*This article was published in the Summer 2006 edition of SEEN Magazine, a publication of the Southeast Education Network.
The Power of Music Music is an integral and forceful part of our lives. It is a phenomenon of most every culture in the world, and now one that many are holding responsible for academic achievement and healthy lifestyles. |
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Many years ago, Thomas Jefferson played the violin to help find the right wording for The Declaration of Independence and Albert Einstein used music to help him concentrate and solve equations. Today, music is unavoidable. Marketing teams and strategist have found that associating a song or sound with a product or concept has provided an unveiling of emotion. Music can be used for anything, recreation, as a hobby or in many cases as a therapeutic vent. Yet, despite all the positive effects showering the power of music, it becomes an unpopular topic of discussion in public school programs. As music programs diminish in some schools, a certain private, specialized school in Washington, Connecticut continues to amplify the importance of music in the social, educational, and emotional lives of its students.
The Glenholme School provides a private boarding program serving children with special needs. The school offers individualized agendas and a curriculum to ensure success in lives of children who may have struggled in a traditional, public, or private school. Since 1964, The Glenholme School has presented students with the opportunity to learn and grow while specifically targeting an inspired and motivated lifestyle. In most recent years, music has taken children to places they may have never imagined. Smiling faces, teamwork and a sense of accomplishment are only a few characteristics that The Glenholme school music program strives on. Each child who enters The Glenholme School has a variety of goals they have set on a journey to achieve.
As an outside observer of The Glenholme School music program, I had the opportunity to view first hand the passion, talent, and inspiration students hold for their own personal harmonic achievement through sound.
The student I observed was fiery young teenager who had no impulse control when it came to speaking her mind. The young lady was visibly uncomfortable with herself and the environment surrounding her. She constantly sought an opportunity to argue with an adult or peer, and remained defiantly guarded in her demeanor. However, behind the façade of annoyance she portrayed to her teacher, I witnessed smiles and excitement as she perfected “Blue Moon” on the piano. Like most teenagers, she loved music, especially Broadway tunes. The driven teacher identified this love and redirected her talents towards motivating behaviors that were dawdling her studies. As I continued my observing, the student and teacher spoke in context of their “contract.” I was curious but asked no questions. Minutes later, the young woman proclaimed the changes she was making socially and nonetheless musically. It was evident that her passion for melody went further than the 45-minute classroom session. I soon learned that the girl and teacher had an agreement to positively reinforce good behavior with additional “voice lessons.”
As the particularized class came to an end, I was astounded to see the change in behavior, tone and class of the young lady. Her entire aura was clearly at ease.
Whose life will next be changed because of music? What doors will soon be opened? All these questions that so many take for granted lie in the hands of care at Glenholme, and the strengthening power of harmonic sound.