Rough Draft - With an Argument Style
Violin in School
People indirectly underestimated the importance of violin in school, while overestimating the importance of other things, however. One of the issues in modern Music Education is what country you come from or what area of the US you come from. Second, it all starts out with General Music Education, whether or not your elementary school has music class, that is. Thirdly, it becomes important in junior high if you want to continue in music as a professional. In the end, most people are uneducated in music, like the failure of "No Child Left Behind" regarding things like reading.
Sometimes, people do not realize how important things like heritage or ethnicity/race is to them, and it affects the education system and opportunity in things like classical and orchestral music, later in life, as well as crippling those who have no knowledge base for such skills. Everyone knows by experience and "word of mouth" that Asians are a non-European race that are considered skilled at music, but not many people have found out that they actually have a strain in resources for classical music today. The United States of America, in some areas music education is considered unethical like if schools forced children to dance, and places where normal people live and expect to get a decent education there is no easy opportunity and children do not know that young that they want to be a musician instead of other things they get told are out there that are so great that they cannot yet know; at least that's the feel of things in the United States today. Mooney is said to say in the summary that "kids ages 12 to 15 focus on the definition of globalization;" when I was in school, I felt more beat down and "sheltered" from connection to the outside world in things like music and chosing some language, like Dutch, Norwegian, or German. Sowell is said to hint that schools today, probably stressing in the United States, are deceitful to their students' well-behing, habits, and education; I also know that teachers in the United States like to "dumb it down" and say that students etc. in the US need to focus more on saying hello and goodbye and just focusing on baby things like that that they never learned and never to advance in life career-wise as a possible focus, as they can't compete with rival nations like in Europe in feeling good and being relatively successful. So, there is evidence popping up all over the world when significant on the meditative and hypnotic topic of what other countries are like, when it all boils down to what young and middle aged adults think of classical musicians their age, in relation to their peering out of the corner of their eye at other countries to compare and "be the judge" of.
Some schools don't even have general music class, and many actually do not offer school orchestras and some do not even offer band. Schools believe that it is easy for kids to have access to music instruction, but the reality is that private lessons can be impossible for some kids' lifestyle or budget and they really don't know whether or not they want to do it when they grow up! Now, you're going too far if you're asking about Suzuki lessons for kids at age 3, as Einarson suggests easily possible and makes me ponder, that people develop a lot until age 5 and that simple nursery rhymes are a farce in comparison to how they feed the ego of German children with classical music, learning not to get bored/behind in concert and to be more and more charming as the generations and time goes. Garland is said to say that even in low functioning mental states, people roll out music education again to save the day; in music classes, I know from experience that people made fun of it suggestively and were reluctant to participate, but apparently they need it, not sure where they learned to do this. So, basically, some schools have limited music programs, but the ones that do have kids sky rocketing in ego and being snobby to anyone who didn't get the opportunity they'd hoped for, simply, as kids. Choirs cheat you out, like they are all innocent, but it does not lead to a successful career in music, as I know being in church choir age 8-18 and told I didn't fit as a music major after a year of mostly successful study and good behavior. It was so hard for me to pick my way out as a kid and come to know classical music, though I was never addicted to pop music. So, it's hard and apparently desirable to have a solid education in music, but sometimes people just don't know about that and being bored with extra time and maybe for some in some cases money needs, while other people in music seem to taunt those who wish they did it but had a harder time than them.
It's important to know as a child if you want to do music because it gets competitive in junior high and mandatory to be active if seeking success by high school. Another personal experience is that I moved when I was 12 and didn't have as good a reputation in piano as I did before and had a hard time finishing homework late, felt like I was secretly being disliked and put down and therefore not as "good" at advanced music but still "talented" in my love for music and what I could play already from before I moved, which showed me how tragic and spiteful the world of music can be. How would you like to reach high school and find it's too late to become a classical/orchestral musician? I mentioned that things like your country and the way your school feels can alter your path. You would then be fresh out of luck. I am actually a typical case, started piano at age 9 but lucky enough to have been in choir and learned to read music notes in music class. I was considered talented before junior high, but I moved to New Orleans and found they had more professional, worldly resources, with things like the Talented Arts program in the suburbs and a slew of arts schools in the city; I even got the highest achievement award at the big one in the summer but still felt unsure of myself, maybe because I secretly wanted to play violin and not piano, which I am doing violin now and was chosing between other things too before. I almost made it.
So, people don't realize how whether or not a school offers music in some way can stunt your life if it's not exactly what you need, like violin instead of just band. It all starts with national pride, like you may have seen with countries like Germany and their classical music, to have the knowledge of what to do growing up to have options as a adolescent and young adult, feeling on top of the rest of the world. It's important to scope out your resources at school, which is not something a child normally would do, and to see if music is worth your while. The most critical issues comes up when you're chosing a profession and wish you could play classical music, like waking up naked in the middle of a crowd. So, education of musical resources and opportunities should be introduced to a child as opposed to seeing defying feats as an adult with maybe only some hope in piano or something yourself or having to start at the beginning to feed your ego in music. "All in all," it is basically very important to know your options as soon as possible so you don't find yourself in an unbelievable situation, where musicians are considered yay important like sliced bread for those interested and you're not "in" or like you "got out of the wrong side of the bed." I stressed violin because a lot of schools only have band, and violin is an important instrument many people would like.
References:
Mooney, Carla. Globalization: Why We Care About Faraway Events. No Publication Location: Nomad Press, 2018.
Sowell, Thomas. Education: Assumptions versus History: Collected Papers. No Publication Location: Hoover Institution Press, 2017.
Einarson, K. “Early Experiences Elevate Everything What does a pediatrician want Suzuki teachers to know?.” Dec. 2018, https://suzukiassociation.org/news/early-experiences-elevate-everything-what/. Accessed Mar. 2019.
Garland, Teresa. Hands-On Activities for Children with Autism & Sensory Disorders. No Publication Location: Pesi Publishing & Media, 2016.