Music and arts programs strong at Yosemite High School
BY TONY MOWRER - SPECIAL TO THE SIERRA STAR

This is the first in a series of four columns about the current crisis of music in public schools.

Not long ago I was asked if the state of California had determined to remove vocal music from the schools. I was pleased to report that nothing of that nature was happening. Unfortunately, some districts, because of difficult fiscal circumstances along with a misunderstanding of the No Child Left Behind Act (NCLB) are making cuts in music. As the choir director at Yosemite High School, I am pleased to report that our administration and school board are very interested in a strong program in the arts that includes the visual arts, theater, choir, and band. In addition to the ensemble and production portion of the arts program, Yosemite High School also offers advanced classes in all these arts, some leading to international baccalaureate and advanced placement certificates. Within the last year Yosemite High School has completed the construction of a new music building and has enlarged the space available to the visual arts program. Early in 2005, a newly renovated theater will be available for use, providing a new performance venue for the theater and music departments. The administration has been successful in attracting and maintaining an exceptionally strong faculty in the arts. This level of support from the administration, Superintendent, and board is very important to the arts faculty as we work to strengthen our programs.

We have many good music offerings in the mountains and we should feel very good about what we’ve been able to accomplish. But, as economic and academic pressures become more difficult, all of us may have to take another look at music programs to determine whether they deserve to exist.

As I am sure you know, the arts are a core academic subject under the No Child Left BehindAct (NCLB). I believe the arts have a significant role in education both for their intrinsic value and for the ways in which they can enhance general academic achievement and improve students’ social and emotional development.

The above is the beginning of a letter from Rod Paige, outgoing United States Secretary of Education, in July of 2004, addressed to superintendents of schools across this nation. This letter goes on to say how important the arts are to the general development of our children and suggests a number of options to school districts on ways to implement the arts in their districts. Unfortunately, this letter, and accompanying information, hasn’t made it to many school boards and other citizens. There is nothing new, however, about arts programs having to fight for their very existence.

In the 1970’s, California led the country in passing laws that limit taxes. An immediate result was the elimination of music programs across the state. Music was viewed as a frill, something students could do without. Within a very short time, school districts began to see how wrong they were. Music is not a frill and students really can’t do without it. By the time the school boards woke up, extensive damage had already been done. Good music teachers had begun to get jobs in other professions (usually being paid much more than while teaching). Some music teachers in California began to leave the state, moving to places where the school boards were less short-sighted. Colleges were forced to decrease their music offerings and began to turn out fewer music teachers. The result was a decade or more of non-existent, or very poor, music programs in our schools. Over time, improvements were made and music became strong, once again. Unfortunately, a generation of students missed out on the value of a good music education.

Here we are, once again. As the state of California deals with a terrible budget crisis, superintendents, school boards, and school administrations cite funding issues as a reason music is once again targeted for cuts. In addition, they cite NCLB enacted by President George W. Bush’s first administration, and the accompanying high stakes tests, as a reason to cut music or decrease the time allotted for music instruction, often relegating it to after-school. It is true that music is not included in the testing. Because of that, most communities have concluded that music is not a core subject. As was noted in the early lines of this article, nothing could be further from the truth. The arts, including music, are considered to be a core subject according to NCLB. As such, music should be accorded all the rights, privileges, and responsibilities of all other core subjects, all of which are offered during the school day. To do less is to give our children a mediocre education.

Make no mistake –– our school boards are faced with some very difficult decisions. Money is very tight, indeed. School boards and administrators must sometimes choose between charging an extra 25 cents for lunch or cutting a program. Sometimes, they must do both.
One scene in the 1995 movie, Mr. Holland’s Opus, shows Mr. Holland, the band director, in a meeting with his principal who says if he has to choose between music and teaching kids how to read and write, he’ll cut music every time. Mr. Holland responds by saying, “cut music and before long there’ll be nothing to read or write about!”

It becomes a matter of priorities. In our society where athletic superstars and silver screen heroes have become the real idols of our children and where finding ways to make enough money to scratch out a living is a priority, why should music be considered essential for a well-rounded education?

Suggested answers to that question will come in future articles.

Yosemite Joint Union High School District News