Cross Cultural Perspectives Of Culture Essay - 1550 Words

Cross-Cultural Perspectives-900 words Culture refers to the values, rules, norms and behaviour as well as their products that govern the lifestyles of an individual or group. Cultural rules and behaviour are inherited from past generations, may be learned from others and are transmitted to other generation. Additionally, they embody the symbols and systems through which communication, attitudes and knowledge about life takes place. The set a certain group of people apart from others because the manifestation of cultural components represent the conscious elements of the individuals in one culture and helps register the differences or similarities in how other groups and cultures behave. Culture influences all aspects of an individual’s life including food and dietary habits, dressing, communication with others and the relationship with other members of the community among others. One of the most critical aspects of culture in business is communication. Cross-cultural communication is one of the perspectives of cross-cultural lifestyles. It refers to communication that takes place from a person in a particular culture to another person in a different culture (). In a globalised world, cross-effective cultural communication is a growing concern among enterprises that operate in different cultures, multinational corporations and those employing staff from different cultures. Cross-cultural communication must take place within a conscious context, where the sender of theShow MoreRelatedEssay about Report on Cross-Cultural Management1127 Words   |  5 PagesContemporary Perspective v. Issues and Challenges vii. Recommendations based on Management Perspective vii. Summary viii. Bibliography Executive Summary This paper is a report on cross-cultural management, with the issues related to cross-cultural management being discussed in the paper. Additionally, the report has produced the future way of cross-cultural management, including how it can be improved in offices relying much on this strategic approach. â€Æ' Diversity of Cross-Cultural Management Read MoreEssay on Cross Cultural Perspectives828 Words   |  4 Pagesï » ¿ Cross Cultural Perspectives ETH 316 October 13, 2014 Cross Cultural Perspectives Multi-national companies from the U.S. hold a great advantage by working in and with other countries and cultures to make their products accessible to a much broader community.   When multi-nationals gains access into or with other companies/countries, it may be an assumption that because everyone inside the business is working for the same purpose, they are going to automatically communicate, thinkRead MoreErikson s Psychosocial Theory Personality924 Words   |  4 Pagesseveral stages of development (Zastrow Kirst-Ashman, 2015). One of the benefits of having a cross-cultural perspective in regards to life span development is that it allows practitioners to see the â€Å"various cultural values, beliefs, and practices† of clients, that can change during the course of a person’s life (Zastrow Kirst-Ashman, 2015). For practitioners, it is crucial to stay updated with relevant cultural information about the populations that they serve. Pepitone (2000) found that, in studiesRead MoreCross-Cultural Work Environments750 Words   |  3 PagesLeadership and Organizational Behavior Unit 1 Assignment Organizational Theory: Cross-Cultural Work Environments I will be researching a theory on the analysis of cross-cultural management style and structure. In researching this theory, it will help managers in a multinational company, or work environment, interact with employees of a diverse background. In understanding, and getting a better idea of how cultures interact in workplace environments, the manager can be more productive and avoidRead MoreAnalysis : Managing Across Borders1132 Words   |  5 PagesName of the Student: Name of the University: Author’s Note â€Æ' Introduction: Culture within the society helps to develop values, norms, languages and protocol that influence behavioural pattern of the people living in the same society. It has been assessed that culture is among the prime factors that can have major impact on the effectiveness of the communicational process. Many studies have highlighted the fact that culture influences the way of thinking of an individual that can have major impactRead MoreChallenges Faced By Ethnic Minority Supervisors1216 Words   |  5 Pagesresearch) to help me better understand the cross-cultural supervision and different challenges supervisor’s face in cross-cultural supervision. These courses helped me to look into how ethnicity and clinical supervision are related at a much deeper level, and how same/different ethnicity of supervisors and supervisee affect the supervision process. The UF doctoral program has given me a unique opportunity to supervise many supervisees from cultures (Chinese, Taiwanese, Hispanic, African AmericanRead More Cultural Relativism vs. Ethnocentism - which is more objective?1042 Words   |  5 Pages To view one’s own culture as the universal by which all others are judged would be ultimately subjective, as our perceptions of cultural differences are shaped largely by our immersion in our own culture. An ethnocentric approach stems from judging an alternate culture in relation to one’s own pre-conceived cultural values, held to be superior; the parallax phenomenon, the inability to escape our own biases, prevents objective analysis of different cultures. A cultural relativist maintains the post-modernistRead MoreCross Cultural Psychology1160 Words   |  5 PagesCross-Cultural Psychology Samantha Mortinsen 9/18/2011 Psy/450 Dorothy Rodwell Cross-Cultural Psychology Culture, we all have grown up knowing one, or at times more than one, kind of