“To the degree we can present a convincing explanation of the nature of the art of music and

the value of music in the lives of people, to that degree we can present a convincing picture
of the nature of music education and its value for human life” - Bennet Reimer

PHILOSOPHY OF MUSIC EDUCATION

A philosophy of music education refers to the value of music, the value of teaching music,
and how to practically utilize those values in the music classroom.

MUSIC EDUCATION PHILOSOPHERS

Émile Jacques-Dalcroze
 He was a Swiss composer and musician born in 1865.
 Eurhythmics, solfège, and improvisation are the three main components of his
pedagogical approach.
Belief
 Jacques-Dalcroze believed that music was an outlet for emotional and feelingful
expression; he spent a large portion of his professional life inventing a multitude of ways
in which music students can connect to and utilize music as introspective individuals.

Carl Heinrich Maria Orff

 He was a German composer and music educator born in 1895.
 Involved in the composition of music for dancers.
Belief
 “All the dancers were expected to play all the instruments and all the instrumentalists
were expected o dance.”
 As a result of this interchange, sensitivity to the elements of music was heightened and
response made more dynamic.

Zoltán Kodály
 He was a Hungarian composer born in 1882.
 Primary goal is to produce universal musical literacy.
Belief
 “The reason for music is to provide the coming generations with fuller lives, to open
them the limitless possibilities of participation in music as a means of filling some of the
fifty hours a week of nonworking time the average adult now enjoys.”
Dr. David Elliott
 He is a Canadian musician and Professor of Music education at New York University.
 Book: Music Matters
Belief
 The nature of music education depends on the nature of music.
 The significance of music education depends on the significance of music in human life.

3 PHILOSOPHIES OF MUSIC EDUCATION

The Utilitarian Philosophy
 The Utilitarian Philosophy is centered around the idea that music education is practical.
Key Ideas
 Music serves a function. It is a tool we can use to achieve a purpose.
 We may show how music improves the brain and helps language development.
 Music serves a non-musical outcome.
 The utilitarian music philosophy promotes music for the purpose of achieving an
outcome outside the musical realm.
 As music teachers, the message we are trying to convey is that music education is
important because it has a positive impact on many other subject domains or content
areas.

The Aesthetic Philosophy

 The Aesthetic philosophy of music education is centered around the idea that music
expresses emotion.
Key Ideas
 Music for music’s sake.
 The aesthetic philosophy is not primarily concerned with what functional value music
offers. Instead, it views music itself as the value.
 Feelings-based experiences.
 In the Aesthetic philosophy, when we hear music, we’re engaging in a feelings-based
experience.
 High-quality musical products.
 Music is something that expresses emotion. It is a thing, it is an output.
 When we study music, we form self-knowledge and gain deeper access to our
emotional lives. This kind of education that promotes an understanding of beauty,
emotion, and expression is only possible through music.
The Praxial Philosophy
 The Praxial philosophy of music education is centered around the idea that music is
both artistic and social.
Key Ideas
 Music is the actualization (praxis) of a person’s belief systems and motivations.
 Music is multi-dimensional. It uses the cultural background of the piece, the musical
traditions of a people, and the student’s own performance or listening interpretation.
 Music is both a process and a product.
 “Music” is the thing we output as a complete work (product)
 Music lives in a cultural and social context.
 When we examine music from a wide range of cultural, social, and historical contexts,
we are better positioned to recognize the value and meaning music brings.
 When we study music, we teach students to become holistic problem-solvers, thinkers,
and artists as they explore the process of musicing, and celebrate the resulting product.
They are placed at the center of their own learning, as inventors, producers, and critics.

THE DEFINITION OF MUSIC AND MUSIC TEACHING

 Music is an art form that uses sound and rhythm to create an emotional and aesthetic
experience for the listener. It includes various elements like melody, harmony, rhythm,
and timbre, and can encompass many different styles and genres.

 The definition of music refers to the broad concept of organized sound, encompassing
elements like melody, harmony, rhythm, and expression, while music teaching involves
the pedagogical process of imparting knowledge and skills related to creating,
performing, and understanding music to students.

 Music teaching is the practice of educating and instructing students in various aspects of
music, including theory, history, composition, performance, and appreciation. Music
teachers may work in schools or universities, private studios, or community programs,
and use a range of teaching methods and materials to help students develop their
musical abilities and understanding.

