Personal Philosophy of Music Education

When looking at music education in its entirety, encapsulating all of its forms from
kindergarten to senior year of high school and beyond, it is proven to be a form of education that
interacts with students on a more personal level, one that commonly changes the lives of those
that it is able to touch. Music education needs to be prominent within our primary schools, and
should always be available to students throughout all thirteen years of public school. Students
come from different ethnic backgrounds, social statuses, and previous musical experiences, and it
should be our job as educators to bring them together and allow them to flourish in a beautifully
inclusive art form.
Music educators take on several roles when working within primary schools. I believe
that a skilled musician will not always make for an effective educator, as the two skills are far
more separated than some may imagine. A good educator can be defined as someone who has
the ability to properly convey information while also engaging students regularly, creating a fun
and informative environment. While this is key, being a skilled musician is equally as important,
as being confident in one’s own art form will allow one to better convey concepts and help
students become better musicians themselves. All of this is to say that music educators should
see themselves as musicians and educators equally, not allowing one to take priority over the
other.
Many people commonly describe music as a language, going as far as to say that it is the
only language every person from around the world is able to communicate through. Due to this, I
believe there is no age where it is too early to begin learning music. This could take on many
forms, including piano lessons, singing with choirs at places such as churches, or taking private
music classes from an instructor within the community. These experiences are tailor-made for
students, adjusting to individual needs to get every student on a track that works for them. Later
in life, when these students begin taking music classes in schools, they will already have a
fundamental understanding of several musical concepts. Despite this, we as teachers in public
schools must always strive to create an inclusive environment within our classroom, which
includes catering to students of all skill levels, as mentioned previously. While this can be
challenging, I don’t believe it should take away from the idea that music can, and should, be
taught in and out of the classroom.
 All of this leaves just one ultimate question: why music? What do students gain from
learning music in schools, and why do so many choose to pursue ensembles like orchestra, choir,
and band in secondary school? I believe the simple answer is that they have fun and feel a
connection with both the art form and those that they create the art with. Music gives many
students a chance to speak when they feel as if their voice cannot be heard, or they desire to
speak in ways other than words. Student enjoyment is one thing, but what practical function does
learning music serve? I believe music in all forms emphasizes the value of teamwork,
cooperation, self-expression, and independence, as well as many other characteristics that are
used during day-to-day adult life. Due to this, I believe music education is capable of creating far
more than performers, I believe its primary purpose is to help people become great people
through all of the qualities and attributes discussed earlier.
Everything listed above describes my beliefs and philosophy of music education. At its
core, it should always be something that is available to every student and should enrich them in
an environment that is not only enjoyable to be in but also prepares them for their future lives.
Music is a crucial part of the human experience, and education is one of the most important and
easy ways to become more involved with it as an art form.