By Tanya Batson-Savage, Staff Reporter
AS JAMAICA celebrated its 40th year of Independence last year, a lot of attention was paid to the contribution of music to the island's development.
That landmark apart, every attempt to sell Jamaica as a destination of pleasure and relaxation, the country of one love, is done to a reggae cadence. Bob Marley is constantly touted as an example of our ability to achieve greatness, his legend has become synonymous with the willpower of Jamaicans.
Yet, despite the tributes, many schools are having trouble creating a viable music programme.
Whether or not they know of or agree with the cognitive values of music education, many people may quickly attest to the values of music. Whether it is the works of Buju Banton or Wolfgang Amadeus Mozart, Itsy Bitsy Spider or Redemption Song, music has had an impact on most lives.
The touted benefits of music have become clichés and quotable lines. Every would-be Casanova has tried to prove the 'food of love' theory with a mixed-tape or by trying to set the mood for an onslaught of sweet nothings. Although many may not try to soothe the savage beast, music's anesthetic powers have certainly been tested.
Music and education have probably always been paired and they may never get a divorce. As any awestruck parent who stares goggle-eyed at their child belting out a popular tune (though the 'youngling' is ordinarily incomprehensible) has noted, children easily pick up words that are put to music. Although most
children do not immediately learn that 'LMNOP' is not a
single letter, teaching the
alphabet through song has become a cornerstone of the
education process.
Children's programmes such as Sesame Street have used this tool for many years, with songs about everything from elbows to crossing the street. A quick gander at VH1 and their attempt to 'save the music' points to the other effects of studying music. There is a growing argument that despite the tendency to cut music and other arts programmes once budgets are tight, music is invaluable to the student's development. Many educators are adamant that a music education is invaluable, though it has often been admitted that its effects cannot be quantified.
Studies have supported the argument that music can do a lot more than set the right mood. A study of the value of arts education in secondary schools in the United Kingdom, published in 2000, pointed to the multiple rewards of being involved in the arts in school. A synopsis of the report, published on musiced.org.uk, about the 'Effects of Arts Education in Secondary Schools', points to the benefits of studying the arts, inclusive of music.
The study was conducted over a three-year period and included evidence from five secondary schools 'with a reputation for excellence', as well as other sources. Although one might easily argue that if one wants to be the next American Idol, member of N'Sync or Britney Spears, a music education may not be that valuable an asset, are there other benefits from studying music?
According to musiced.org, the study 'Arts Education in Secondary Schools: Effects and Effectiveness' offers an answers. The following areas were listed as improved:
Sense of enjoyment and fulfillment.
Personal development
Social development
Creativity
Communication and expression
A look at the recent national finals of the Jamaica Cultural Development Commission (JCDC) would probably suggest that music departments are blooming across the island. The music finals took place at The Ward Theatre, Downtown Kingston, from Monday to Wednesday two weeks ago. Over 200 items were entered.
A closer look, however, suggests otherwise. Most of the entries were in the vocal category, with vocal gospel being the largest. Huge choirs were often popular, with several schools having multiple entries featuring either the entire choir or solo performances. In fact, the schools which earned the top three positions did so on the basis of their choirs.
Neither Vere Technical, which placed third, nor Papine High School (second) had instrumental entries. Glenmuir, the winning school featured pianoforte solo performances; however, all the nine trophies they earned came through vocal performances.
Trevor Brown, the JCDC's National Music Co-ordinator, stated that the prevalence of entries in the vocal gospel categories points the struggles schools face in developing their music departments. He noted that entering in the vocal category, especially vocal gospel, is particularly easy as the competitor can simply learn from the recorded version of the song. Indeed, several of the competitors performed over tracks of the selected songs, thereby erasing the need for anyone who can even play the rhythm.
Brown pointed out that finding teachers who can read music is actually a rarity. This statement was verified by all the persons with whom The Sunday Gleaner spoke. Colleen Halliburton, who teaches at Mount Alvernia and Supreme Preparatory in St. Andrew agrees vehemently. Halliburton remarked that her services are available to all schools who need her, because she is aware of the difficulties in finding trained music teachers. She argues that though some schools recognise the cognitive values of music education, they cannot afford it.
