音乐在年轻人的生活中是一项非常重要的资产，他们很欣赏音乐在日常生活中所发挥的作用，以及他们长期的希望和梦想。在思想自由流动的过程中，美国中学的学生们在他们的论文中写下了他们对音乐在学校的学术研究中所扮演的角色和意义的个人反思，以及他们在学校之外的参与，不仅是作为表演者，也是作曲家和听众。(察觉男人11)。这些学生中的一些人用非常文雅的词汇写作，而另一些人则写得好像他们是通过一个非正式的聊天应用程序和朋友聊天。每个学生都把音乐描述为一个知识领域和一套巨大的技能集合，这些技能将他们的语言能力、听力意识、运动能力、手眼协调能力和合理的音乐理解能力结合在一起。(察觉男人11)。器乐和声乐的表现技巧自然,被描述为目标被音乐研究,获得成就感和优越感,音乐教育给了学生,允许他们发展他们的技能在执行各种范围的音乐曲目,并承诺得分,不仅旋律风格。根据在美国中学进行的论文，学生们渴望更多的研究他们的特定领域，这与他们的需要、兴趣和适当的排练空间有关。然而，一些学生也对自己的情绪表现出了消极的态度，而一些学生则热情地表达了他们在学校学习更多音乐的需要，缺乏适当的排练空间，适当的练习时间，以及可以使用的乐器。
英国历史作业代写:音乐对年轻人的影响
Music is a very noticeable asset in the lives of the youth, and they appreciate its effectiveness in leading the course of their daily routines, along with their long-term hopes and dreams. During a free-flow of ideas, students in American secondary school wrote into their essays their individual reflections of music's roles and meanings for them in their academic studies at school and in their involvement beyond school, not only as performers but as composers and listeners as well. (MENC 11). Some of these students wrote with very cultured vocabulary, while other individuals wrote as if they were talking to a friend through an informal chat application. Each student described music as a knowledge area and an enormous set of skills that bring together their notational literacy, listening awareness, motor ability, eye-hand coordination, and rational hold of music's meaning in the past and in society. (MENC 11). The performance skills of instrumental and vocal nature, were described as goals to be attained by musical study, and the sense of achievement and superiority that music education had given students, allowed them to progress their skills while performing a various range of musical repertoire and committing to the score, not only melodically but stylistically as well. According to essays that were conducted in American secondary schools, students desire more study of their specified area that is pertinent to their needs, interests, and appropriate rehearsal spaces. However, a few of the same students also wrote negatively about their emotions, while some spoke passionately of their needs of more musical study in school, lack of proper rehearsal space, appropriate practice time, and instruments that could be made available for use.
