From movies such as Mr. Holland’s Opus and Music of the Heart, Hollywood has dramatized the power that learning and performing music has on the lives of students.  By singing or playing a musical instrument, children learn the importance of persistent preparation, disciplined practice, listening skills and working with a group. In addition, students learn a language that connects them with the past and links them to contemporary sounds.  The growth in self-confidence and pride that takes place through learning music is also invaluable.
 
The benefits of active music education programs can also positively affect the surrounding community.  By sponsoring and hearing local children’s choirs, orchestras, bands, chamber ensembles and solo recitals, the community gains pride in the accomplishments of its young people.  Listening to the music itself is often therapeutic, connecting with emotions in ways that spoken languages cannot.  Musical performances, therefore, can naturally connect students and community, but are these community performances inherently service-learning?
 
Certainly, the process of preparing for concerts and recitals fulfills standards of learning, and effective rehearsals and individual practice can include several of the PSLA's "essential elements of service-learning," since these practices can do the following:
1.      Provides opportunities for students to be challenged with learning new skills and thinking critically.
2.      Involves preparation and reflection.
3.      Involves a diverse group of participants.
4.      Activities are evaluated and assessed.
 
However, several key elements of service-learning are not fulfilled strictly through rehearsals and performances.  Even if the performances are in the community, they do not necessarily address or become involved with the needs of that community in any deep or meaningful way.  

So if community performances are not inherently service-learning, how can the two be connected? 
 
1.  Involve students in selecting, designing, implementing and evaluating the project.  Student involvement is key to connecting academic standards and service.  Involving students in the planning process motivates them to come to class, to participate and to follow through with the project.  In addition, students need to “understand their role, the skills and information required, safety precautions, and sensitivity to the people they will meet in the community” ("11 Essential Elements of Service-Learning").  Without preparing these areas, students’ experiences may not lead to greater sensitivity; instead negative stereotypes about the community may be perpetuated.
 
2.  The service chosen must meet a genuine need in the community.  Performing at a daycare center or senior citizen home is certainly beneficial to everyone involved; however, unless the performance meets a genuine community need, it is not service-learning.  Effective service-learning projects “promote collaboration, communication and interaction with the community” ("11 Essential Elements of Service-Learning").  Before performing for pre-school children, invite a pre-school teacher or a parent to talk with the class about how to relate to young children.  Also ask, “What other activities can the students engage in with the preschool children, thus increasing interaction?”  Before performing at nursing homes, have students interact with residents, collecting oral histories and/or finding out what songs were popular during the residents’ youth.  Performances following the interactions can then highlight music from the past, thus directly connecting with the residents’ memories.
 
3. Incorporate reflection before, during and after the project
This component “strengthens the connection between academic learning and service” ("11 Essential Elements of Service-Learning").  In addition, reflection helps with the process of evaluation and celebration, two other key components to service-learning.  Reflection can take many forms including dialoguing as a class, journaling, writing a composition, drawing, sculpting a piece of art or writing a poem related to the service-learning experience.  Effective reflection goes beyond observation into analysis and answering the question, “So what?” 
 
4.  Include evaluation and celebrate!
With students, evaluate if, how and why the program was beneficial to the community, the students, and if applicable, the school community.  Be sure to include a celebration of the relationships built through service-learning programs.  Celebration brings a sense of closure and accomplishment to all people involved in a project.
 
When talking to students in Mr. Holland’s Opus, music teacher Glenn Holland said, “Playing music is supposed to be fun.  It’s about heart, it’s about feelings, moving people, and something beautiful, and it’s not about notes on a page.  I can teach you notes on a page.  I can’t teach you that other stuff.”  Music students can experience that “other stuff”—heart, feelings, moving people, creating something beautiful— if service and musical performances are appropriately connected.  Learning becomes relevant, meaningful and builds character.  “A great music teacher not only gives students the gift of music but also an experience that nurtures important values that will last a lifetime” (Mr. Holland’s Opus Foundation).