In an article on the Inside Philanthropy website in March 2015, Mike Scutari asked: Have we reached a tipping point in terms of the public and philanthropic appreciation of music education for kids?
He argues that for generations, everyone seemed intuitively to know that music education was a good thing. Scientific studies weren’t needed to back it up. But as public education gravitated towards a more quantitative model of learning, and standardised testing became increasingly prevalent, music education seemed expendable.
In recent years, he says, the tide has turned thanks in part to the very same scientific methods that pushed music education aside a decade ago. Researchers are increasingly publishing findings attesting to the power of music education in shaping the young mind – and this paradigm shift is having profound implications for educators, administrators, and music nonprofits.
By taking a more quantitative, research-driven approach toward articulating the value of music education, not-for-profits and educational organisations can more effectively woo cash-conscious funders who appreciate quantitative, research-driven approaches towards education.
Perhaps the most interesting aspect of the article is the discussion in the comments below, beginning with the comment: “Not all music education is the same and achieving the results detailed in the Atlantic (and in hundreds of other publications, including peer-reviewed journals) requires an intensity and persistence few organisations deliver”.