Music Education Philosophy

A teacher’s fundamental role is to serve the student. They must do everything in their

power to ensure that a student reaches their full potential. My focus is to cultivate skilled

musicians, critical thinkers, and most importantly, good people.

Students should have the opportunity for musical exploration through different learning

methods. No person learns in the same way, and I aim to facilitate various projects, activities,

and rehearsals that appeal to multiple intelligences (Garner). Creating a safe environment for a

student to try, fail, and try again is essential to my pedagogical beliefs. Through the support of

their peers and myself, the student can embark on their own journey to explore music. A

structured yet flexible curriculum is necessary for student growth; providing freedom and

guidance which is integral to the learning process.

I will always work to learn from my students, peers, and environment. Active pursuit of

pedagogical resources, openly acknowledging my own limitations, and eliminating pride as a

barrier to transparency all align with my long-term growth mindset.

I will work to integrate myself into the culture of the school and the community to better

understand the students and make the best decisions for their education. Although there are many

recognized advantages to standard large ensembles in school music programs, not all students are

served by conventional music offerings. I aim to supplement preexisting programs with other

opportunities for music-making, with specifics depending on the students with whom I work.

My dedication to growth extends beyond the classroom. Evolution and flexibility are two

crucial components of my philosophy. I believe my commitment to the student’s educational

needs, as well as my commitment to continue improving myself will be the key to my success as

an educator.