Educational Philosophy
Why I Teach Music
Teaching music is my vocation: it is both a professional pursuit and personal passion. I believe in music's powerful ability to connect us to our hearts as well as the hearts of others. Much of my musical and academic development was a direct result of school music programs led by deeply committed teachers; these teachers, who made an indelible imprint on mine and countless others' lives, continue to inspire my own teaching.
Educational Philosophy
All students deserve the opportunity to explore their musical intelligence. There are well-documented extrinsic benefits to studying music, such as higher levels of academic achievement, improved cognition, and increased levels of engagement in other subjects. Music study, especially participation in ensembles, also provides students with mindsets that are critical to success in a rapidly changing society. While these are excellent reasons to engage with music, music is most importantly a way of knowing. It offers students access to a wealth of human experience, positive relationships with others, as well as an optimal means for self-expression.
A culturally-relevant and personalized music education allows students to discover connections between music and the broader world. It is critical for music education to reflect the cultures represented in the student population, and students should be given frequent opportunities to build on the music they know and love to encounter unfamiliar musical styles. In order to progress in music, students need to understand the connection between musical goals, and the joyful effort needed to meet those goals.
My philosophy of music education places emphasis on the cultivation of musicianship and craft (or technique). This combination allows students to holistically engage in the fundamental musical activities: creating, performing, and responding (listening) to music. Musicianship and craft are demonstrated through high quality performances and musical compositions; in my classroom students are empowered by making intentional musical decisions on a regular basis, with a special emphasis on student voice in ensemble rehearsals.
The philosophies of Maxine Greene and John Dewey guide and inspire my teaching. I integrate inquiry-based habits of mind—and the development of critical thinking skills—throughout each music lesson. They benefit students long after they have ended formal music study; students can bring these mindsets to any situation they encounter.
Because of the transformative potential of these values, I am passionate about music education’s role in a student's education. As an educator, I remain committed to embodying these views in my teaching.