culture. Everyone has different beliefs and ways of doing things and this usually has to do with our culture and the way we have been raised and brought up. This type of psychology looks into these many different cultures and studies how they affect us as humans and our development, mental processes, and behaviorRead MoreIntroduction to Cross-Cultural Psychology1133 Words   |  5 PagesRunning head: Introduction to Cross-Cultural Psychology Anne Solomon Diversity and Cultural Factors in Psychology/PSY450 Professor Iman Turner July 3, 2011 Introduction to Cross-Cultural Psychology Cross-cultural psychology is the critical and comparative study of the effects on human psychology. Cross-cultural psychology draws its conclusions from at least two samples that represent at least two cultural groups. Because cross-cultural psychology is about comparisons, it is crucialRead MoreCross-Cultural Psychology1179 Words   |  5 PagesRunning head: CROSS-CULTURAL PSYCHOLOGY Cross-Cultural Psychology Charlene Marasco PSY/450 Sally Fleming March 28, 2011 Cross-cultural psychology Cultural psychology is an interdisciplinary program of research that explores the relationship between individual minds and the complex environments in which they are deployed. The approach focuses on the

The Cycle of Slavery in The Tempest Essay - 1641 Words

The Cycle of Slavery in The Tempest William Shakespeare’s The Tempest blends elements of adventure and intellectual inquiry. The plot of Shakespeare’s last work contains comedy, romance, and action enough to sustain the interest of his common audience. However, there lies beneath the eloquent language and exciting plot an intelligent political commentary. Shakespeare uses the setting of a virtually uninhabited island as an experimental testing ground for the institution of slavery. Shakespeare shows through his island experiment that subjugation, once instituted, seems to perpetuate itself. While the most automatic explanation of this cyclical nature of slavery would be to say that this political rule is continued by the†¦show more content†¦Caliban’s agents of destruction are inanimate infections that only have the power to rise and fall(2.2.2) from the earth. The slaves under Prospero’s command are immortal spirits who can bite(2.2.10), hiss(2.2.14), and take action against Caliba n. These creatures are forced servants of Prospero just like Caliban, enslaved because of the power of Prospero’s magic books. In speaking of them, Caliban is acknowledging that Prospero has control of the island, these spirits, and the islander(2.2.36) himself. Caliban also acknowledges that Prospero has the ability, through the spirits, to hear(2.2.3) and punish him for his treacherous words. Although Caliban proceeds to curse(2.2.4) his master, he realizes that there are consequences for such actions because of his master’s authority. Thus his actions are regulated by the knowledge of Prospero’s ultimate power. By his concession of this power, Caliban reveals to the audience Prospero’s extensive abilities; not only can Prospero harm Caliban for his actions, he can also punish him for his words. Caliban has failed in his verbal attempt to usurp the duke’s power and has instead highlighted the power given to the master by the institution of slaver y. Caliban’s concession of Prospero’s ultimate power as master evidences the way in which slavery has so effectively conditioned his thoughts and behavior into continually being those of a subordinate being. Caliban’s lifestyle has been oneShow MoreRelatedDefinition And Discussion On Romances961 Words   |  4 Pages DEFINITION AND DISCUSSION ON â€Å"ROMANCES† AND SUMMARY ON â€Å"THE TEMPEST† â€Æ' DEFINITION In present English the word â€Å"romance† are derivative from Old French romanz can mean moreover a medieval story structure or a love affair, or, yet again, another story about a love affair, usually one of a rather idealized or idyllic type, from time to time marked by unexpected or strange incidents and progresses; and â€Å"to romance† has derive to mean â€Å"to create up a story that has no link with reality.† (EncyclopediaRead MoreEssay on Social Stratification and The Importance of Class1042 Words   |  5 Pagesactuality many of the people living in poverty are in that situation for no reason other than that the class system in flawed. For example, children born into poverty are more likely to stay in poverty and then have their own children, creating a cycle of economic disparity (Corcoran, 254). These children have no choice about what economic status they are born into and are then affected by it throughout their entire life, without any help from t he government or from the community to change this.Read Moreessay on dickins journey to niagra3989 Words   |  16 Pagesfrom solid to the vapor state by heating and againcondense  to solid form. 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ISSN: 1944-6934  © InternationalJournalRead MoreThe Sonnet Form: William Shakespeare6305 Words   |  26 Pagesshort poetic expression of grief. A dirge differs from an elegy (see below) in that it often is embedded within a larger work, is less highly structured, and is meant to be sung. Ariel’s song â€Å"Full fathom five thy father lies† in Shakespeare’s The Tempest is an example of a dirge. Drama: A composition that is meant to be performed. The term often is used interchangeably with play (see below), but drama is a broader term that includes some forms that may not strictly be defined as plays, such as radioRead MoreVictorian Novel9605 Words   |  39 Pagesinteresting but also the technique of writing deserves attention. The novel is realistic in setting, and visionary in theme, makes use of different perspectives and centers around such universals as human passions, rock, heath, rain, wind and the cycle of seasons. 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The Encyclopaedia Britannica which Yeats had (1911 edition, YL 629) notes that the lunation cycle (the Moon’s synodic cycle, from the Greek synodos, meeting, conjunction) is the reason for dividing the Sun’s annual cycle into twelve, while the lunar Mansions derive from the Moon’s own motion: The synodical revolution of the moon laid down the lines of the solar, its sidereal revolution those of the lunarRead MoreGp Essay Mainpoints24643 Words   |  99 Pageslandscape †¦ healthier than a decade ago †¢ Private sector and government, under the auspices of the substantially-subsidized National Arts Council, have in no minor part helped to lure international acts from overseas. 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Why Music Should Not Be Taken from Our School Day Free Essays