Brown, who taught music for 19 years, notes that the problems faced by schools are numerous. He argues that not only are qualified teachers in short supply, but many schools cannot afford instruments, nor do they have a space dedicated to teaching music.
Some persons with whom The Sunday Gleaner spoke pointed out that primary schools are the least likely to have a successful music programme, because of the funding required.
A look at the programme for the JCDC music finals seems to bear this out. Of the 10 items competing in the pianoforte solo category, only one primary school, May Pen Primary, was listed. The classroom instrument category also featured only a single primary school, Gimme-Me-Bit. Of the 18 items in the recorder category (solo and ensemble performances), there were no primary schools.
New Providence Primary is one of those schools which hopes to reap the benefits of a steady music programme - if they can get it going. The school's principal, Monica Gordon, pointed out that at present the institution does not have a room in which to teach music. She remarked that the school is strapped for cash to pay for instruments, electricity and chairs. Gordon firmly believes that a music programme would help to improve discipline in her institution immensely.
She notes however, that the music programme is better now than previously, since the school has a few drums and recorders in its possession.
According to the principal and vice principal of Holy Family, the school once had a rather vibrant music tradition, but the loss of their music teacher two years ago hampered its development. Vice-principal Carlene Laing pointed out that during Ian Hyrd's tenure as Holy Family's music teacher, the school benefited from a full-time music programme and a choir.
Holy Family managed to have a full-time music teacher because of the teacher-student ratio, which allows them a particular number of teachers. L. Cecile Palmer, the school's principal, pointed out that the teachers agreed to accommodate larger numbers in their classes so that the school could afford a teacher who focuses solely on music.
It is not only primary schools which are battling to develop their music programmes. Dalton Spence of Liberty Preparatory in Kingston pointed out that the school had to rent the drums the students used in the JCDC competition. Spence also believes that music programmes can only succeed with greater contribution by interested parties. He argues that persons in the music industry should help school's to develop their music departments. "I think studios should adopt music departments," he said, "because they are investing in the development of the industry."
Although she was not sure who was responsible, Hopey Rowe of Mandeville Primary and Junior High in Manchester believes that there has been an improvement. "I think it has improved over the last couple of years," she stated. However, she believes that the boost has come from the hands of interested private parties, rather than the government.
Despite the improvements, Rowe argues that Mandeville Primary and Junior High is one of the schools which could benefit from more instruments.
Although all the band entries in the competition came from high schools, not all have thriving music programmes and some fare better than others. The band from Herbert Morrison Technical clearly stood head and tail above the rest, simply in the sheer number of instruments. Although most schools competed with keyboard, trapset, guitar and bass, Herbert Morrison Technical in St James featured clarinets, flutes, trombones, saxophones and other instruments.
According to the school's music teacher and the band's director, Carl Matthews, the instruments are not a reflection of Herbert Morrison being wealthy. He noted that most of the instruments have been received through donations, stating that some of them are 20 years old. "Many of them are not very new," he said, "but we learn to take care of them."
According to Vincent Hamilton, who has taught music at Meadowbrook for the past three years, that high school's situation is very different. According to Hamilton, though the education syllabus dictates that students should receive music education to grade nine, Meadowbrook only offers it at grade seven. Hamilton, states that music conditions at the school are improving from "very poor to poor."
He notes that the school has been acquiring musical instruments and now has percussion instruments, keyboards and a baby grand piano. Additionally, Meadowbrook has a steelpan band.
Belair Preparatory in Mandeville is one of the schools which recognises the value of a music education and is able to avail themselves of it. The school's music teacher Kevin Worgs stated that the school allows him to get the necessary equipment to teach music appreciation and encourage student participation. Noting that he had not liked music while going to school, Worgs argued that it is important to allow children to explore different kinds of music. "I'm trying to give back what I didn't get," he said.
As Jamaica continues to brave the cultural frontier, music may continue to be our guide. However, if the schools do not receive the necessary help, whether from the government or the private sector, where we end up might deviate from where we want to be.