THE RATIONALE OF MUSIC EDUCATION IN THE SCHOOL PROGRAM

Music has an essential part in students’ learning which helps students become deeply and
persistently engaged in their study and succeed academically. Insights into oneself and the
outside world are developed via the study of music in various, powerful, and distinctive ways.
Students can exercise their creative thinking, explore their thoughts and emotions, and form
new personal, cultural, and societal identities through music-related activities.
1.) Music is a Way to Acquire Social Skills.
- "Music education is important because it will give students a way to connect with other
people" (Wilson, 2023). By providing activities related to music, children will learn teamwork,
cooperation, leadership, and they will have the opportunity to work together and bond with
each other.

2) Music Integrates Many Different Subjects.

- The fact that music education incorporates so many different topic areas at once is another
factor in its importance. “Children can concentrate on their arithmetic, reading, writing,
science, and history skills as well as their musical abilities through music education” (Wilson,
2023).

3) Music is an Expression of Unique Thoughts and Feelings.

- Music and arts offer us a channel through which we can express our unique thoughts and
feelings. All that we cannot express directly, music and the arts can be a mode of
communication, especially for children who have different behavior when it comes to
communication and how they express themselves and ideas.

4. Fostering Cultural and Historical Awareness.

- Music is a reflection of the culture and history from which it originates. Incorporating music
education into the school program allows students to explore the cultural and historical
context of different musical styles and traditions. Through the study of music, students gain
insights into the societal norms, values, and historical events that have influenced the
development of music over time. This fosters a deeper understanding of human history and
diversity, contributing to a well-rounded education that goes beyond textbooks and lectures.

5. Music is a Unique Intelligence.

- It engages various cognitive processes simultaneously, requiring the integration of auditory,
spatial, mathematical, and emotional intelligence. It offers a non-verbal and universal means
of communication that transcends language barriers, making it accessible to people of all
ages and backgrounds. Moreover, music taps into the innate human capacity for creativity
and self-expression, allowing individuals to convey complex emotions and ideas through
sound in ways that are distinct from traditional forms of intelligence.

6. Music Encourages Effort and Self-Discipline.

- Mastering a musical instrument or developing vocal skills demands consistent practice and
dedication. The pursuit of musical proficiency requires individuals to set goals, manage their
time effectively, and persevere through challenges. This process of deliberate practice
fosters a strong work ethic and cultivates self-discipline, which can be applied to various
aspects of life, including academics and personal growth.
 GOALS OF ELEMENTARY MUSIC PROGRAM
The goals of this subject differentiate the needed target learnings for each grade level. Here
is the list for each level:
GRADE LEVEL GOALS

Explore sound and music through singing, movement, listening,

and playing instruments
KINDERGARTEN Explore concept of steady beat
Develop singing voices and build a repertoire of age-appropriate
songs

Introduce concept of music notation using visual aids and

movement.
Explore the concept of steady beat, melody, and rhythm by
participating in a variety of activities, including singing games,
and activities involving dance and movement.
Experience playing a variety of instruments, including barred
GRADE 1
percussion (xylophones, metallophones, glockenspiels) drums,
and assorted hand percussion instruments.
Develop singing voices and build a repertoire of age-appropriate
songs, with connections from various countries.
Improvises a simple rhythmic or melodic pattern using voice or
instruments.
Explores music literacy by reading and writing rhythms and
basic music symbols.
Explore the concepts of steady beat, melody, rhythm and form
by participating in a variety of activities, including singing
games, activities involving dance and movement, and playing
assorted instruments.
Develop singing voices and build a repertoire of age-appropriate
songs
Develop ensemble skills, through participation in various group
GRADE 2 music making activities, that promote and foster teamwork,
respect, tolerance, problem-solving, and creativity, as well as
singing and instrumental techniques
Create their own rhythmic or melodic patterns while playing
instruments or using body percussion (snap, pat, clap, stamp)
by using improvisation.
Analyze and respond to works of famous composers.
Develop music vocabulary
 Explore music literacy and further develop musical skills by
learning to play the recorder
Continues to explore music literacy by reading and writing
rhythms, melodies and basic music symbols.
Explore the concepts of steady beat, melody, rhythm and form
by participating in a variety of activities, including singing
games, activities involving dance and movement, and playing
assorted instruments.
Aurally and visually identifies instrument families and folk
instruments.
Develop singing voices and build a repertoire of age-appropriate
GRADE 3 songs
Develop ensemble skills, through participation in various group
music making activities, that promote and foster teamwork,
respect, tolerance, problem-solving, and creativity, as well as
singing and instrumental techniques
Create their own rhythmic or melodic patterns through
improvisation while playing instruments or using body
percussion (snap, pat, clap, stamp).
Analyze and respond to works of famous composers.
Develop music vocabulary
Continues to explore music literacy by reading and writing
rhythms, melodies, and basic music symbols.
Further develop singing skills, including singing in parts, vocal
technique, learn age-appropriate repertoire and performance
etiquette by participating in chorus.
Explore the concepts of steady beat, melody, rhythm and form
by participating in a variety of activities, including singing
games, activities involving dance and movement, and playing
assorted instruments.

