Popular Music Youth And Education - Essay Example

Topic: Popular music, Youth and Education Introduction This essay discusses the relationship between popular music, youth and education as topical issues in the society. In the first instance, the essay gives a brief definition of popular music and how it impacts on the youth and education in general. Additionally, the essay presents an autobiographical account of the author’s relationship with music while growing up. This section describes the author’s personal experiences with pop music since childhood to date. The section is followed by a critical theoretical analysis of popular music and youth in line with research findings. The author further gives a detailed explanation of the relationship between popular music and education. In this section, the need to integrate pop music in education is overly emphasised. The author concludes the essay by giving an overview of the general importance of music. Autobiographical account of the author’s relationship with music Popular music has been defined by Bennett (2000) as those songs that are only famous for a short time before they are quickly forgotten. Despite this, pop music is very popular with the youth simply because of its richness in love songs coupled with softer beats (Frith, 1983). It is further explained that pop music is popular with the youth because they believe that it will increase their brain activity and hence their over all academic performance as cited by Bennett (2000). It is from this belief that I have taken to listening to music with a lot passion since my early childhood days. From elementary school through secondary education, I belonged to various musical groups and also participated in numerous music festivals at school level. My passion for music continued into my university days during which time I developed a deep liking to listening to popular music. The popular hits by the famous black box of the 1990s left a lasting impression in my life even though the collections were short-lived. A part from listening to music for enjoyment, I came to notice that background music during my private study periods greatly improved my academic performance in line with study findings by Green (1988). Consequently, this early habit from my school days has developed further into a lifelong practice of listening to background music especially when I’m working in-doors. To date, I listen to reggae music that has turned out to be my favourite background music. I particularly listen to tracks by Alfa Blondy, Bob Marley and Lucky Dube. It is my strongest conviction that music increases overall brain activity as argued out by Bennett (2000) because my output is greatly increased at such times. Similarly, I find it more satisfying to spend my leisure time listening to music rather than go out to the pleasure joints. Critical theoretical analysis of popular music and youth The debate concerning the influence of music in the society particularly as it pertains to character formation in the youth has been ranging for a long time. The ancient thinkers like Plato and Aristotle have unanimously agreed that music is more for political exploits than anything else (Frith, 1983). Believers in this school of thought maintain that the political importance of music is found in the emotional and moral power of the music itself as well as in the message carried by the song (Frith, 1983). It is from this stand point of view that music has been used as a key campaigning tool by most politicians worldwide. Thus, Frith (1983) argues that the political class finds it hard to change the ways of music without affecting the laws of the land. In contrast to the views held by the ancient thinkers about popular music, modern day conservatives maintain that some popular music tend to weaken society by eroding standards of personal conduct (Williams, 2007). They argue that this type of music produce individuals who have no self-control as regards sex, drugs, and aggressive behaviour (Williams, 2007). In their view, such music breeds lawlessness amongst the youth. But in sharp disagreement with this view, I personally consider pop music to be merely a harmless source of fun since no scientific proof has ever been produced to the contrary (Clayton et.al, 2003). In regards to the views proffered by both schools of thought, I tend to agree with ancient thinkers since they appear particularly interested in using the power of music to foster some kind of moderation in the society according to Richards (1998). He further argues that the right music education produces virtuous citizens who are peaceful and easy to govern. Accordingly, the ancient thinkers believe that music is an essential tool in transforming individuals to become truly responsible human beings (Clayton et.al, 2003). On the other hand, I tend to differ with the conservatives’ views that pop music is a threat to the society but instead strongly hold to the position that pop music is merely harmless fun as illustrated by my childhood relationship with it. I have clearly indicated that I have used music all along as background and also for personal enjoyment. I therefore vehemently defend my position about music by disputing any negative insinuations. Popular Music and Education Music has found its way in all levels of education and is being offered in learning institutions alongside other mainstream subjects. It is unanimously agreed that music education does not merely teach notes and rhythms (Green, 1988), but largely seeks to develop the whole person. This is achieved by encompassing the three domains involved in education. The affective domain is developed by inducing musical approval and sensitivity in the individual. The psychomotor domain is fully developed when students are allowed to play musical instruments as explained by Green (1988). Finally, Richards (1998) explains that music education develops the cognitive domain when students identify and interpret all musical notations used in a song. Since music is considered a universal component of human culture and behaviour, most governments have decided to offer it from preschool to postsecondary education. Research findings indicate that children in elementary schools often learn to play certain musical instruments while at the same time learning about the elements of musical sounds (Clayton et.al, 2003). Similarly, students in most primary and secondary schools are required to take additional music classes alongside their regular lessons. It has become a common practice to have students competing in school music festivals organised at all levels of education. To stress the significance of music in education, many universities are currently offering degree programs in the field of music education to produce certified educators of primary and secondary school music classes as cited by Williams (2007). Moreover, Richards (1998) has demonstrated that music has been integrated with other subjects in schools with the aim of enhancing the overall quality of education. Conclusion From the foregoing discourse, it has been established that music surrounds our day to day activities in our diverse cultures. The most outstanding outcome of this essay is that music has a great impact on the academic performance of individuals. Available studies reveal that about 90% of individuals with post graduate degrees participated in music education during their school days (Richards, 1998). Similarly, schools that spent a big chunk of money on music education post very impressive academic performance in general. It has been indicated that music education increases ones success in the society because such people rarely get involved with drugs and substance abuse. This argument is further supported by research findings that indicate that an education in music increases overall brain activity (Green, 1988). Moreover, children that are exposed to music at an early stage in their development possess better reasoning skills than their counterparts who had a different orientation (Richards, 1998). It is for this reason that students who are good in math, science, and engineering have a craving for music. List of references Bennett, A., 2000. Popular Music and Youth Culture: Music, Identity and Place. Basingstoke: Palgrave. Clayton, M., Herbert, T and Middleton, R., 2003. The cultural study of music. London: Routledge. Frith, S., 1983. Sound effects: youth, leisure, and the politics of rock n roll. London: Constable. Green, L., 1988. Music on Deaf Ears: Musical Meaning, Ideology and Education. Manchester: University of Manchester Press. Richards, C., 1998. Teen Spirits: Music and Identity in Media Education. London: University College London Press. Williams, A., 2007. Portable Music and Its Functions. New York: Peter Lang. Read More