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Alexander Garcia

Art of Teaching Music II

Philosophy of Teaching

I believe the goal of music education is to promote meaningful expression through music. There

are a plethora of ways to conduct a choir rehearsal or a general music class, therefore the idea of using

only one major method seems limited to me. I prefer an eclectic approach to music pedagogy so that I can

use the materials and methods that best enable my students to learn. This perspective is not centered

around just knowing the information, but rather being able to apply the methods in various ways to cater

to what is best for the students.

Kodly believed in a child-development approach that introduces skills relative to the childs

capabilities while the Suzuki method emphasized the importance of parental involvement (Organization

of American Kodly Educators and Suzuki Association of the Americas, 2017). The gravity of knowing

that the parent is dedicated to the amount of responsibility in music is uplifting, and this is the type of

reinforcement I will establish as a music educator. Music is also all about creativity, and a composition

newly published is the heart of creativity. Carl Orff inspired a form of teaching that builds musicianship

through instrumental music, movement, speech, and voice (American Orff-Schulwerk Association, 2017).

In addition, students must have a basic understanding of how music can move their soul and how it can be

produced without any sound production. Emile Jaques-Dalcroze used the concept of eurythmics to convey

the idea that music can be expressed by bodily movement. The use of an eclectic approach essentially

brings all of my beliefs as a music educator into one simple realm.

I believe that anyone is able to pursue music as a lifestyle at any point in their life. In order for

that to happen they must understand the core values of being musical. I believe a collaborative

environment is the best for this purpose. In class, I will constantly encourage my students to participate in
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group activities that reinforce the idea that no student is left without guidance. This is supported by

Vygotskys concept of the Zone of Proximal Development (McLeod, 2012). Having students in groups

will allow them to not only learn how to collaborate but also learn from their peers that already have an

understanding of the concept at hand. It is my priority to present a positive attitude and environment for

all of my students and even parents. Without this, students may feel lost or as if they cannot approach

anyone in class for additional help. The class must be as student centered as possible no matter the

agenot by telling students what they have to learn each day, but by receiving feedback and

understanding what they most want to learn. To assess students understanding and ensure that learning is

occurring I would have to adjust the lesson accordingly to address any misunderstandings. Having the

ability to be patient and understand what the students need most is an essential aspect of teaching to me.

Also, as a music educator, and educator in general, it is imperative to stay up to date with

upcoming technology. Since most students basically grow up with technology at a young age, it is

necessary to try and incorporate technology whenever it can benefit the current lesson. Whether it be for

visuals, listening, or even interactive components in a lesson. Having the skill to stay up to date with

technology is also a helpful way of creating fresh ideas for the class. Technology is however, not to be

used in every single lesson plan created. It is essential to keep traditional practices in order to continue the

learning process without having technology dominate the class. It is merely a tool that can further

captivate the students attention because it is essentially native to their lifestyle.

Whether it is through several combined methods or just one, it is imperative that the music class

is as student-centered as possible. With this in mind, teaching concepts from all known methods, the

eclectic approach, will allow students to receive the most out of their education. We must make our

students education worthwhile, and I am confident that I will succeed in this realm. My class will consist

of musical intelligence, gratification, empowerment, and unification.

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Works Cited:

About AOSA. (n.d.). Retrieved November 06, 2017, from http://aosa.org/about/about-aosa/

About the Suzuki Method. (n.d.). Retrieved November 06, 2017, from

https://suzukiassociation.org/about/suzuki-method/

About Music Learning Theory. (2017, June 19). Retrieved November 06, 2017, from

http://giml.org/mlt/about/

Green, L. (2016). Music, informal learning and the school: a new classroom pedagogy. London:

Routledge, Taylor & Francis Group.

Saul McLeod published 2010, updated 2012. (1970, January 01). Zone of Proximal Development.

Retrieved November 06, 2017, from

https://simplypsychology.org/Zone-of-Proximal-Development.html

The Kodly Concept. (n.d.). Retrieved November 06, 2017, from

http://www.oake.org/about-us/the-kodaly-concept/