Why Music is Important!!! Why were lullabies invented? They soothe children and calm their reactions to stress. This in turn reduces the stress in the entire family. Over time, children memorize lullabies and start to sing them. We will write a custom essay sample on Why Music Should Not Be Taken from Our School Day or any similar topic only for you Order Now Music is often a huge part of childhood. A toy piano, drums, xylophones and guitars are favorite toys for children. Parents and grandparents should encourage children to experience music. A great way to do this is to provide toy instruments to the children. These don’t have to be expensive. Children can play and enjoy their own music. While they may not develop professional talent, they will gain an understanding of music that will help them relax in the future. As they get older, consider music lessons. Qualified instructors can teach children how to play the piano, a skill that they can use for life. Your child’s school may have a music or band program. Check out all of the available options that will give a musical education to children. There may be an old instrument in the family somewhere. Ask around. Do you have musicians as friends? They may have an unused instrument that they are will to part with. If you are creative, you’ll find an appropriate instrument for you child. With it, they can truly expand their musical abilities. If they are lucky, their school may still have a vibrant musical program that they can join. It’s a sad fact that in these days of budget pressures for schools, early funding victims are often music programs. This is usually due to the lack of perceived direct benefit from music. This is unfortunate because while music students don’t earn sponsorship dollars from their activities, they bring calmness and civility to the school. This is a direct, positive influence on the music students and to those students exposed to the sounds. With the reality of budgets, it is more important than ever that parents advocate for music funding in schools, that they provide musical avenues to their children themselves and that they encourage and support more live performance music where ever it is available in their communities. Musical appreciation comes best through the playing of an instrument to a degree that far surpasses mere listening to iTunes. To give children a chance to calm down, it is important to instill musical appreciation from a young age. Your child doesn’t have to be a musical prodigy, they just have to enjoy music for their own pleasure. Children who love music will often surprise you with their ability. Give them a chance to show what they can do. Keep emphasizing that music is fun. Obviously parents and grandparents support music for children. This lens has been liked over 200 times. It has also received dozens of fabulous comments in the sections below. This is great news. Make sure that you follow through with your support by getting the children involved in music. Talk to them about your passion for music. Find a nice instrument that they want to play. Encourage them to sing. Volunteer to help school music programs. Music as a Career Many children find that they can translate their love of music into a career. This is obviously a difficult, and rare, undertaking. The book â€Å"Outliers† by Malcolm Gladstone says that 10,000 hours of practice are required to become an expert at something. The Beatles did it back in 1964. The â€Å"Fab 4† became rich with their music. Talent is required, but so is dedication. Without encouragement, however, your child is not likely going to work in the music industry. That and luck. If they want to try, beware of the difficulties, but help them. The Internet has completely changed the music industry, although the big publishing companies don’t like to admit it. New artists can publish and promote their own work and be incredibly successful. There are funding opportunities for albums or concert tours. Publishing to the web offers various revenue streams. An incredible demand for new material always exists. Budding performers can get a piece of the action if they have the talent, drive and luck. Justin Bieber did it. There will be more young superstars discovered in the future. !!! Cutting arts programs would be a tremendous loss for every student. Whether you’re naturally more artistic or not, learning how to think creatively is a very important skill. Just focusing on certain subjects for too long can cause boredom and stress. I know that being involved with music helps me relieve the stress of preparing for state testing. But are these examinations really what we should be focusing all our time and energy on? One test can’t express your intelligence or creativity like art can. Music, as well as art, p. . , science, social studies, history, and geography are all important and should be taught to all children, no matter how poorly they are doing, or how poor their families