Philosophy of Music Education

Statement of Teaching Philosophy and Goals:

Finding the Student-Centered Approach

Whenever I reflect on my teaching philosophy and my goals as an educator, I cannot help but think of my students first and foremost. Throughout my teaching career, be it teaching at the elementary, secondary, or post-secondary levels, I have adapted my style, demeanor, and attitude to fit the needs of my students. I strive to gain their trust and ensure a safe learning environment for all students. I believe it imperative to establish and maintain an inclusive classroom - one where regardless of race, religion, gender and sexual identity, or socio-economic background - students feel empowered to think freely, respond with confidence, and explore pedagogical theory.

For me, the foundation of this inclusive work is the philosophy of Critical Pedagogy. This idea is multi-faceted, and I do my best to model various components in my teaching, advisement, and interactions with my students. I believe it is important to help students feel empowered both in what they are learning and how they thinking. I see this working in my classroom in a myriad of ways. Whether it a student who is able to use critical reasoning and logic to overcome a challenge; or when a student has that transformative “light-bulb” moment as they move through perception of knowledge to comprehensive understanding – it is through the practice of Critical Pedagogy, and challenging my students to think differently, that I see their greatest success. One of my main goals as a music educator is to always allow for independent, critical thought in the music classroom. I try to create a space where students feel safe to explore concepts free from judgement and fear while furthering their development as musicians, teacher, and thinkers.

Establishing trust and creating an educational climate where respect, care, and nurture are in abundance, is also at the forefront of creating a student-centered classroom environment. I believe in “being there” for my students, and try to make myself accessible at all times – not just during class and office hours. I believe this approach is essential. Although I want my students to feel empowered to solve problems on their own, I also want them to know that whenever an issue arises that is beyond their scope of experience, I am there to help them through. I have a daily goal of checking-in with students, especially those who I know are struggling, and making sure those who desire extra help are able to find the resources they need. Through this approach, I really get to know my students. What makes them “tick”, what inspires them, and what they bring with them emotionally to their classes and in their daily lives.

I draw upon my student’s unique and shared experiences and encourage them to reflect upon what they have witnessed both in and out of the classroom. I help them make connections between what they are teaching in practicum with what they have experienced as students while challenging them to engage critically in the pedagogy. I find students are more successful in implementing their craft when their classes require them to participate in thoughtful lesson planning, pedagogical practice, and engaging teaching demonstrations.

Taking this student-centered approach where rigorous expectations are managed with compassion, grounded in Critical Pedagogy, and occur in a safe and caring environment, has been key in my success as a music educator. Furthermore, central to my work in higher education, is the goal of student success and empowerment through transformative understanding of concepts, practice, and pedagogy. I hope all my students feel inspired to find the best teacher within them and create nurturing spaces in which to share their love of music education.