Both the reading and the lecture hold different positions, respectively on the issue of getting rid of music class in school's curriculum. The lecturer's argument is formed around many points that are in direct contrast in the reading passage.
To start with, the speaker points out that instrumental music classes enable student to have positive effects on other subjects such as mathematics and language. If students are participating in music classes, they can improve their abstract thinking which is helpful for mathematics. The speaker also notes that distinguishing sounds in music class helps students to improve their language abilities. This argument contradicts in the reading that instrumental music classes decrease the amount of time students to spend on other more vital subjects.
Second, the lecturer claims that schools can save the money that they use in music classes. According to the lecturer, finding a volunteers who are willing to work in school's music classes, using donate money and using second hand instruments are the way that schools can save their money. This assertion in the lecture challenges in the reading that these music programs are too expensive due to the fact that they require expensive instruments.
Finally, the professor concludes that music classes are vital on the grounds that music classes enable students to express themselves. The professor also claims that when a young child does not look talented when a child first learn an instrument, but in the future, the child can be a great musician like Mozart and Beethoven. This claim made by the professor refutes in the reading passage which argues that not every students has the talent to become a great musician, so it is not a good idea to expect them to get much in return for their efforts. |