are. For some, it may be the spark that ignites their desire to learn, for others it may set the foundation for them to understand higher thinking skills, for others it may be the reason they stay in school, for others†¦. . Several studies have reported positive associations between music education and increased abilities in non-musical (eg, linguistic, mathematical, and spatial) domains in children. The authors say there are similarities in the way that individuals interpret music and language and â€Å"because neural response to music is a widely distributed system within the brain†¦. it would not be unreasonable to expect that some processing networks for music and language behaviors, namely reading, located in both hemispheres of the brain would overlap. † To see each other through each other’s eyes~ president Obama It teaches us to understand and get to know those who are not like us That sense of belonging, having a healthy perspective on weighty issues and the ability to self-individuate may be never fully realized, even in a lifetime. What is necessary in the microsociety of high school is a sturdy vessel in which to navigate a safe and fulfilling journey to the next transition. In high school, music programs are that vehicle. Our drummer, Paulo Baldi, for instance, lived in three states as a teenager (Colorado, New Mexico and Washington) while attending four different high schools. Joining the marching band in each unfamiliar place helped to connect his high school experience. He made friends through each transition, and it made comfortable what could have otherwise been an alienating experience. Paulo Baldi testifies that, â€Å"Marching band in particular is the savior for people who may or may not be athletic. Marching band is music, memorization, eye-hand coordination and good for your posture. It may hurt to be told your paradiddles suck, but it builds character. It’s a team sport. You create friendships that become your buddies for life. High school music is something focused to do. You don’t have to be great to belong, and members immediately have something in common. † Aside from the social benefits, students in high school music programs have higher test scores and cognitive development. A U. S. Department of Education study found that those who reported consistent involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. (This observation holds regardless of students’ socioeconomic status. ) Additionally, students who learn to play an instrument develop a greater language capacity and a greater ability to learn a new language. In another context, it is invaluable to gain a wider perspective on cultural history by being exposed to centuries of our rich cultural heritage. Have you Forgotten? Daryll Worthy Where were you when the world stopped turning on that September day? Alen Jackson Lone Star Already there. on the record Exploring America’s orchestras†¦ with Henry Fogel Ifeel that today there is a serious distortion of values in the world – a set of values that puts the short term ahead of the long term, that puts financial achievement ahead of ethical standards, and a set of values that increasingly diminishes the worth of intellectual achievement and of human expression. In fact, when future generations look back and judge the civilizations and societies of the past, it is first and foremost the cultural and artistic achievements of those societies that are spoken of. To be sure, engineering and scientific achievements are a part of the picture of any society – even a major part. But whether it is Homer, Shakespeare, Mozart, Beethoven, Rembrandt, Picasso, James Baldwin, Garcia Lorca, or Leonard Bernstein – the artists and the art they created express the deepest and most profound thoughts of the civilizations in which they lived and worked. And it is the achievements of those artists that, in fact, define civilizations, define humanity. And if we aren’t educating our young people to the standards of those achievements, how can we in fact call it education? So then the question is how can we find common ground – common ground occupied by you in the world of music educators and us in the world of symphony orchestras – to work together to enhance the state of music education in the school systems of America? And that is what I’d like to speak about today. We have actually done much together – some things that all of you might not be aware of. Throughout 2006, the American Symphony Orchestra League led a coalition effort, including collaboration with MENC, to develop a national unified statement regarding the benefits of arts education. This paper is being used on the Hill in Washington this year as an advocacy tool for communicating the benefits of arts education to federal lawmakers as they begin the process of re-authorizing the No Child Left Behind Act. This re-authorization process will be a multi-year effort and has already begun with public and private hearings and town hall meetings. The messages outlined in Arts Education: Creating Student Success in School Work and Life directly communicate the benefits of arts education to policymakers. More than 60 organizations are signatories on this unified statement – and they represent an impressive cross-section of stakeholders in federal education policy. Here is a brief sample of the kind of statement included in that document: A child’s education is not complete unless it includes the arts. In fact, the No Child Left Behind Act lists the arts among the core academic subjects, requiring schools to enable all students to achieve in the arts, and to reap the full benefits of a comprehensive arts education. In spite of this federal direction, access to arts education in our schools is eroding. A report from the Center for Education Policy conclude that, since the