| 1 | 1 | | IV |
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| 2 | 2 | | 119THCONGRESS |
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| 3 | 3 | | 1 |
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| 4 | 4 | | STSESSION H. RES. 257 |
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| 5 | 5 | | Expressing support for the designation of March 2025 as ‘‘Music in Our |
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| 6 | 6 | | Schools Month’’. |
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| 7 | 7 | | IN THE HOUSE OF REPRESENTATIVES |
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| 8 | 8 | | MARCH26, 2025 |
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| 9 | 9 | | Ms. V |
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| 10 | 10 | | ELA´ZQUEZ(for herself, Ms. SEWELL, Mrs. MCBATH, Mr. JOHNSONof |
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| 11 | 11 | | Georgia, Mr. M |
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| 12 | 12 | | ANNION, Ms. STANSBURY, Ms. TITUS, and Ms. PINGREE) |
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| 13 | 13 | | submitted the following resolution; which was referred to the Committee |
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| 14 | 14 | | on Education and Workforce |
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| 15 | 15 | | RESOLUTION |
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| 16 | 16 | | Expressing support for the designation of March 2025 as |
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| 17 | 17 | | ‘‘Music in Our Schools Month’’. |
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| 18 | 18 | | Whereas music has been present in every known human cul- |
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| 19 | 19 | | ture throughout history and modern times; |
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| 20 | 20 | | Whereas music is one of the most important manifestations |
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| 21 | 21 | | of the cultural heritage of the United States, as music |
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| 22 | 22 | | embodies our national identity and illustrates our shared |
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| 23 | 23 | | history; |
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| 24 | 24 | | Whereas music education helps communities share ideas and |
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| 25 | 25 | | values among cultures and generations, promoting a more |
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| 26 | 26 | | cooperative and inclusive citizenry; |
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| 27 | 27 | | VerDate Sep 11 2014 20:55 Mar 26, 2025 Jkt 059200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6300 E:\BILLS\HR257.IH HR257 |
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| 28 | 28 | | ssavage on LAPJG3WLY3PROD with BILLS 2 |
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| 29 | 29 | | •HRES 257 IH |
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| 30 | 30 | | Whereas singing has existed in classrooms in the United |
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| 31 | 31 | | States since before the signing of the Declaration of |
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| 32 | 32 | | Independence; |
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| 33 | 33 | | Whereas, in 1838, music as its own curriculum was first |
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| 34 | 34 | | adopted by public authority in the public schools of Bos- |
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| 35 | 35 | | ton, Massachusetts; |
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| 36 | 36 | | Whereas the development of a musical people has been and |
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| 37 | 37 | | remains dependent on a public commitment to the teach- |
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| 38 | 38 | | ing of music in all schools; |
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| 39 | 39 | | Whereas State legislatures and educational agencies have |
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| 40 | 40 | | supported music as part of the regular school curriculum; |
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| 41 | 41 | | Whereas the Every Student Succeeds Act (Public Law 114– |
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| 42 | 42 | | 95; 129 Stat. 1802) identified music as part of a well- |
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| 43 | 43 | | rounded education; |
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| 44 | 44 | | Whereas music is a means for exploring the emotional and |
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| 45 | 45 | | aesthetic dimensions of the human experience; |
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| 46 | 46 | | Whereas music holds intrinsic value as an art form, providing |
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| 47 | 47 | | opportunity for self-expression, fellowship, and spiritual |
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| 48 | 48 | | fulfillment; |
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| 49 | 49 | | Whereas research has documented that participation in school |
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| 50 | 50 | | music programs promotes student engagement, leading to |
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| 51 | 51 | | improved social and academic outcomes, particularly for |
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| 52 | 52 | | at-risk students; |
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| 53 | 53 | | Whereas research has documented that participation in school |
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| 54 | 54 | | music programs also promotes cognitive, social, and emo- |
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| 55 | 55 | | tional development, exercising skills valuable to the work- |
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| 56 | 56 | | force such as motivation, attentiveness, self-discipline, |
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| 57 | 57 | | teamwork, persistence, empathy, respect, and leadership; |
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| 58 | 58 | | and |
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| 60 | 60 | | ssavage on LAPJG3WLY3PROD with BILLS 3 |
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| 61 | 61 | | •HRES 257 IH |
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| 62 | 62 | | Whereas a disproportionate number of students without ac- |
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| 63 | 63 | | cess to music education attend schools in urban or rural |
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| 64 | 64 | | communities, public schools with a high percentage of |
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| 65 | 65 | | students from low-income families, and public schools |
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| 66 | 66 | | that are majority Black, Hispanic, or Native American: |
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| 67 | 67 | | Now, therefore, be it |
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| 68 | 68 | | Resolved, That the House of Representatives— 1 |
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| 69 | 69 | | (1) supports the designation of ‘‘Music in Our 2 |
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| 70 | 70 | | Schools Month’’; and 3 |
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| 71 | 71 | | (2) recognizes— 4 |
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| 72 | 72 | | (A) the fundamental importance of music 5 |
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| 73 | 73 | | to the culture of the United States; 6 |
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| 74 | 74 | | (B) the long history of music as an inte-7 |
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| 75 | 75 | | gral part of the schools in the United States; 8 |
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| 76 | 76 | | (C) the disparate access to high-quality 9 |
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| 77 | 77 | | music education that exists across the United 10 |
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| 78 | 78 | | States; and 11 |
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| 79 | 79 | | (D) the need to do more to support the 12 |
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| 80 | 80 | | teaching and learning of music in public 13 |
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| 81 | 81 | | schools. 14 |
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| 82 | 82 | | Æ |
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