In Peter Kalkavage's article submitted to the American Educator, in the fall of 2006, he states that in his three decades at St. John's College in Md., all students are required to study music for two years. His experience has revealed that substantive musical learning takes two forms: listening to music and making music.

In order for music to teach us of it's structure, it's phrasing, it's style and form, specific listening is learned. Many of us listen to music passively. Educational listening is active, by isolating individual voices, instruments, repeated musical phrases, varying rhythmic patterns and so on. It is important to listen to a wide variety of music. Not only to the classics, such as Mozart, Beethoven, Handel and Bach, but also to Folk music, Blues, Jazz, and yes, even Rock. By broadening a listener's experience of all the things music can be, can represent, and be internalized and owned, the student begins to appreciate with discernment and recognize how permeation of music in society brings richness of diversity, and greater meaning to their lives.

In Mr. Kalkavage's review on Robert Reilly's book, Surprised by Beauty: A Listener's Guide to the Recovery of Modern Music, he shares that Reilly stated that the clearest crisis of the twentieth (and twenty-first) centuries, is the loss of faith and spirituality.
This caused me to reflect on the footage of a documentary, where I was allowed to observe the process of "scrubbing" film in the editing room. This particular footage was shot in Afghanistan. After observing portions of this film for three days, (there was over 160 hours of tape), I noticed the absence of musical instruments in the market places, in the homes, and in the hands of the children, (none of whom were in school). I asked the videographer about this. He said that in his 14 months of shooting, he never once saw a musical instrument. I began to wonder if the absence of the arts, music, drawing and general education in the lives of these children. Could this war-torn country be arrested by the development a love for making music in these young lives? Could the hopes and dreams of these children be restored by simply holding a tool meant for creating, rather than destroying? Would it allow them to gain perspective, experience a glimpse of the beauty that has been suppressed because of fear? I mentioned these thoughts to the videographer. He shook his head and said, "All these people have known for decades is war and it's doubtful that they would even be allowed the opportunity to "fancy" themselves with these activities, as they are consumed with survival and simple, basic needs; such as food, water and personal safety."

Yet, still I wonder if the introduction of musical instruments, in their simplest forms, such as recorders, harmonicas, drums, shakers, etc. could make a difference in a war torn society by feeding the starving souls. Could it help in developing a musical mind and bring about creative, higher ideals within these children. Would daily music make a difference in the way these children view the world? The task in organizing such an outreach project in the name of Peace through Music causes my head to spin. But still I wonder, is it possible?

Kalkavage shares that "listening to music by itself is not enough". The connection made between the students creating musical sounds through singing and playing instruments is integral in developing personal ownership. One might use the analogy of how one appreciates and protects those things that they have created; whereby personal involvement, effort, time, and mental energy has been extended. People tend to value things that they have earned rather than those things that they are simply given.

Kalkavage discusses in his article, "The Neglected Muse", that music is traditionally considered on of the seven liberal arts. "Liberal" in this context has nothing to do with its current, political usage. It is not a synonym of progressive. Rather, it is dereived from the Latin word, liber meaning free. It is best associated with liberate. The liberal arts constitute the knowledge that free people and guide them in their decision-making at home, at work, as neighbors, and as citizens.
The study of music as a liberal art gives students an extended opportunity to scrutinize their opinions - and to confront the causes and effects of their passions.

For more information about this article, please visit American Educator.

Other resources:
Music Education
Kalkavage's Review of Reilly's Book, Surprised by Beauty