Fine and Performing Arts
Music in the Syosset Schools
Syosset is a community that has long recognized the value and importance of a strong arts education for its children. We offer a comprehensive curriculum in music from grades K through 12. All students study music through the eighth grade, and most continue their musical studies into and through high school. Students have the opportunity to perform in their school’s band, orchestra and/or chorus. In addition, we offer many co-curricular performance groups such as instrumental and vocal jazz ensembles, musical theater productions and plays. In addition, Syosset High School has an extremely active and well recognized chapter of the Tri-M Music Honor Society. Our music program has received significant recognition for its excellence including:
- Kennedy Center Alliance for Arts Education Award for most outstanding arts programming in the nation! (2002)
- Five time Grammy Signature School (Syosset H.S.)
- "Best Community" for Music Education
- NYSSMA Presidential Citation (1991)
- MENC Tri-M Chapter of the Year (1992)
Why Study Music
Music Makes Us Better Students and Better Citizens
MATHEMATICS SKILLS: Certain types of music instruction help develop the capacity for spatial temporal reasoning, which is integral to the acquisition of important mathematics skills. Spatial temporal reasoning refers to the ability to understand the relationship of ideas and objects in space and time.
READING AND LANGUAGE SKILLS: Music instruction enhances and complements basic reading skills, language development and writing skills. The study of music provides a context for teaching language skills because music is a language and a powerful form of communication.
THINKING SKILLS: Reasoning ability, intuition, perception, imagination, inventiveness, creativity, problem-solving skills and expression are among the thought processes developed through the study of music.
SOCIAL SKILLS: Music education promotes growth in positive social skills including self-confidence, self-control, conflict resolution, collaboration, empathy and social tolerance.
MOTIVATION TO LEARN: Music nurtures a motivation to learn by emphasizing active engagement, disciplined and sustained attention, persistence and risk taking, among other competencies.
Source: Ruppert, Sandra S.: Critical Evidence – How the ARTS Benefit Student Achievement. The National Assembly of State Arts Agencies, 2006.
Here's What the Research Shows…
Scientific studies indicate that music participation helps train the brain for higher forms of thinking. Children perform better in other subjects by improving reading, spelling, and math skills. Experts note that a year’s musical training can increase a child’s IQ by as much as ten points! SAT scores show that students with experience in music scored fifteen to thirty points above the mean. Source: www.whymusic.org
High school music students score higher on SATs in both verbal and math than their peers. In 2001, SAT takers with coursework/experience in music performance scored 57 points higher on the verbal portion of the test and 41 points higher on the math portion than students with no coursework/experience in the arts. Source: Profile of SAT and Achievement Test Takers, The College Board, compiled by Music Educators National Conference, 2001.
Nearly 100% of past winners in the prestigious Siemens Westinghouse Competition in Math, Science and Technology play one or more musical instruments. Source: The Midland Chemist (American Chemical Society) Vol. 42, No. 1, Feb 2005
A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background. Source: Dr. James Catterall, UCLA
First grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction. Source: K.L. Wolff, The Effects of General Music Education on the Academic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992.
Students who were exposed to the music-based lessons scored a full 100 percent higher on fractions tests than those who learned in the conventional manner. Second grade and third grade students were taught fractions in an untraditional manner-by teaching them basic music rhythm notation. The group was taught about the relationships between eighth, quarter, half and whole notes. Their peers received traditional fraction instruction. Source: Neurological Research, March 15, 1999.
Music study can help kids understand advanced math concepts. A grasp of proportional math and fractions is a prerequisite to math at higher levels, and children who do not master these areas cannot understand more advanced math critical to high-tech fields. Music involves ratios, fractions, proportions and thinking in space and time. Second grade students were given four months of piano keyboard training, as well as time using newly designed math software. The group scored over 27 percent higher on proportional math and fractions tests than children who used only the math software. Source: Neurological Research, March 1999
Music majors are the most likely group of college grads to be admitted to medical school. Physician and biologist Lewis Thomas studied the undergraduate majors of medial school applicants. He found that 66 percent of music majors who applied to med school were admitted, the highest percentage of any group. For comparison, 44 percent of biochemistry majors were admitted. Also, a study of 7,500 university students revealed that music majors scored the highest reading scores among all majors including English, biology, chemistry and math. Source: “The Comparative Academic Abilities of Students in Education and in Other Areas of a Multi-focus University”, Peter H. Wood, ERIC Document No. ED327480
College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness. Source: Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999