enactment of No Child Left Behind, 22% of school districts surveyed have reduced instructional time for art and music†¦. A comprehensive strategy for a complete education includes rigorous, sequential arts instruction in the classroom, as well as participation and learning in available community-based arts programs. Public schools have the responsibility for providing a complete education for all children, meeting the commitment put forth in No Child Left Behind. The federal commitment to arts education must be strengthened so that the arts are implemented as a part of the core curriculum of our nation’s schools and are an integral part of every child’s development. So clearly one way in which we already work together is to collaborate on advocacy, to sound the alarm together, and to lead our society back to a place where arts education is indeed central to education curricula, and not an add-on, or an â€Å"extra frill† to be indulged if there happens to be money left in a budget or time left in a schedule. Another area in which we can work together is to insist on, and help to bring about, meaningful, comprehensive research on the status and quality of arts education in our nation’s schools, and on the impact of arts education on future citizens. Even some of those things that people like to call â€Å"un-measurable,† are, in fact, measurable if you care enough to find the metrics with which to measure them. We know that arts education improves problem-solving abilities, and we know that in particular music education – particularly making music – develops skills in working together with others for a common result in a way that virtually nothing else can. We know it anecdotally, we know it instinctively, we know it deep within our gut. And best of all we know that there is some hard data that can document this. The American Symphony Orchestra League has compiled highlights from this research in our Music Education Advocacy Tools, available at our website. Much of the best evidence is drawn from Arts Education Partnership reports, including Critical Links: Learning in the Arts and Student Academic and Social Development. Nonetheless, we can, and we must, lead to more research that provides even more evidence of the benefits of music education. We can probably do a better job together than we have in collecting, analyzing, and reporting on the considerable data that already exists, as well as bringing about more research. The most urgent need, however, is for good information about the true state of arts education in our schools. We currently are forced to rely on anecdote and spare data to illustrate the music education is being squeezed out as increased attention is given to math, reading, and science. How much arts education is being delivered to our nation’s students, and how are they learning the arts? The U. S. Department of Education has the tools and the responsibility to collect this data, but simply has not made it a priority to do so. A report on the status of arts education is more than two years overdue – this at a time when policymakers are contemplating major changes to the way the federal government supports our public schools. The League is partnering with MENC to urge Congress to compel the U. S. Department of Education to collect this data. Sound information about the status of music education is a crucial underpinning to advocacy efforts at the community level as well. At the state and local levels, orchestras and music educators can partner effectively to advocate for better data in this area. We at the American Symphony Orchestra League are heavily involved with orchestras’ education and community programs, and with youth orchestras throughout America. But we also know and fully appreciate that orchestra programs are not a substitute for professional music teachers in our school systems. The programs that our field operates must, to be effective, work in cooperation and conjunction with in-school programs taught by school-based music teachers. That is the key to meaningful music education. We can be key partners in augmenting and enriching school programs, but we must be seen as supporters of, advocates for, and contributors to, multi-year, sustained, sequential, school-based programs. We are not substitutes for that. There are many orchestras that have deeply embedded partnerships with their local school systems – in communities of all sizes, from New York, Boston San Francisco and Saint Louis, to Mobile, and Kalamazoo. The same is true of community cultural organizations. Youth orchestras and community music schools are part of the fabric of the arts-education community. All have a role to play, but that role is in the context of the main school being at the center. The ideal for a child participating in a community orchestra, or studying at a community music school, is that he or she was inspired to do so because the exposure to and love for music was introduced and sustained in school. These other resources are extensions. In the ideal, these out-of-school opportunities cannot occur only by virtue of family interest, resources, or priorities. We at the League celebrate the growth and vitality of our youth orchestras†¦. full of the energetic, bright, high-achieving young people whom we know are not only the musicians of tomorrow, but also the next generation of teachers, school board members, parents, civic leaders, audience members and arts-education advocates. At the same time, we wonder if this segment of our sector is growing in part because, for the families that value music education the inconsistent presence of strong, sequential school-based music programs is not meeting their expectations for their children. We need strong resources – in school and out of school. Youth orchestras should be supplementing