The Case for Requiring Music in 6th Grade — Or the Beginning Year

This article is frequently read alongside “The Cost of Not Playing,” which examines the financial and staffing implications of secondary music participation.

Be sure to also read:

• Music Cuts & Reverse Economics 

• Equal Access & Enhanced Economics — Instrumental Music

From 60 to 200+ — 333% growth in 7 years for the Irving HS Tiger Marching Band, 2007–2014

One of the key strategies that led to increasing secondary fine arts participation by 40% in Irving ISD (80% Free and Reduced Lunch) was to require music—whether it be band, choir, or orchestra—for all 6th graders. This initiative wasn’t a completely new concept, as several IISD middle school campuses were already incorporating it. I had the privilege of being part of the District Improvement Plan (DIP) sub-committee for Attendance and Dropout Prevention, where we highlighted an important connection: schools with higher fine arts enrollment tend to have better attendance rates. With this in mind, it was written into the DIP as a recommendation to make music a required subject for all 6th graders. This experience taught me a valuable lesson: always take that committee assignment.

The Barrier of Access: Breaking It Down

One of the main challenges we were trying to address was the barrier of entry to participating in music—specifically for students who might not have the means to access instruments. My perspective then, and one I continue to share, is simple: When you’re working with a population that’s not predisposed to engage with music, particularly children in poverty, it’s the responsibility of the system to encourage or even require participation right from the start. After that initial required exposure, students should have the option to choose their involvement moving forward.

The goal was not just to give students an opportunity to engage with music, but to provide them with the kind of experience that could lead to long-term participation. Over the years, thousands of students have benefited from this approach.

The Power of Required Music Programs

It might surprise many people—especially school administrators—just how common it is to require music in 6th grade. In our new hometown of the Indianapolis metro area, it’s clear that this practice is widely adopted. A quick survey of nearby districts shows that places like Avon, Carmel, Brownsburg, and Plainfield all require music in 6th grade. Similarly, during my time as an administrator in the DFW metro area (from 2009-2017), districts such as Allen, Carrollton-Farmers Branch, Northwest, Plano, and Wylie, to name a few, all had similar requirements.

Why Requiring Music Makes Sense

1. The Benefits of Music Study Are Well-Documented: Research has consistently shown that engaging with music helps students in various ways—from cognitive benefits like improved memory and critical thinking skills to social-emotional benefits like increased confidence and teamwork.

2. 6th Grade Is Often the Only Point of Entry: In many systems, 6th grade is the only time students have the opportunity to start in a music program, making it a crucial point to capture their interest.

3. Music Programs Help Balance Schedules: One key factor that’s often overlooked is how music programs help balance the school’s schedule, especially in middle and high schools. When more students are enrolled in music programs, it helps reduce scheduling conflicts, creating a smoother experience for everyone.

4. Cost Savings for Districts: Increased enrollment in secondary music programs can actually save money in the long run. By ensuring that more students are engaged in music, districts can avoid the costs associated with running multiple low-enrollment elective classes. See Music Cuts and Reverse Economics & Equal Access & Enhanced Economics — Instrumental Music

5. Music Programs Encourage Parent Involvement: Music programs tend to engage families more than other electives. Parents are often eager to get involved, whether it’s by volunteering, attending performances, or supporting their children’s growth in the program.

6. There’s No Downside Risk: As research from Jensen (2001) suggests, there’s virtually no downside to participating in the arts.

   
   

Music as a “Schedule Balancer”

Now, let’s dive deeper into the concept of music as a “schedule balancer.” In middle and high schools, large ensemble classes (band, choir, orchestra) help keep the schedule running smoothly. When more students are enrolled in music programs, it reduces the number of small, boutique electives with only a handful of students. Without these music programs, students would likely be scattered across specialty electives that don’t fit well into the overall schedule, which creates issues for school administration and faculty.

This scenario is particularly true for specialized programs like Advanced Placement (AP) or International Baccalaureate (IB), which often require certain class sizes to function efficiently. If too many students are spread across a variety of small electives, scheduling can quickly become a logistical nightmare. By enrolling more students in band, choir, or orchestra, the school system can “warehouse” students into these larger, already-established programs, which helps balance the overall schedule and ensures that everyone has a place to go.

As Anthony Gibson, a former band director in Abilene and retired music administrator for Allen ISD, often said, “We can stack them high and deep.” In other words, music programs are the perfect way to accommodate large numbers of students while maintaining efficient resource use.

Conclusion

Requiring music for all 6th graders is a proven strategy that benefits both the students and the school district. It removes barriers to participation, fosters long-term engagement, and creates a more efficient school system. As I’ve seen firsthand, this approach doesn’t just support academic success but nurtures the personal growth of students—especially those who may not have otherwise had the opportunity to engage with music.

If you’re considering whether this practice is right for your district, look at the research, examine the long-term benefits, and remember that the impact of requiring music is far-reaching. It's not just about learning an instrument; it’s about opening doors to a whole new world of possibilities for students, their families, and the entire school community.