West Hartford Public Schools has once again earned a ‘Best Communities’ designation for music education.

Submitted

Since 2002, West Hartford Public Schools has been honored with the Best Communities for Music Education designation from The NAMM Foundation for its outstanding commitment to music education. Now in its 23rd year, the Best Communities for Music Education designation is awarded to districts that demonstrate outstanding achievement in efforts to provide music access and education to all students.

To qualify for the Best Communities designation, Andrew Mayo, Supervisor for the Performing Arts, answered detailed questions about funding, graduation requirements, music class participation, instruction time, facilities, support for the music program, and community music-making programs. Responses were verified with school officials and reviewed by The Music Research Institute at the University of Kansas.

Mayo had this to say about the designation: “We are so grateful to be recognized as one of the Best Communities in Music Education for 20 consecutive years. It’s a strong statement about West Hartford’s commitment to arts education and to teaching the whole child. Music plays a vital role in helping students learn to work in harmony together, and provides a safe and joyful space where they can express themselves. We are so proud of our musicians, and so thankful for the community’s support.”

Since the passage of the Every Student Succeeds Act (ESSA) in 2015 and a stated emphasis on a well- rounded education, many school districts have re-committed to music and arts education programs. During the pandemic, music and arts programs were a vital component to keeping students engaged in school. ESSA provides designated funding for well-rounded educational opportunities through Title IV Part A Student Academic Success and Achievement grants. NAMM Foundation research has revealed that these grants are being widely used by school districts to address instructional gaps in access to music and arts education.

Research into music education continues to demonstrate educational/cognitive and social skill benefits for children who make music: After two years of music education, researchers found that participants showed more substantial improvements in how the brain processes speech and reading scores than their less-involved peers and that students who are involved in music are not only more likely to graduate high school, but also to attend college as well. Everyday listening skills are stronger in musically trained children than in those without music training. Significantly, listening skills are closely tied to the ability to: perceive speech in a noisy background, pay attention, and keep sounds in memory. Later in life, individuals who took music lessons as children show stronger neural processing of sound: young adults and even older adults who have not played an instrument for up to 50 years show enhanced neural processing compared to their peers. Not to mention, social benefits include conflict resolution, teamwork skills, and how to give and receive constructive criticism.