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Hartford
Hartford, the capital of Connecticut, has approximately 120,000 residents (US Census, 2023). 21.2% of those residents are immigrants. 43.2% of Hartford residents over the age of five speak a language other than English at home (US Census, 2023). Trinity College and Connecticut State Community College at Capital are both located in Hartford, and so is our community partner, Jubilee House.
The above chart shows the countries of origins of immigrants in Hartford (Census, 2023).
Importance of Music Education
Studies have found that music education increases neuroplasticity, which is the ability of the brain to adapt and reorganize to function in new ways. This has also led to the discovery that music education may help people learn new languages and better detect differences in sounds (Kraus, 2020). The improved language skills, in both students’ native languages and others, lead to improved social skills as well and can give students confidence in their interactions (Lewis Brown, 2012).
Music education can also improve memory and attention, no matter the age of the participant (Kraus, 2020). It can improve students’ academic performances across various subjects, far beyond music and arts classes, as studies have shown that students who participate in music classes performed higher on IQ tests as well as math and English tests (Lewis Brown, 2012).
These benefits are in addition to the ones typically recognized. Music can give students the opportunity to express themselves, find a community, and spend time working towards goals.
Music Education Accessibility
Music education is typically an expensive activity. Even in many public schools, students and their families must pay significant fees to rent instruments as well as to purchase books and supplies. Lessons outside of school pose additional large costs. Because of this, many children are unable to have the experience of learning to play an instrument.
Students of color are also significantly less likely to participate in instrumental education programs, shown by the “overwhelmingly white” population in high school music classes (DeLorenzo, 2016). Studies of high school students found that prior music experience and support from music educators were key factors in influencing whether a student would pursue music as they got older. People of color are underrepresented in music education and western music spaces as a whole, so students of color do not have the same support that their white peers have.
Music education in the United States is typically taught through a western lens, focusing on reading scores and playing classical pieces as students learn to play their instrument. However, in many other cultures, this is not the norm. For instance, focusing on scores rather than rhythm can discourage immigrants and people with visual impairments from participating in music classes, despite that skill not being necessary for playing an instrument (Talbot, 2017). Though the United States is frequently referred to as a “melting pot” of cultures, music education does not reflect that, which makes it inaccessible to much of the population.