GRADE 4 Develop ensemble skills, through participation in various group

music making activities, that promote and foster teamwork,
respect, tolerance, problem-solving, and creativity, as well as
singing and instrumental techniques
Create their own rhythmic or melodic patterns through
improvisation while playing instruments or using body
percussion (snap, pat, clap, stamp).
Analyze and respond to works of famous composers.
Develop music vocabulary
Develop band music and chorus music
 Students will develop skills and an understanding of musical
elements and concepts including melody, notation, rhythm,
GRADE 5
form, harmony, texture, timbre, and expressive elements
through active learning.
Students will develop skills and an understanding of musical
elements and concepts including melody, notation, rhythm,
GRADE 6 form, harmony, texture, timbre, and expressive elements
through active learning that can be use by the theories of
learning.

GUIDING PRINCIPLES OF ELEMENTARY EDUCATION PROGRAM

This music curriculum offers to teachers the following guiding principles based on good
classroom practice and current research in the areas of language learning, personal
development and music.
a. Music is learned more easily if students are offered a rich musical environment.
b. Music contributes to the development of language, mathematical, scientific skills and
c. overall achievement.
d. Music develops imagination and creativity.
e. Music develops positive self-concept, self-expression, self-discipline and social skills.
f. Music develops aesthetic awareness and expression.
g. Music develops psychomotor skills.

CURRICULUM OF ELEMENTARY MUSIC PROGRAM

Both music and arts curriculum focus on the learners as recipient of the knowledge, skills
and values necessary for artistic expression and cultural literacy. The design of the curricula
is Student Centered based on the Spiral Progression of process, concepts and skills and
grounded in performance based learning. Thus. The learners is empowered, through active
involvement and participation, to effectively correlate music and arts to the development of
his/her own cultural identity and the expansion of his/her version of the world.

The Elementary Music Program in the Philippines aims to develop students' musical skills,
appreciation, and understanding. It is designed to foster creativity, cultural awareness, and a
lifelong love for music. The curriculum covers various musical elements, including singing,
playing instruments, music theory, and music history. The curriculum recognizes the rich
musical heritage of the Philippines and ensures that students are exposed to a wide range of
traditional music from different regions. Students learn to appreciate and perform indigenous
music, folk songs, and dances. This exposure helps them develop a sense of cultural identity
and pride.
The curriculum is designed to progressively develop students' musical skills. It starts with
basic concepts and gradually introduces more complex musical elements. Students are
encouraged to explore their creativity through improvisation, composition, and arranging
music. This approach nurtures their artistic expression and allows them to develop their
unique musical voice. These programs employ a combination of traditional and
contemporary teaching methods. Teachers use a variety of instructional strategies, including
group activities, individual performances, and technology-based learning. The emphasis is
on active participation, allowing students to engage with music through singing, playing
instruments, and movement

DIFFERENCES OF ASIAN CURRICULUM IN MUSIC EDUCATION

 Chinese: By its nature, the Chinese music is characterized by gentle sounds reminiscent
of a gurgling brook, or birdsong. Many medieval Chinese musicians specially imitated
the sounds of nature, thus creating a harmony of music and nature; more on traditional
instruments shaped in round and triangles.
 Japanese: The Japanese school system has the most holistic approach to teaching you
will ever see. Instead of solely being a center for academic education, they teach kids
life skills and discipline, unlike any other system in the world; gagaku means classical
imperial court and shomyo means buddhist chant.
 Thai: In Thailand, the music elementary curriculum places a strong emphasis on
traditional Thai music, including classical music, Thai folk songs, and traditional
instruments like the khim and ranat ek. Additionally, it incorporates elements of Western
music, such as music theory and ensemble playing. The curriculum aims to foster an
appreciation for both Thai and international music.
These music curriculums have unique cultural influences and styles that showcase the rich
heritage of their respective countries. They both incorporate traditional instruments and
melodies, creating a distinct sound that reflects their cultural identity. Both music traditions
include a variety of genres, ranging from folk music to modern pop, showcasing the diversity
and creativity of their music scenes.

