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  • Shevock Teaching Philosophy

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    Daniel J. Shevock's teaching philosophy is grounded in two principles - that theory and practice are inseparable in music education, and that music education involves both music as a social art and education as a collaborative experience. He aims to reinforce student confidence, sense of self and awareness of others, as well as conscientization and agency through a democratic and constructivist approach inspired by the works of Christopher Small, Paulo Freire, and John Dewey. His assessments are diverse, experience-based, and sometimes peer-led in order to build students' confidence as teachers in line with constructivist learning theories.

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    Daniel J. Shevock's teaching philosophy is grounded in two principles - that theory and practice are inseparable in music education, and that music education involves both music as a social art and education as a collaborative experience. He aims to reinforce student confidence, sense of self and awareness of others, as well as conscientization and agency through a democratic and constructivist approach inspired by the works of Christopher Small, Paulo Freire, and John Dewey. His assessments are diverse, experience-based, and sometimes peer-led in order to build students' confidence as teachers in line with constructivist learning theories.

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    28 views2 pages

    Shevock Teaching Philosophy

    Uploaded by

    api-250531741
    Daniel J. Shevock's teaching philosophy is grounded in two principles - that theory and practice are inseparable in music education, and that music education involves both music as a social art and education as a collaborative experience. He aims to reinforce student confidence, sense of self and awareness of others, as well as conscientization and agency through a democratic and constructivist approach inspired by the works of Christopher Small, Paulo Freire, and John Dewey. His assessments are diverse, experience-based, and sometimes peer-led in order to build students' confidence as teachers in line with constructivist learning theories.

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    TeachingPhilosophy

    DanielJ.Shevock,Ph.D.
    Myteachingphilosophyisdemocratic,agentic,sustaininginthespiritualsense,
    andgroundedontwobasicprinciples.First,theoryandpracticeareinseparable;and
    second,musiceducationiscomprisedoftwosociallyconstructedfields:music,asocial
    andauralart,andeducation,acomplexandcollaborativeexperience.Musicologist,
    ChristopherSmallsconcept,musicking,andeducationalphilosopher,PauloFreiresidea
    ofpraxisinfluencedmythoughtsabouttheidealrelationshipsmusicians(teachersand
    students)reinforceintheclassroom.Theaimofmymusickingpedagogyistoreinforce
    studentconfidence,senseofselfandothers,conscientization(class,gender,race,and
    ecologicalconsciousness),andagencytoactintheworld.Ihaveinformedmyteaching
    philosophywithJohnDeweystheoryofcontinuity;educativeexperiencemustbe
    groundedinpriorstudentexperienceandinterest,andwithaneyeonfutureexperience.
    IntheDeweyaneducationalsense,Iaimtofacilitatedemocraticdialogueamongall
    constituentstococonstructmusicalexperiences.Thisconstructivistteachingpraxis
    indicateslearningoccursthroughaprocessofsocialization.
    Becauseofthedistinctivepoliticalandsocietalchallengesschoolsfaceinthe21st
    Century,themusicteachermustbeacreativeintellectualwhoisawareofsocial,
    historical,andphilosophicalissues.Ibelieveundergraduatesshouldbesocializedto
    reading,writing,criticalreflection,musicking,andteachingtoformteacheridentities.
    Myassessmentsarediverse,responsivetoexperience,andoftenpeerled.Selfandpeer

    assessmentsallowundergraduatestobuildconfidenceasteachers,andarealignedwith
    constructivistlearningtheories.

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