More About Me

Philosophy of Teaching

John Corey, III

I have always respected the opinions, knowledge and wisdom of my mentors and teachers, while navigating the "seas of human experiences." Whether I am searching the pages of a thick book or polling the minds of experts, I acquire knowledge and skills by "standing on the shoulders" of great men and women and by tapping into their vast knowledge and skills. As a teacher, I identify with the empiricist philosophy of teaching. I have used the empiricists' viewpoints to support my teaching of choir and orchestra in public schools, and my private piano instruction in my local communities.

An empiricist teacher depends upon the opinions and guidance of the experts of music education, music pedagogy and music performance. I believe in the knowledge that experts have gained through their experiences and their research. I value experience because it is the sum of successful and unsuccessful decisions made by those who have lived and taught before me. Therefore, I believe in teaching what authorities in an academic discipline say is worth knowing.

Knowledge and guidance from expert musicians, educators, and researchers help me to decide on the concepts to include when designing music curriculum. Teaching what experts have discovered helps me to provide confident instruction, and to explain concepts to my students. Applying information from experts helps me to be systematic in my teaching so that each class receives the sequential instruction.

Philosophy of Music Education

John H. Corey, III

Music is a part of every human being's life. Humans are musical beings, instruments and rhythms. Human life has lows and highs, tensions and resolutions, hate and love, anger and joy. Music depicts human life in terms of major and minor modes, crescendo and decrescendo, pianissimo (very soft) and fortissimo (very loud). Music allows us to tap into our inner self and evaluate who we are as individuals.

In his play The Mourning Bride (1967), William Congreve said, “music hath charms to soothe a savage breast, to soften rocks, or bend a knotted oak.” I believe there is a musical depiction for every human feeling or situation. With every emotion that we experience, there is some sound or phrase in music that evokes these emotions.

Learning music throughout K-12 education may provide students with an appreciation for all types of past and present music. Learning to play a musical instrument in the public schools passes on the rich traditions of performing in an orchestra, band or choir, and opens up possibilities for a career in music for all students. The future of professional symphonies, bands, choirs, and music education programs in America depend on the musical literacy of the students in public and private schools. Music educators should teach students what we want them to know and what could be important to them in their future. Music education plants and cultivates the musical seeds that have the potential to produce musical enjoyment and learning throughout life. As a music educator, my primary goal is to help all students develop the knowledge and skills to be independent and lifelong consumers, performers, and/or composers of music.

References

Abeles, H. F.; Hoffer, C. R.; & Klotman, R. H. (1995). Foundations of music education (2nd edition). New

York: Schirmer Books.

Congreve, William. (1697). The Mourning Bride. Retrieved on May 4, 2013 from

www.talebooks.com/ebooks/557.pdf