AREAS OF ELEMENTARY EDUCATION PROGRAM

The Basic Elements of Music

Music education in the elementary school level is a vital aspect of a successful school’s
curriculum. For instance, in elementary school, students learn to play simple instruments
such as recorders and keyboards, sing in small choruses and learn the basics elements of
music. Meaning Music education progrmas increase children’s cognitive development.

Music education programs dramatically stimulate a child’s learning capacity, as shown in

drastic increases in the scores of children who participated in music programs. Music
education programs can begin as early as preschool and should continue for the greatest
results. In elementary school, teachers introduce students to notes, pitch, rhythm and other
basic choral concepts. Often, the music instructors will teach children short songs with few
notes to introduce the art of singing.

Music education touches on all learning domains, including the psychomotor domain (the
development of skills), the cognitive domain (the acquisition of knowledge), and, in particular
and the affective domain (the learner's willingness to receive, internalize, and share what is
learned), including music appreciation and sensitivity.

THE ELEMENTARY MUSIC LEARNING ENVIRONMENT

THE ELEMENTARY LEARNERS
The elementary students in the primary and elementary classes usually range in age from
five to eleven years. The following is an overview of the principal characteristics of children
within this age group.
 All students can learn but they vary in their learning styles and developmental abilities.
 Students learn best when involved in concrete, physical activities before moving towards
more abstract thought.
 Students need to personalize experiences as a starting point for learning and then
continue to benefit from learning what is embedded in context.
 Students are open to people and situations different from their own experience. They
are usually curious.
 Students possess enormous amounts of energy and enjoy being physically active.
 Students are keen to learn and their imaginations are wide.
 Students enjoy working in group situations and enjoy learning from one another. They
are developing a sense of justice and a concern for others.
 Around age nine, difference in maturation rates appear; girls tend to mature more
quickly.
 Students become more sensitive to how they are perceived by their peers in the upper
elementary grades.

Within the music program, learning is viewed as a dynamic process which necessitates
active participation on the part of the learner. It is important for students to realize that they
are ultimately responsible for their own learning. They cannot choose to be passive learners
during music class but rather must be willing to accept a variety of active roles. It is the
student who is actively and personally involved in all learning opportunities provided in the
classroom who will ultimately succeed as a productive learner.

THE ELEMENTARY MUSIC TEACHER

 These characteristics of the elementary student have definite implications for music
teachers.
 To accommodate the various learning styles and developmental abilities, a variety of
activities is the key.
 Students should be provided with regular opportunities to be physically active through
singing, playing with instruments, movement, games and dramatization.
 Students need to realize the vast amount of knowledge that they have already
accumulated about music and these personal experiences can be the basis for learning
about quality and excellence in music.
 Teachers should capitalize on students’ natural curiosity and tolerance for differences in
people and situations and devote time to activities and discussions that lead to the
development of good attitudes toward the learning of music in historical, social,
andcultural contexts.
 Activities should require the active participation of students.

Teachers should attempt to alleviate pressures brought on by the students’ increased

sensitivity to how they are perceived by peers by creating a supportive classroom
environment.

In any class, there may be extreme variations in maturity levels due to differences in age and
rates of maturation. This needs to be kept in mind when selecting activities.

Teachers must help students to accept that taking risks and making errors is a natural part of
learning.

First and foremost, it is the responsibility of each music teacher to become very familiar with
the curriculum, outcome, goals, and resources designed for PEI. A clear vision of the
curriculum and an understanding of a variety of methodologies are essential since it is these
elements which provide the framework for the design of all learning activities carried out in a
classroom. Careful planning and organization on the part of the teacher are key to the
successful implementation of the music program.

The classroom becomes student-centred as opposed to teacher-centred and thus in some

ways the teacher role will change. The teacher will continue to serve as music model for
students and will provide a rich music environment with a variety of activities which foster
music development. The teacher is an instructor, model, facilitator, guide, director,
diagnostician,resource person etc.

