Throughout the course of being a Music Education Major here at James Madison

University, I have been able to evolve and mold into the educator that I am today, as well as what

I want to be in the near future. I have attributed my philosophies of thinking, teaching, and

planning lessons to the music education classes that I have taken over the course of my college

career. Throughout the course of taking these classes, not only have I learned how to play some

instruments of different families on a novice level, but I have learned how to teach a beginning

student the basic fundamentals of how to play an instrument, even if I am not a professional at it.

If there was one takeaway I would have for my education in my techniques classes as well as my

other music classes, it would be that understanding the concept of pedagogy is much more

important than being able to solely play an instrument.

One aspect of my own professional that has evolved throughout the years here at JMU is

being able to create lesson plans and fully execute them. While some educators may say lesson

plans are the bare bones of being a well-suited teacher, I would say they are one of the biggest

foundational devices for anyone. One topic that was brought up by Dr. Hammel in her book

Teaching Music To Students With Special Needs is being able to wind up and wind down aspects

of a lesson plan in a classroom environment. Not every student learns at the same pace and

because of that, teachers must be able to adapt their lessons to all levels students are comfortable

with. In all of my lessons now, I do my utmost to include adaptations for students that are

understanding concepts at different levels so that they are in a space that is 100% safe for them to

learn in. An example of one of my lesson plans can be found here which displays what I try to

incorporate through my teaching in a classroom.

Another part of my professionalism that has improved throughout my time in my

undergraduate has been being able to speak in a way that is pedagogical and understandable to
students of a young age. Throughout my technique courses, I have slowly begun being able to

change the language of how I talk by not using big words students might not understand at their

level, but instead using language they will easily understand and be able to apply quickly

throughout a rehearsal. One of my biggest ideas that I believe as an educator is to not make it

seem like you are the know-it in the class; the students already know that you know more than

them so why make it more obvious? I have improved my language throughout different

teachings by using fewer words, and gestures throughout my conducting, as well as even giving

analogies of concepts that can be relatable to students. Here is one example of a teaching I did in

my MUED 311 Ensemble Techniques that in which I taught concepts of blending and dynamics.

As I begin to slowly finish my journey as a Music Education student at James Madison

University, I will always remember the core concepts of what it means to be an educator. That is

to be engaging, efficient, creating a safe and welcome environment, and being each and every

students mentor. These concepts not only apply to my undergraduate, but will eternally apply to

my career as a music educator and musician.