My teaching philosophy is a people-first approach, centered around connections, which I view as the purpose of education. To me, music in music education is a vehicle to foster community, collaboration, and care, and to explore how music can help us understand ourselves, each other, and the world around us. I ask these critical pedagogical questions to guide me in my practice: “Who am I? Who are my students? What might they become? What might we become together?” Without these guiding questions and examining all the intersectionalities the answers might yield us, we risk losing connections with our students in not recognizing who they are and what they bring and add to our classroom.
With my teaching philosophy centered around connections, my primary teaching methodologies are related to student-centered approaches and project-based learning. I intend to use the classroom as a “laboratory space,” (however, I would reframe this as “process space”) in the sense that students are encouraged to take risks and it is a space of open learning where mistakes are embraced because they are part of the learning, creating, and growing process. I also propose for a more holistic environment where music is not the be-all-end-all subject, but resources and connections made outside of music are used and valued, and the answers may not always be as concrete as students may be used to in other classrooms. It should feel welcoming and not as if you need to conform to a certain way of thinking or skill set to participate.
With all this being said, I think of my teaching philosophy as flexible, being a work in progress and process as I acquire new knowledge and grow as a human and educator. One area I hope to continue to grow in is navigating Universal Design for Learning in order to reach more students as I get to know them and learn how to set up lessons in order to best help all students succeed in their goals. This takes time but is necessary so I can say my classroom is for all students and mean it.
Most importantly, the students are valued and valid. Christopher Small argues that everyone is inherently musical and therefore “everyone’s musical experience is valued. As an educator I also hope to empower my students to develop their own agency, which may further their ability to make connections with themselves and the world around them as well as to establish their own musical or personal goals, acknowledging this may look different to each student. Additionally, by having the student take chances and self-motivate, it may encourage lifelong learning and they can continue their musical journeys outside of our classroom.
Through these proposed experiences, I hope to create a safe environment where students can explore music and its connections to themselves, each other, and the world around them. If I, as an educator, view this as my philosophy and put the humans first.
Anonymous Student Responses To: "What did my professor do well in teaching the class?"
"Ms. Sulecki was extremely engaging and kept the material interesting and fun. She was respectful, kind, and courteous. Everything a professor should be."
"I appreciated how much you wanted to teach us about the different aspects of theatre. I could feel your passion about the topics and that made me excited to learn more."
"Genuinely my favorite class I've taken in college. It really opened by eyes to the world of theater. I got so much out of this class and I can't wait to use the information I learned later in my life."
"I always felt like I understand everything that was taught because of how it was presented. You made sure that the concepts were explained and the examples always helped."