Instead of reducing, educators should consider the potential within reinstating and/or increasing arts (in particular music) education programs.
Quality music education provides:
• unparalleled social and emotional learning opportunities through self-expression and self-reflection inherent and unique to music performance.
• unique curricula for students of varying ability to collaborate within the music-making process.
• a link for students to their school and community culture through music performance.
• a primary means for pro-social identity development for students as music classes often are considered a “home away from home.”
hese are possible with consistent, equitable access to subject-specific preK-12 certified music teachers. These educators alone have the expertise to cater music curricula to meet the varied needs of their students and community at large. Educators should consider this before cuts.
Those who need help advocating for their music programs are welcome to join the Seton Hill University music education faculty for a free advocacy webinar at www.setonhill.edu/academics/undergraduate- programs/music-education-bm/.
Jessica Vaughan-Marra and Christopher M. Marra
The writers are music faculty members at Seton Hill University. This letter was also signed by faculty members Mark A. Boyle, Kathleen Campbell, Ted DiSanti, Laurie Fox, Edward M. Kuhn Jr., Sarah McMeekin and Kellee Van Aken.