Overall Music Philosophy
I am passionate about teaching students, and music is the medium I specialize in to foster human growth. The students I teach are incredible individuals that I am privileged to associate with, and experience music together to make a difference in the world. Music is vital to a well-rounded education, and I am grateful that it is included in the American model of school curriculum. Music is an essential part of what makes us human, and music should continue to be included in our education system. Music is a vehicle to help us become better human beings. Music can help us gain confidence through skill and positive attitude development. Music can teach us that precision is important, but music can also teach us that perfection should not stop us from trying, nor diminish our love of music or other subjects. Patience with self and others is key to success in music and life. I believe this grows from constant practice of instruments and musical skills in a praxial education. We can enjoy playing songs we love and grow from songs we despise (and then transfer this attitude to other life areas- learn from things we enjoy and dislike!) We can learn (through music) to be thorough, on time, professional, and prepared. Creativity should be championed and nurtured in music classes. Further, I agree with Paul Griffiths’ defense of modern music education when he argues that “On a more practical level, a child involved in a musical performance is confronted with challenges that will be of lifelong benefit: how you present yourself in public, how you argue a case, how you interpret a document, what evidence you accept and what you question, where you draw the limit between what you are told and what you want, how you work with others toward a common goal" (Griffiths 1998). I have studied music my whole life and humbly consider myself fluent in this language and subject. I have personally learned to value music’s transferability of skills to my life, as well as its unique ability to help express myself in ways that words, numbers and movement cannot match. Confidence, precision, patience, tolerance, diligence, and individuality are essential qualities that extend beyond music, enriching all aspects of life through the learning process. Students need these qualities and should study music in school to enhance their development.
My music education philosophy stems from the belief that humans are innately creative. I encourage this by including composition and improvisation in my music lessons. I feel it is essential to teach all five of the following music making skills- playing by ear, sight reading, improvising, playing memorized music, and learning/performing written repertoire. Knowing how to transpose music is also an important skill I want to encourage my students to gain. I promote independent musicianship and teach skills to help students continue to make music their whole lives. Learning to play music with others is a valuable skill that I encourage as a teacher. I value amateur musicianship and want to nurture my student’s love of music. Learning to read both standard and non-traditional music notation is important, as are aural traditions of music. I believe that band, choir and orchestra offerings in a school’s music curriculum are good, and other non-traditional courses like songwriting, guitar, and specialty ensembles (mariachi, jazz band, steel drum band, modern band, etc.) can also support musician development. There are valuable things to be gained from modern and popular music, and all genres of music are important. I believe that music education should be relevant and meaningful to students' lives, and that includes getting their input on what they want to learn. Students' cultures and traditions should be explored and valued through our song/repertoire selections and study. Music education classes should be democratic and student-centric (with teachers as a “guide on the side” and not a “sage on the stage.”) Thus, part of my music education goals includes cultivating lifelong musicians who feel empowered to create, interpret, and engage with music in ways that are personally meaningful, culturally relevant, and creatively fulfilling.
Music education is vital for all students’ learning and personal development. Music is a beautiful form of art which brings happiness, helps us express emotions and process difficult situations, and enhances the world. Everyone’s inner musician is worth acknowledging and improving. I hope my students will feel that music is fun and can bring joy. Years after my students leave school, I want them to remember that I respected and valued them, and that their music experiences enhanced their lives.
Philosophy for Elementary General Music Teaching
I believe that all humans are musical beings. Having 5 children I got a front row seat to their musicality and treasure the recordings we made of their sweet voices even at age 2 years old. I believe that children should be allowed to explore, experience, and learn music in school settings. I was lucky enough to have private music lessons all through my childhood, but most children do not. I don’t remember many music experiences of my own in the school setting in elementary and middle school and think that music should be accessible to more students than just those whose cultures and lives have space for that on their own. Further, elementary school music programs should be relevant and congruent with student’s musical lives, identities, and interests. (See Campbell, Connell, and Beegle, 2007; Kelly-McHale, 2013; Lamont, 2002) I believe that elementary music general education experiences can and should “develop students’ musicianship skills as a way to lifelong musical engagement” (see Regelski, 2004; Abril & Gault, 2016). So many students study music a little in school and then never sing or play after graduation. This is so sad and I mourn the lost experiences, enrichment and benefits that I know music could bring throughout an adult’s life.
My approach to teaching is a blend of constructivism, connectivism, and cognitive theories. When teaching younger children, I lean more heavily on Social Cognitive Theory. I believe in students learning via active task-based experiences with product outcome. I encourage students to learn in both social and solo settings, with tasks frequently defined by the student with teacher support.
My curriculum framework follows a concept-based approach, “comprised of the elements of melody, harmony, rhythm, and form to which all other musical elements are related”, which are best taught through “singing, moving, listening, performing, composing/improvising and reading/writing (literacy) music in each class meeting” (Gordon, 2001, n.p.). I embrace a “multicultural” approach and repertoire, and help my students use music as a medium for Social Emotional Learning (using SEL approaches.) I also frame my curriculum using the national core arts standards created by the National Coalition for Core Arts Standards, which includes the creative processes of creating, responding, performing, and connecting to music (Schuler, Norgaard, & Blakeslee, 2014).
I provide learning environments for students to develop musical knowledge, skills, and understandings through many experiences in my classes. Children are deeply creative, and I give them opportunities to improvise, compose and imagine through music with their voices, bodies, and instruments. Children listen to music from around the world in my class and then respond via movement, art, and words that can become poetry. My students regularly perform songs they’ve learned in their homes, school and community to bring the joy of music to others. My classes also connect with living musical cultures and artists through field trips to concerts or performances and by watching videos of past and present music creators.
My music philosophy includes social emotional learning concepts. Music gives us a chance to be kind to others as we listen to them perform, and kind to ourselves as we patiently learn new skills. I promote respect towards all musicians and uplifting genres of music. My classroom is a place of belonging for students of all musical abilities and interests. Mistakes are positive and welcome experiences for us to learn and grow. I foster a “getting better” and growth mindset towards my students and champion them in all their musical stages of development. I encourage performing even from my beginning students and believe that “practice makes progress.”
Sources supporting my philosophies
Abril, C. R., & Gault, B. M. (2016). Teaching general music : approaches, issues, and viewpoints. Oxford University Press, pp.10-19.
Campbell, P.S., Connell, C., & Beegle, A. (2007) Adolescents’ expressed meanings of music in and out of school. Journal of Research in Music Education, 55(3), 220.
Griffiths, Paul (1998). “Don’t Blame Modernists for the Empty Seats.” New York Times, March 22, 1998, Classical View, 37.
Gordon, D.G. (2001). Elementary general music curricular framework. Web site curriculum developed for the Society for General Music.
Kelly-McHale, J.L. (2013). The influence of music teacher beliefs and practices on the expression of musical identity in an elementary general music classroom. Journal of Research in Music Education, 61(2), 195-216.
Lamont, A. (2002). Musical identities and school environment. In R.A.R. MacDonald, D.J. Hargreaves, & D. Miell (Eds.), Musical identities (p.41-59). New York, NY: Oxford University Press.
Regelski, R.A. (2004). Teaching general music in grades 4-8. New York, NY: Oxford University Press.
Schuler, S. C., Norgaard, M., & Blakeslee, M.J. (2014). The new National Standards for Music Education. Music Educators Journal, 101(1), 41-49.