Mind vs. Mood: High School Perspectives on Learning Foreign Languages and Music
In a world that desperately needs both cultural fluency and creative competency, skills like foreign language proficiency and learning multiple instruments can help many connect with others on an emotional level. In high school, the debate between learning a foreign language and learning a musical instrument is often overlooked and not touched upon in schools amidst the jumble of classes, clubs, exams, and essays. However, this debate actually poses a meaningful challenge for educators and administrators at schools to prepare students for a more globalized and interconnected industry. Even so, the two paths appeal to students in quite distinct manners. The tension between these two aspects of the kids’ journeys raises the level of thoughtfulness and seriousness in school decisions about what to offer and what not to offer. But how do students really perceive these paths — and what does that mean for schools?
A Small Survey with Big Questions: What Are Students Actually Studying?
Data gathered from a Google Forms survey conducted upon students from a public school in Maryland provides a nuanced snapshot of their perceptions of language and music studies. Every one of the 10 surveyed students reported having studied a foreign language; with 8 replying that they studied Spanish, while 2 replied that they studied French. In contrast, 6 of the 10 students indicated they had learned, or were currently playing, a musical instrument; these students’ instruments included the piano, string bass, guitar, violin, recorder, and trumpet. Despite some common ground with the foreign language experience, music seems to be more optional or interest-based. Yet, the very idea/concept of “more optional” may play a role in how students weigh each activity’s pros and cons.
The Brain Game: Which Discipline Do Students Feel Boosts Mind Power Most?
When students were asked about the cognitive impact of each activity, a clear divide appeared. Half of the respondents (50%) said that learning a foreign language provided the greatest cognitive benefits, such as memory improvement and problem-solving. On the other hand, a combined 40% either considered both activities equally impactful or thought that music offered more cognitive advantages.
Finding Flow and Feelings: Music as a Haven for Emotional Well-being
When it came to assessing the emotional impact of the two activities, however, the students flipped the results completely.
Eighty percent said that music contributed much more to them in terms of stress relief, emotional support, and general well-being, compared to just 10% who said that language learning provided them with the same comfort. The use of guitar can be used to match vibrating sounds to create a relaxing environment that can reduce daily stressors and release endorphins (mood boost). Language learning could be equivalent to taking a college course or class if one puts too much pressure on themselves to learn in limited amounts of time.
Fitting It In & Feeling Fulfilled: Practicality Meets Personal Achievement
To boot, practicality presents a sort of a contradiction as well. When surveyed about which activity better suited their weekly schedules, 60% claimed foreign language classes were more convenient, and only 30% considered playing a musical instrument(s) more flexible.
Regardless, music ranked quite highly in the sense of accomplishment students felt, where 40% rated it a 5/5 and 60% rated 5/5 for mastery of the language. Notably, 20% of these students found language learning ‘not accomplishing at all’ (a 1 out of 5 rating), versus only 10% feeling the same about music. These results may imply that although language learning is more routine-based and scheduled, music may provide a stronger sense of personal fulfillment despite requiring more effort outside class.
Future Ready: Language Seen as Key to Careers and Cultural Connections
Nevertheless, foreign language education was particularly noted for its practicality in the survey question on employment as well as cultural aspects. With experiences in different languages, proficient multilingual learners would be able to effortlessly interact with different ethnic groups. This could result in more interactions in jobs and a better time finding employment, as more connection and compatibility could result from an employer feeling like an employee is perfect for understanding instructions. Although music can promote a universal appreciation for rhythmic beats and joyous expressions, many people in the world can speak a language rather than learn an instrument.
As a result, 90% of students claimed that language competences would be more beneficial in their employment opportunities. Further, language was easier to incorporate into students’ weekly schedules, and 70% said it afforded them greater understanding of other cultures, which music alone did not.
The Students’ Vote: How Should High Schools Balance Language and Music?
Students were indecisively split on what high schools should prioritize — 40% believed both music and language should be offered equally, while another 20% felt the decision should depend on the individual learner. Moreover, some even offered innovative suggestions, such as: “Teach both in the same class!” Others focused on how to improve the way classes are given to students, “Offer more incentives for learning foreign languages to motivate students.” One other student summarized, “I think high schools should put importance into foreign language because it can provide many job opportunities and give many pathways into whatever you would want to do.”
Mind, Mood, or Mandate? The True Cost of Choosing for Students
Consequently, it appears that, in the end, if resources or scheduling necessitated a choice, a school could reasonably decide to prioritize foreign language instruction over music education. But the more intriguing question might be: at what cost? The potential repercussions of doing so could be significant, considering 80% of students identified music as the primary source of emotional relief. De-emphasizing or removing music may critically impact students’ mental health. We still need more data on the long-term tradeoffs, especially on how both subjects might influence student creativity, identity, and cultural empathy. An extensive understanding of this specific topic may help us explain why students continue to feel so divided between two equally potent forms of expression.