No matter what higher education institution one attends, music will always thrive. From small to huge or from a liberal arts school to music conservatory, musicians will find ways to improve and grow, perform in ensembles, and possibly pursue a career in music. Effects of Music in Academics While most people think being involved with music will help them relax or simply become better musicians, they don't see the benefits for which it helps academically. Lots of research has been done spanning from the tasks of listening to music to learning how to perform a musical instrument. For example, the Mozart effect is a phenomenon found when college students listen to an excerpt of Mozart--those students then demonstrated a temporary improvement in performance of spatial tasks. A number of cognitive neuroscientists conducted another research in 2008 and found that "long term verbal memory improved...., enhanced sensitivity to geometry....., improvement in reading fluency...., and better cognitive control was seen in participants with music training" (Bures). In the same research paper, Bures states in his research that music activity requires exercising other intelligences, such as linguistics, logical mathematical, spatial, bodily kinesthetic, intrapersonal, and interpersonal intelligence. One researcher has brought music in economics to observe music's effects. Jane Aw Yang Huey of Mara University said, "There is always something mysterious about music as it affects us so powerfully. This paper looks at the role of music in enhancing students' understanding of economic concepts, such as money and inflation." Her research also demonstrated that the discipline of music are transferable to study skills, communication skills, and cognitive skills, which are "useful in every part of any curriculum" (Huey).
Other Effects of Music Music has other beneficial effects other than academic. As put, music was valued primarily for its "role in the social, physical, moral, and intellectual development" (Bures). During the 1800's when the US put an emphasis on education, bands and orchestras grew in order to provide students with entertainment and social benefits, which improved students' attitudes toward learning, personal appearance, and attendance. Bures also found that music education at a college level promoted diversity, cooperative spirit, healthy lifestyle, and leadership skills. These statements are agreed with by Kokotasaki, who said those who participate in group music in college become active contributors, develop a strong sense of belonging, gain popularity, and encourage confidence and motivation. Huey said that music also increases energy levels, helping students become more aware in class. Music indeed does have diverse benefits that helps students enhance their physical, social, mental, and spiritual being.
Pursuing a music career Pursuing a music career is extremely tough. While music is a hobby for many, bringing music to the next level as a career may include "intense competition, extended periods of unemployment, and other common struggles of professional musicians" (Branscome). And there are also a "large number of employed people (musicians) looking for (more) work" (McKinney). Music performers, if not top class, would normally face either unemployment or search for an alternate job. Even those with a successful resume, such as doctoral candidates in music theory in Yale would be teaching in community colleges. For that reason, in both careers of performance and music education, there are strong indicators that many may have made poor career choices. According to Branscome, many musicians who "lack the technical skill to be performers may rely on a number of fall-back careers including but not limited to education, instrument repair, or working as a clerk in a music shop." In order for musicians to be on the right path, they go through career advising process in order to identify their career compatibility. Finally, once a match has been made through compatibility and interests, the student could then pursue the appropriate steps prepping for the chosen career.
Bibliography: Kokotsak, D., & Hallam, S. (2011, June). The perceived benefits of participative music making for non-music university students: A comparison with music students [Abstract]. Music Education Research,13(2), 149-172.
McKinney, B. (1978, Spring). Misadventures along the Road to a Professorship. College Music Symposium,18(1), 141-145. Retrieved September 15, 2016, from http://www.jstor.org/stable/40373928
Yang Huey, J. A. (2011, August). Incorporating Music Into The Economics Classroom: A Comparison Of Two Teaching Methods. American Journal of Business Education,4(8), 7-10. Retrieved September 14, 2016.
Branscome, E. E. (2010). MUSIC CAREER OPPORTUNITIES AND CAREER COMPATIBILITY: INTERVIEWS WITH UNIVERSITY MUSIC FACULTY MEMBERS AND PROFESSIONAL MUSICIANS. Denton, TX: University of North Texas.
Bures, R. (2008). How Non-Music Majors Experience The Value of Participating in Music. Winona, MN.