Philosophy of Music Education

As a music educator, my job is not limited to teaching music, but to use music to prepare

students to be high-functioning members of society when they leave the sheltered environment

of school, regardless of what their roles or vocations may be. Additionally, I want to create a

place of active learning, engaging conversations, and music-making, however, those things

cannot take place without a safe and welcoming environment. An environment where you are

free to express yourself in ways that are not possible in other courses. Additionally, the place I

create as an educator should be a place of grace and understanding. This way, mistakes happen

in a safe, forgiving environment where students can learn from them before they have to learn

those lessons in the real world.

I firmly believe that student involvement in class should be the number one rule when it

comes to any subject matter. Murrays' Student Times Article, “Developing a Personal Philosophy

of Music Education'', states that, “Schools have the ability to encourage students to actively

participate in musical ensembles, where they develop music reading, performance, critical

thinking, work ethic, teamwork, and social skills.” One example of how I can teach these things

through music is by having class discussions about how a song affects your mood and the

emotional memories that are drawn out by that mood. It allows students to think critically and

socialize about their connection to a piece of music. Through performing, listening, and

discussions, students should leave my classroom feeling like they accomplished something

significant each day. Additionally, the students will have a chance to include their input on the

music we perform as well as specific content they would like to learn.

As a music educator, I can use music to access students' creative thinking to then transfer

and apply to all other areas of learning. I can learn just as much from my students as they

can learn from me, so I want to make sure to show them as much respect as they give me by
allowing for free flow of students’ ideas and interpretations. Music should be taught in a way

that utilizes the student’s interests, past experiences, and future goals. During my time at

Shikellamy elementary school, I started every class with a discussion of what they did or are

looking forward to doing over the weekend. This conversation then flourished into goals and

expectations for the class. I used this activity to get to know the students and their interests but to

also learn about what they want to know and experience in music class. There were some days

when students bought their own personal instruments to show to the class which turned into a

lesson of its own. When they know that you care about their lives outside of school, they will be

more willing to learn.

During my time student teaching, a category of music that the students found especially

interesting was music technology. The presence of music technology in the classroom has been

gradually increasing for years and will continue to grow. Through using the software as simple

as garage band we can teach students the art of composition. After student teaching, I noticed

that the majority of students listened to music that involved fake sounds made on a computer.

We can use that to venture down yet another road of replicating and creating the sounds of

today's music as well as looking back into the history of composition techniques for guidance

and inspiration. In Lehman's article, “Philosophy of Music Education,” he states that,

“Technology is altering in profound and irreversible ways the means by which music is taught

and learned, just as it is altering the roles that music plays in people's lives.”

My interest is to continuously adapt my lessons to the forever-changing culture of our

world to better serve the students I teach. Music is a forever-changing subject and I plan to use

the change to my advantage. It not only has the power to change lives, but it also has the power

to connect people. For example, communicating with each other in an ensemble and with an

audience during a performance is a feeling that has no words. I believe that a specific feeling is
something you cannot experience anywhere else. My appreciation for music is always

increasing, leading me to spread that love and appreciation to others, through teaching.
 Works Cited

Murray, Brian C. “Vol. 56, No. 9, April 2016 of the Choral Journal on JSTOR.” The Choral

Journal, American Choral Directors Association, Apr. 2016,

https://www.jstor.org/stable/i24632457.

Lehman , Paul R. “Philosophy of Music Education .” Philosophy of Music Education,

https://www.k-state.edu/musiceducation.

TEDxTalks, director. The Value of Music Education . YouTube, YouTube, 16 June 2011,

https://www.youtube.com/watch?v=HeRus3NVbwE. Accessed 3 Oct. 2022.