Philosophy of Music Education
Emily Nelson
“I would
teach children music, physics, and philosophy; but most importantly music, for
the patterns in music and all the arts are the keys to learning” –Plato, The Republic
To teach is to prepare the way for the
future by ushering in clarity, knowledge, peace and understanding into a world that
is in desperate need of such things. To teach music is to press into the core
of an individual, to cultivate meaning, truth, courage, and competence in our students
through the skill, practice, training, and instruction of music. Music must be a part of our core curriculum
as individuals in pursuit of further education and a deeper understanding of
the world around us. As a music educator, I see immense worth in the
instruction of music through avenues of intellectual growth and competency,
holistic character development and a broadened world-view of cultural
cognizance. I have been known to resonate closely with the concepts of an
essentialist philosophy and the practices of a progressive philosophy. Along
with the acceptance and application of these and other existing philosophies on
music education, I have developed my own personal ‘Three C’s’ philosophy that
encompasses ‘Competence’, ‘Character’ and ‘Courage’.
The
competence and skill set necessary for the success of any music student is of
great importance in my personal philosophy. Learning to read, practice and
perform a variety of pieces from a broad spectrum of genres and cultural
prominence is a key component in doing so. Music is an extremely effective tool
that can be used to create and stimulate new pathways in the brain, which can
be used and reused in many other areas of our lives. The utilitarian principles
of teaching music that I have found to be pertinent in any music classroom
experience are those of discipline, listening, critical thinking and
performance ability. I expect my students to grow and engage in these principles
through the naturally rich stimulation offered by music. For all of my students, the intellectual growth and
competency in the subject of music is a primary focus that will be reflected in
every aspect of my teaching from our warm-ups, to our preparation and study to
exceed the state assessments and requirements.
Another
aspect of the competency I value is the gain of a broadened world-view and
cultural cognizance. “The general factor of intelligence, I am proposing, resides within and
is activated by the various roles a culture affords its members.” (Bennett
Reimer, 2) Here, Reimer brings the learning experience into the hands of the
culture and surrounding. Acknowledgement and study of the many cultures of the
world including our own is crucial in the education in the thematic material
music brings to the table.
I value diligence and effective
practice in and outside of my classroom. Whether our time is being spent on a
rigorous theory lesson, or on a high energy singing activity, encouraging my
students to be present and focused in every moment of our class time is high
priority. The second ‘C’ in my approach to music education involves the matter
of character development through the practice and performance of music. The
holistic approach in teaching music and the arts can be manifested in many
ways. My personal experiences and
understanding of character development have aided me in my philosophy on
integrating those concepts into the classroom. One of the most important things
to remember in any classroom setting is the impact that your attitude can have
on character development. “There is
absolutely no research correlation between success ad family background, race,
national origin, financial status, or even educational accomplishments. There
is but one correlation with success and that is attitude.”
(Wong &Wong, pg. 37, 2009)
Encouraging students to reach beyond their limitations is something that can
only happen when a positive attitude is the priority in the classroom.
Team building
activities, group discussion, and presenting an intentional thoughtful process
in creating something beautiful and meaningful together are ways I can engage
my students in the discovery and interest of their investment in their own character
development.
The third ‘C’ in my
general philosophy of music education is courage. This portion of my approach
includes the performance aspect of being a musician, and also the daring
learning process that often times presents itself in the music classroom. “Manifestations of
intelligence frequently entail particular bodily actions. Opportunities to
manifest intelligence as expressed in bodily actions exist in a variety of
ways, most notably perhaps in athletics, the manual/mechanical trades, certain
roles in medicine such as surgery, and the performing and visual arts.” (Bennett Reimer, 3) Performing and practicing for
performance are excellent learning tools for the practical value of being able
to understand presentation and quality. Another aspect of courage that I
implement in my core values is the concept learning to participate in your own
life, and the lives of those around you. I hold to a greater hope that my students would gain the
courage to seek understanding and pursue excellence; the courage to be
vulnerable and to build community; the courage to listen and the courage to
sing and the courage to actively engage in this one life we have been given.
Wong, H. K., & Wong, R. T. (1991). The first days of school. Sunnyvale, Calif.: Harry K. Wong Publications.