I want to teach because I feel that students deserve to be educated in a safe, inclusive,

and encouraging environment. I want to create a safe space for students where they don’t have
to fear judgment or stress. I want to have an environment that makes students feel encouraged
and excited to learn so that they can escape other pressures of their school/home life. I am
motivated to teach because I am committed to making the world a more inclusive place. I want
students to feel accepted and learn to accept each other through their time in class. I am
motivated to teach because of the many students who are motivated to learn. I want to live up to
their expectations of me as a teacher while giving them the best educational experience I
possibly can. I am also motivated even for those students who don’t want to learn, as I want to
make them see their value as individuals and help them understand what they can achieve. I
believe that music is crucial to allow students to grow as future citizens, as it has the power to
teach them practices of exploring diversity, their emotions, and their confidence.
I feel that through my journey as a student, I have acquired evidence that I will be an
effective and professional educator. I want to help each and every student find their own
motivation to learn, no matter what that may be. Students may feel discouraged or that they
aren’t “talented” enough to be involved in music. I strive to change that way of thinking and
prove to students that through dedication and practice, they can become great musicians. This
is an effective way of presenting music education, as this can allow students to take what they
have learned from practicing an instrument and apply that to their other studies and struggles in
everyday life. I am a very patient person, and I am the same way with all my students. I never
become frustrated that they aren’t understanding a concept, and if they are frustrated with
themselves, I take the time to assure them that they are making progress and I’m proud of their
accomplishments. This motivates and encourages learning even when the student may be
having doubts. I am also open to answering any and all questions my students have, whether
about music or their lives.
I want to be inviting so that if students are struggling at home, they feel comfortable
enough to tell me. This too, will help me be an effective educator, as if a student is struggling
with something out of their control at home, it will impact their learning in school. I also am
effective in teaching through my ability to work with students to help them reach their goals. I
want to begin each year by asking students to write down what they want to learn. I hope to be
able to help students meet these goals instead of simply focusing on checking off material I
want to teach. This will allow students to have their own motivation to learn, which is crucial in
the education process. I also try to have a positive attitude, no matter what my mood is.
Students rely on teachers to be stable parts of their day, and if I can remain a positive figure,
learning will be much easier for students. I also want to promote positive thinking and a growth
mindset for students, so they can apply this attitude to the rest of their educational experiences.
This connects to the DPI standard “Learning Environments: The teacher works with others to
create environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation,” as I want
students to feel positively motivated and help them foster positive interaction and engagement
in their learning.
The purpose of education is to help students explore various topics in order to
teach them how to critically think, problem solve, and become contributing members of society.
Education prepares students for their futures, and what we teach in our lessons should reflect
this. Through school, we often try to help students realize what their goals are in life, which is
also a purpose of education. By presenting various subjects to students, they can find what they
are interested in and may want to pursue. This may not be the goal for all students though, and
for those simply trying to get through school, the purpose of education is creating meaningful
experiences that will help them in their future life. The study of music education fits into these
larger purposes very clearly. Students learn critical thinking and problem solving skills while in
the music classroom, as they constantly must determine how to portray a certain mood, how to
read music notation, how to find the correct pitch, etc. These skills (and many others) require
our students to critically think and reflect in order to solve these problems. In terms of preparing
students for their futures, music education can expose students to various cultures they may
want to study, different types of music, community volunteering, and provide leadership
opportunities. These may help students understand what it is they may want to do in their
futures. Similarly, for those students not wanting further education, music can assist students in
learning how to develop a routine, how to become determined when things are challenging, how
to promote inclusivity, and how anything is possible with determination, practice and patience.
These life skills can apply to any area a student may pursue in the future.
Music education is different from other content areas, as it allows more student
involvement than other areas might. Students' educated opinions are extremely valuable in the
music classroom, and they can be put to use in a variety of ways. For example, if I ask what
dynamic this section should be, students may give me an answer with reasoning based on the
emotion or mood of the section. I can then include what they answered into the piece, which
then is performed at the concert. This student will feel incredibly included and important through
this process. This relates to the DPI standard “MP2.P.26.h Perform using expressive qualities
and techniques with the composer’s intent,” as students will be able to determine how to portray
the emotion the composer intended and perform in that way. Similar situations also allow for this
involvement, such as if I asked students what culture they identify with. If I have many students
of a particular culture, I could program music related to their culture and what they are familiar
with. This relates to the DPI standard “Leadership and Collaboration: The teacher seeks
appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to
collaborate with pupils, their families, educators, and the community, and to advance the
profession,” as allowing student’s input and including their culture will promote this collaboration
and advance the profession. This type of student feedback and inclusion in lessons may not be
as prominent in other areas. Also, music education allows students to learn how to express
themselves in other ways than words. By listening critically and reflectively, students can begin
to understand what elements of music create emotions, and they can learn to reflect emotions in
their individual playing. This isn’t something that would be commonly possible in other areas.
Music education is similar to other areas in a variety of ways. Just as in English and
literature courses, all pieces or books have a storyline and a climax. Relating this to student’s
work in these classes may make the content easier for them to understand. Similarly, pieces
have timelines in which they were written, and particular historical events often shape what
music was written. This historical aspect is very important, just as in history courses. This
certainly relates to the DPI standard “MP4.Cn.13.h: Interpret the historical and cultural
relationships between music and other disciplines,” as students will be able to find these
relationships among subjects to future their understanding in both areas. Also, math is crucial in
music, as beats are a way of measuring time. Adding beats and subtracting beats helps
students understand rhythm and division of time. These aspects relate to math classes very
clearly.
Students certainly benefit most from music education in schools. Though it is important
to be able to teach students the basics of music such as rhythm, articulation, piece structure,
harmony, etc, what is most beneficial is for the students to find meaning in those elements of
music. I want students to be able to relate to what they play and not only see it as notes and
rhythms on a page. If the students don’t care about the music and don’t see any relation to the
piece, they simply won’t want to learn, and they won’t be encouraged to play the music. This
meaning can be found by asking students what this piece reminds them of, or how it makes
them feel. Once these questions are asked, it becomes so much easier to ask what elements of
the music make it feel that way, and how can we make other people feel that same way when
we perform this piece. This creates a common goal for the group, and allows them to dive into
their own personal experiences and find a meaning in any piece they are given. This is an
extremely beneficial feeling for students, as they will find meaning in what they are learning, and
they will develop a sense of unity through common goals in the group. This relates to the DPI
standard “MP2.P.30.h: Demonstrate well-developed ensemble skills while working
collaboratively with other performers and the conductor in a rehearsal and performance” since
students will be effectively collaborating with each other to meet their goals in rehearsals and
performances. They will also benefit from learning the patience required to learn their instrument
or a piece. The piece may be difficult, but with hard work and diligence, they will see it come
together. I want to teach my students to not get caught up in thinking they will never learn the
piece, but to rather appreciate the hard work that preparing a piece requires. This idea can
relate to any large project they will come across in their lives. Music is also beneficial for
students, as my view of students as part of the educational process, and as people who have
valid opinions and ideas will help them gain confidence needed in their futures. Through making
sure that they are heard and feel they have a place of belonging in the classroom, they will
benefit from the inclusion and safety they experience in class. Students learn best when they
feel important, cared for, and as intelligent individuals, so this will be of extreme benefit.