Musically Educated
– By Tami Bridges –
“The most difficult thing to do while in class,” says NHS senior Taylor Woods, “is trying to sit in class and concentrate on an assignment when girls sit close by squealing about the latest gossip and boys jabbering about their weekend party plans.” To some this may be perfectly comfortable, but for most students, music can be the difference between a passing or failing grade on an assignment.
Sitting in class for six hours a day is no fairytale. Neither is listening to the sound of other people’s’ voices when the only thought in your brain is getting that assignment done by the end of the period so you don’t have homework. In that situation, there are two options.
1. Leave class, with the chance of getting in trouble or 2. Put in those headphones and escape to your own world. That option also comes with a consequence. NHS students have walked from classroom to classroom, most with different rules on whether or not you can have cell phones, food, pick your own seat, or music. What are the pros and cons of music in class though?
Merriee Averill, sophomore at NHS says, “For some students, music helps them concentrate, so it should be an option in class during independent study.” Though this is a good point, there are some disadvantages to the situation as well. Music can be distracting and take the attention of the student away from the teacher. In order for music to help the student in class, the student will need to be responsible as to when it is necessary to listen to the music. “The teacher should be the one to indicate whether music should be played in the class or not,” says art, publishing, and digital design teacher Mr.Genther.
Teachers may find it all around distracting for students to listen to individual music or having music played. In the stress of six different classes, music helps get the mind set and to help concentrate better on the task at hand. Overall, music is the choice of the teacher and although 100% of newport students prefer music, rules are followed.
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