intellectual embarrassment. (Paul Harvey, ABC News, 1991)

A vibrant arts community is critical to how corporations decide where to locate, when people decide where to work. (Megatrends 2000, John Nesbit)

I immediately feel vibrations that thrill my whole being. These are the Spirits illuminating the soul power within, and in this exalted state, I see clearly what is obscure in my ordinary moods: Then I feel capable of drawing inspiration from above, as Beethoven did Straightway the ideas flow in upon me, directly from God, and not only do I see distinct themes in my mind's eye but they are clothed in the right forms, harmonies and orchestration. Measure by measure, the finished product is revealed to me when I am in those rare, inspired moods. (Johannes Brahms)

The powers from which all truly great composers like Mozart, Schubert, Bach and Beethoven drew their inspiration is the same power that enabled Jesus to work his miracles. It is the power that created our earth and the whole universe. (Talks with Great Composers, Arthur M. Abell, 1955)

Thomas R. Vozzella © 2009