Why music matters in urban school districts: The perspectives of students and parents of the Celia Cruz High School of Music, Bronx, New York

ABSTRACT

Despite their long history and importance in the American curriculum, music programs must constantly justify their place in the twenty-first century. Urban areas that are economically depressed sometimes may not be able to offer music instruction due to the emphasis on raising test scores as well as unfavorable economic conditions that may limit their options. Despite these challenges, community leaders and educators successfully established a school of music in the Bronx, New York. Celia Cruz High School, the focus of this case study, was created to offer a musically centered curriculum in the borough of the Bronx as well as address the epidemic of large failing schools. Celia Cruz in its design and current state serves the population of the Bronx and reflects that demographic. Interviews with parents and students were carried out as a means of establishing the perspective of a musically focused education within this context. Based on interviews, parents and students of Celia Cruz value music as its own form of knowledge and view it as a vital part of the academic lives of the students of Celia Cruz High School. The purpose of this study was to share the stories, perspectives, and experiences of the Celia Cruz community and the impact that a musically focused education could have on the lives of students in the Bronx, New York.

KEYWORDS:

• Advocacy
• music
• policy
• urban education