musical experiences in our nation’s schools, not replacing them. Part of the problem that we all face is that much of what we know about the value of the arts, and music in particular, is not easily reduced to numbers, to quantities. And our world is full of people, many of them in positions of power, who love the simplicity of numbers, the black-and-white nature of numbers. When one tries to discuss the humanizing qualities of music to people like that, one is often flummoxed, because they want graphs and charts. â€Å"What do you mean,† they’ll say, â€Å"by music’s power to bridge chasms in human understanding? Document it, please! † Well†¦ I can’t document it with graphs – but every year of my life spent in music makes me more certain of that quality in music. And exhibit A for me is not a chart – it is an orchestra, a very specific orchestra. Many of you may know of it – some of you perhaps don’t. It’s called the West-Eastern Divan Orchestra, and it is now in its seventh year of existence. Founded by Daniel Barenboim, it consists of Arabs, Palestinians, and Israeli Jews – and every year for three or four weeks they live together, eat together, rehearse and perform together. My wife and I were a part of that orchestra from the beginning – and that first year was an experience I shall never forget. Daniel Barenboim, and Yo-Yo Ma working with him, assembled this group of young musicians, ages 17-25, and brought them together in Weimar, Germany. In addition to forming an orchestra, Barenboim and Ma invited them to form chamber music groups which they, Barenboim and Ma, would coach in preparation for a chamber music concert to take place the night before the orchestra concert. There was only one rule – no all Jewish chamber group, and no all Arab/Palestinian group. The resulting chamber music concert was 3 ? ours long – and each group only played one movement, not whole pieces – or it would have gone on forever. To sit there and watch, for instance, a movement from a Brahms Clarinet trio, played by an Egyptian, a, Syrian, and an Israeli was one of the most moving experiences of my life – to see these kids working out musical problems together, leaning into each others’ phrases, and embracing each other while receiving applause – this was a ll the charting and graphing I will ever need to demonstrate what it is that music can do that nothing else can. We know this – you and I and those who are in our fields know this. The question is how can we work together to help the rest of the world to know it – and to get the value, the human value of this art form across to those who determine what we teach our future citizens? I don’t know the answer to that question. But I do know, in our increasingly troubled world with an ever greater need for human understanding across national and religious and cultural lines, the intrinsic value of the art form we all love is more needed than ever. You and we – you who teach music and we who organize into groups that perform it – must work together with renewed energy and vigor to imprint on our society the value, the centrality, of music. America’s orchestras are committed to advocating for better music education in our nation’s schools. Starting from the tradition of stand-alone school concerts and family concerts, orchestras now offer small ensemble performance, residencies, long term partnerships, after-school and summer camps, instrumental instruction and a host of other activities. Inherent in most of these programs are deeply embedded partnerships with local school systems, and responsiveness to local, state, and national arts and academic standards. While these programs provide an opportunity for young people to develop a lifelong relationship with music and the orchestra, none of these is capable of replacing an ongoing sequential K-12 music education. While a comprehensive strategy for music education includes participation and learning in orchestra education programs, schools have the unique capacity to deliver high-quality music education. Edward Elgar set a poem by Arthur O’Shaughnessy in 1912 – it is called The Music Makers. I quote it here for you because it seems so central to what we are all about. â€Å"You shall teach us your song’s new numbers, and things that we dreamed not before: Bring hither your sun and your summers, and renew our world of yore. We are the music makers. And we are the dreamers of dreams. † Thank you. Beautifully said! I wonder if, in the course of gathering data about the current state of music education in public schools, there is any way to compare it with public schools of decades ago. The fact that 22% of districts have reduced art and music instructional time since the enactment of No Child Left Behind is disturbing — but it’s also a comparison that may not hit home for legislators, because they were already long out of school when the baseline of that comparison was happening. On the other hand, a comparison of (say) instructional time, class sizes, curricula, and student participation rates between the present and (pick a year in each of) the 1950s, 60s, and 70s, might really bring home to legislators that things today are not as they remember them from their own school days. It might show how far we’ve gone, in the same way that losing a tiny percentage of forest a year doesn’t feel like much, but hearing that a region has lost half its tree cover since 1950 can be a real eye-opener. It gives students the opportunity to create something beautiful and also to challenge them. Music uses both sides of the brain and uses math all the time!!! Jack Stamp Richard Simmons~ Parents and kids that sweat together live longer together!!! Childhood Obesity: Quality Physical Education as a Solution How to cite Why Music Should Not Be Taken from Our School Day, Papers