Rhetorical Journal Assignment #2

http://www.jstor.org/stable/3398883?&Search=yes&term=music&term=budget&term=students&term=effects&term=education&term=cuts&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dmusic%2Beducation%26f0%3Dall%26c0%3DAND%26q1%3Deffects%2Bon%2Bstudents%26f1%3Dall%26c1%3DAND%26q2%3Dbudget%2Bcuts%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3D%26jo%3D&item=1&ttl=541&returnArticleService=showArticle
In this article, the author, June Hinckley, is arguing for the benefits of music education in urban public schools. She begins with an appeal to pathos to describe the urban setting, a place “where hope has become little more than a word and where neglect, indifference, decay, and even hatred… are such daily realities that some might consider them to be a part of a normal existence.” Right from the first paragraph the reader is engaged with the argument and feels an intense sympathy for the students. Hinckley argues that music education can bridge the gap between the harsh urban realm and the traditional, loving home.
The article contains several appeals to ethos to give the argument credibility. Michael Green, the president of the National Academy of Recording Arts and Sciences, Inc., was cited to have said that the youth felt great anger due to being denied access to music in schools, a privilege that older generations had admittance to. The New York Times published an article in 1993 which described positive effects of music on students including one classroom where all of the students collectively wrote their own lyrics to a popular song. This created a connection between a student’s life in school and life out of school which is vital to a student’s growth in education. A study called The Role of the Fine and Performing Arts in High School Dropout Prevention defended the side that competition and high expectations in the classroom will encourage students to achieve far more. There is also a positive correlation with the morale of teachers, engagement of the community in school affairs, and self-esteem and attendance of students. Patronizing students and “dumbing down” work will have the opposite effects.
June Hinckley used the system of stasis theory as well. Urban schools are generally problematic with statistically lower test scores and graduation rates. This has been attributed to many factors but the author strongly argues that the decay of urban schools is primarily caused by a lack of family and community involvement in schools. Music education has the potential to change this trend by creating a connection between school and home life. It is vital that some form of action be taken to pursue a betterment of urban schools for the sake of the youth. This begins with the teachers. The curriculum must be geared to engage the students in the material on a personal level. When a student chooses to study music, usually the underlying desire is to someday compose and perform their own music. Teachers should teach the skills to make this possible and encourage development in this area. This will cause a strong tie from home to school. The curriculum is primarily dictated by the school board while the teachers retain some artistic license in interpreting it.
The author effectively makes her argument for strong music programs in urban schools by clearly following the stasis theory. In addition, she gains the audience’s sympathy through pathos and credibility through ethos.