Despite the current political climate where efforts to build walls, ban travel and separate different ethnic groups is increasing, an argument can be made that over time, the forces of globalization are simply too strong and, ultimately, will prevail.
Whether it relates to the economy, the environment, religion or culture, the fact is, the world community is becoming increasingly interrelated and interdependent. Travel is faster, safer, more affordable and more accessible to the masses. A distance that once took a day to traverse is now only hours away. You can be in New York today and Tokyo the next.
Global communication is now instantaneous and accessible to almost everyone on the planet. From Memphis to Mumbai, Sheboygen to Shanghai, all it takes to access the global communications network is a modem and electricity. From the challenges associated with the spread of disease to the spread of terrorist ideology to the fact that our children are now competing against the children of India, China and Russia for the world’s best jobs. International and cultural boundaries are diminishing.
The result is that the U.S. is no longer a virtual island, protected by two major oceans. We can no longer isolate ourselves from the problems, issues and opportunities of the rest of the world. We are part of a global economic and geopolitical system. In so many ways, we are becoming one world.
In short, there is a big world out there and rather than trying to build walls we must learn to effectively deal with that reality.
This begs the question. What must our educational institutions do to effectively educate and prepare our children to succeed in this changing global reality? Increasingly, our schools are being asked to instill in our children not only an awareness and appreciation for these changing global circumstances, but also to prepare them to successfully navigate the challenges presented by an increasingly multiethnic and multicultural global community. In other words, proficiency in reading, writing and math is no longer enough. Today, a quality education must include an understanding of, appreciation for, and the ability to function in a multi-ethnic, multi-national, interrelated world.
If we expect our children and our nation to thrive in the 21st Century, our educational policies and programs must take into account these changing challenges and expectations, including priorities and policies relating to the role that music can play in the school curricula.
Music has always been viewed as a powerful tool in breaking barriers and promoting cross-cultural understanding. That is why, for example, there is a long and strong history of the U.S. State Department using music as a vehicle to promote cultural understanding. The number of cultural exchange music programs involving countries from all over the globe are too many to mention. And, there is a long history of radio networks such as Voice of America broadcasting American jazz, blues and rock-n-roll to a worldwide audience.
I was recently reminded of music’s potential in this regard by a fellow musician recounting a visit to Italy. He described two very unexpected highlights. As he and his family entered an open plaza in Rome, they heard, flowing out of beautiful cathedral, the sound of a choral group in full-throated Latin. Upon further inquiry, they were surprised to discover the group consisted of high school students from all over the United States. They were rehearsing for a performance, one of several they were scheduled to give throughout Europe.
The second occurred at a café in Venice, where they noticed a play bill advertising an upcoming appearance by a choral group. Upon closer examination, they saw that the group was a high school chorus from a small town in rural Indiana. Imagine being a high school kid from a country town in middle-America singing in Florence, Italy. How cool is that!
Music is the universal language with an appeal that transcends language, cultural or religious boundaries. The notes played by a musician fall on the ears the same way whether you are American, Muslim, Jewish, African or Mexican. Engaging in music activities with people of another culture or country can increase cultural understanding and tolerance. It is the ability to build bridges to other cultures and societies that makes music such a valuable educational and cultural tool.
In an increasingly integrated global economy and diverse world community, providing our children access to music education opportunities is critical. Rather than building walls, school and community leaders should be working to leverage the power of music as a universal language to break down barriers and build community. In today’s world, harnessing music’s power in this regard is more important than ever.
One of the primary purposes of an educational institution is to instill in students not simply an understanding of specific knowledge (numbers, words or dates), but a lifelong love of learning. Further, it is safe to say that clearly the most effective way to learn the lessons taught through sports or other activities, is actually participating in those activities as opposed to simply observing them. Therefore, when evaluating our investment in school programs and extracurricular activities, consideration should be given to whether that activity is something you can continue to participate in and learn from long after graduation.
The purpose of this essay is to assess the effectiveness of football versus music as it applies to lifelong participation and learning.
Before proceeding, it is important to dispel the notion that team sports are unique in their potential to teach skills and lessons in teamwork and to build character in participants. The fact is there is no difference between the types of lessons learned and character traits obtained through participation in football or other team sports and involvement in a music ensemble or band. Skills such as collaboration, communication, discipline and personal responsibility are learned through all of these activities. That being the case, in tough economic times, when considering educational investment in football versus music programs, education and community leaders must consider additional issues and benefits of these activities, including the issue of whether these activities can be practiced for a lifetime.
Football is a sport where 96 percent of high school players will never again play the game after high school and less than one percent will do so after college. According to the National Collegiate Athletics Association (NCAA) website, 5.8 percent, or less than one in seventeen of all high school senior boys, play interscholastic football. Of those, approximately, one in fifty, or 1.8 percent, will get drafted by an NFL team. Or, put another way, only eight in 10,000 or approximately 0.08 percent of high school seniors playing interscholastic football will eventually be drafted by an NFL team. (NCAA.org.) Yes, life long lessons are learned during those high school years. But for 96 percent of participants, football’s ability to continue to teach for life ends after their final high school game. Further, none of those participants are women. While there are many sports in which you can participate for your entire life - swimming, golf and tennis - can be played into one’s seventies and eighties, these are not the sports in which we are investing the most resources. That distinction goes to football, an activity where participation for all but the most elite ends at age eighteen.
A few years ago, I found myself trudging on the elliptical machine at my local YMCA alongside a 70 year-old man. He looked in great shape. He told me that he was not training simply to remain in shape. He was training to play baseball in a local over-50 league. And he’s a pitcher! People marveled that he was still playing competitively at age seventy, so much so that he was the subject of a feature story in the local newspaper. His playing at age seventy was quite an accomplishment and certainly noteworthy because he was the lone seventy-year-old in the league. No one came close to him in age.
Contrast this to the number of musicians who are still playing at age seventy, eighty or even ninety. While both music and sports can teach by participation and observation, music’s potential as a life-long educational tool is far more lasting and powerful because the opportunity to participate as opposed to simply observing as a spectator is possible regardless of age.
In short, there are infinitely more sixty, seventy, and eighty-year-olds still playing music together and, in the process, learning from each other, challenging themselves and keeping their minds sharp than there are twenty-five year-olds playing football. Further, an additional benefit of music is that an eighty-year-old bassist or pianist can play on equal footing with an eighteen-year-old guitarist. Not so in competitive sports, and in particular, football. That being the case, from a long-term educational return on investment perspective, music is far superior to football, if for no other reason than the ability to remain actively involved in music never ends.
If participation in an activity, as opposed to simply observing, is a more effective way to learn important lessons and achieve personal growth, we should invest in activities that allow active participation to the greatest extent possible for as long as possible. If music is an activity that one can actively engage in and thus continue to learn from for a lifetime, shouldn’t we be encouraging the development and funding of such programs? Shouldn’t the potential for lifelong participation and learning through music be strongly considered when compared to investment in sports such as football, where the opportunity to continue to actively participate is limited and usually ends with the final high school game?
If so, the answer is indisputable: Music results in a far better and more powerful long-term educational return on investment than football as it applies to the issue of lessons learned and personal growth achieved through participation.