Music Education Philosophy

Music education has several levels of understanding and experiences that students (and
adults) should be a part of. I believe that music education provides a solid cultural and mental
structure that embraces different peoples and relations to other civilizations. Music also provides
a cultural identity that needs to be strengthened for a culture to grow. Music should not be taught
because of its uses, but because it is valuable in itself. Students should be able to participate in
music, even despite some limitations some may have. My classroom will be student-centered and
focus on developing ideas that students will carry with them throughout their lives. My personal
beliefs should not be forced on my students, but I should show them how to think about music
(and other disciplines) in their lives.
Music is included one of the core pillars of knowledge that every person in the country
should be a part of. These pillars are learning to know, learning to do, learning to live together,
and learning to be. No matter the age, everyone should be able to understand basic music skills
and be able to apply them to the music that they hear. An elementary school student should be
able to tell if a piece of music is slow or fast, the beat of music, and overall contour of a melody.
A senior high school student should be able to appreciate and understand some of the important
characteristics of music, such as some genres of music, meter, and ostinatos. An adult who is has
never been in an ensemble setting should be able to think about the beat of the music, a few easy
rhythms (such as a mixture of eighth notes and quarter notes), and be able to tell instruments
timbres apart. Understanding music gives listeners a greater appreciation of the art and becomes
much more relatable to the audience.
Music education also provides a cultural background that its listeners can become a part
of. When people, regardless of age, know a familiar tune, especially if it is a folk tune, they can

resonate with it and embrace their common culture together. Music education engages students in
ways that other disciplines cannot. Music can develop psychomotor skills, cognitive awareness,
and expand a listeners mind. When music is performed, it gives a sense of pride and confidence
to the performer, which helps his or her self-esteem. While there will be some performance
anxiety, performers should muster up his or her confidence to play correctly and musically.
Music also expands the mind to think through different processes, especially in a performance
setting. A good musician will think about the other lines in other instruments that compliment his
or her own passage of music. A musician who has developed his or her audiation skill can
critically think about how music should be formed and sounded. Because music is found all
across the world, it provides opportunities to embrace different cultures and their form a stronger
relationship with them. By listening to different music from other cultures and time periods,
listeners might find a new perspective as to why some music developed and sounds a certain
way.
A society that undermines its cultural roots, especially its musical uniquenesses, is a
dying culture. A civilization that decides to inappropriately cut music (and the arts) from its core
curriculum begins to destroy the fabric of its identity. Music is a core cultural aspect of a society
that makes a civilization different from another. To cut music (as well as the arts) dumbs down
a society about its heritage. Music forces a performer to analyze music, even at a simple level
(for example, middle school band). Just because some aspects of music are not completely
objective based, it doesnt mean that there is nothing to learn or grow in. Music builds character
and discipline when taught correctly. When a nation raises a generation of people without a solid
cultural presence, they will begin to look elsewhere for an identity.

Many like to relate music and its ability to increase test scores to defend music; however,
music should be taught for itself. The process that music plays in brain development is valuable
and should be encouraged at all school levels. The process of education in music also helps to
define an individuals growth. Students who participate in an ensemble build discipline and a
collective ownership of making music. Music is an invaluable subject that everyone can
participate in. As a teacher, I want to include every student in my domain to participate in music
to some capacity. Regardless of background, each student deserves an opportunity to make
music. For example, disabled students should be able to join an ensemble if accommodations can
be managed. If a student is financial insecure or of a lower socio-economic status, I would try to
find a way for him or her to participate, even if he or she cant own an instrument. If a student
cannot participate for any other reason, I would encourage the student to take a general music
class to at least experience and eventually appreciate music.
In my music class, I will do my best to make sure that my class is student-centered. When
I teach ensembles, I will teach my students more than just the notes on the page. There is a
treasure trove of information in each piece of music that I can teach my students. My students
will leave me knowing more about music than they would have imagined. There are too many
ensembles that do not delve into the music from an analytical role that should be taught to
students.
I have my own personal beliefs, which should not interfere with my students. I am aware
of some biases that I have that I will work to overcome. I understand that students learn in
different ways, such as the kinesthetic, aural, and visual approaches. I am a kinesthetic learner
and have a better grasp on how to teach in that way.

As a musician and educator, it is my opportunity to foster a musical education to all those

who come into my classroom, even if not a student. I hope that I can make an impact on each of
my future students lives for the better through my musical knowledge and strategies.