It has long been recognized that the learning accomplished and the enjoyment children
obtain from their music experiences are largely dependent upon the teacher. Developing a
positive attitude towards learning music remains a highly significant role of teachers. Also,
ensuring the provision of a warm, supportive learning environment where encouragement
and positive reinforcement are plentiful will serve to promote self-confidence and help
students feel secure in experimenting with music. Thus, the teacher is also a motivator and
encourage.
The teacher must also be a life-long learner. Teachers are encouraged to continue their own
professional development in the area of music teaching. Workshops, conferences and
professional reading on current issues in our field are all growth opportunities which hold
potential for us as professionals. Meeting with colleagues, be it formally or informally, also
provides a wonderful avenue for discussion and sharing.

IMPORTANCE OF INVOLVING MUSIC IN SCHOOL CURRICULUM

The benefits of music education are immense and highly beneficial to students. Music
positively impacts a child’s academic performance, assists in developing social skills, and
provides an outlet for creativity that is crucial to a child’s development.
1. Language skills-Learning a musical instrument also improves how the brain understands
human language, which can help students learn a second language.
2. Improved test scores – Studies have shown that students who are involved with a high-
quality music education program in school perform better on tests than students who
don’t engage in music.
3. Self-esteem – Music allows students to try something new and develop confidence as
they master singing or playing an instrument. When students are working towards a
common goal, they appreciate that their ‘voice’ and interests are heard and understood
by others.
4. Listening skills – Music involves listening to yourself and to the rest of the ensemble.
Musicians need to hear tempos, dynamics, tuning, and harmonies. This helps auditory
development in the brain.
5. Math skills – Reading music includes learning quarter, half, and whole notes, which
essentially fractions are. As Getting Smart explains, “When a music pupil has spent time
learning about rhythm, he has learned to count. He is not counting numbers, per se, but
he is most certainly using logic to count out the rhythms and bars, and working his way
methodically through the piece. Many musical concepts have mathematical
counterparts.”
6. Making the brain work harder – Research shows that the brain of a musician works
differently than a non-musician.
7. Relieving stress – We all know that listening to a favorite artist or song can lift a mood
and relax us. The same goes for creating music. It gives kids a great release, allowing
them to immerse themselves in something that’s fulfilling and calming. I know that no
matter how stressed I was in school, I would always come out happy and relaxed after
choir practice.
8. Creativity – Music certainly nurtures kids’ creative side. This can have an impact on their
futures.
9. Helping special needs children – Music can have a powerful impact on kids with special
needs. It helps them find a way to communicate and open up, which they may struggle
 with otherwise. For this reason, and despite cuts to music programs, schools are
increasingly implementing music therapy after-school programs to benefit students with
disabilities.

SOCIAL BENEFITS OF MUSIC EDUCATION

The mental benefits of music education are extremely advantageous to students in schools;
however, the social benefits are just as wonderful! Music education requires teamwork and
collaboration.

RATIONALE FOR MUSIC EDUCATION

Music helps students to appreciate and connect with others past and present, as well as to
understand and celebrate their own distinctiveness. Mind, body, and spirit interact through
music to engage students profoundly as they seek meaning in the world around them.
Through music, students are empowered with the creative energies and sense of agency
that are needed to consider diverse views and transform thinking and possibilities. Music has
the potential to promote responsibility and leadership and to prepare and inspire future
citizens of the world to understand and address the most critical challenges of their times.

QUALITIES AND COMPETENCIES PREPARING TO BE A MUSIC TEACHER

IMPORTANT CHARACTERISTICS OF AN EXCELLENT MUSIC TEACHER

They have a genuine love for music.- Passion for music as an art form is a must for all music
teachers. It's not just about proficiency in a specific genre; it's about inspiring students
through genuine enthusiasm. This enthusiasm is particularly effective in motivating young
students to engage and practice regularly.
They show a high degree of patience - Effective music teachers are people-oriented with
emotional intelligence, patient, and quick to identify and address students' obstacles to
progress. They provide constructive critiques, understand the importance of repetition for
mastery, and offer unwavering support to students of all skill levels.
They know the value of fundamentals. - Excellent music teachers never forget the
importance of the fundamentals. Both in technique and theory, skilled instructors understand
that training in and reinforcement of fundamental elements like breathing, hand positions,
and posture must be maintained as a student becomes more and more familiar with his or
her instrument.

They also understand the role that fundamental music theory concepts have in the way that
children understand, relate to, and personalize music as they become more proficient.
Skilled music teachers never forget the relevance of these core lessons and are not afraid to
return to them when necessary, no matter how much progress has been made.
SPECIFIC OR GENERAL PREPARATION
Specific Preparation:
 Musical Expertise: Develop proficiency in your chosen instrument(s) or vocal style. This
often involves formal music education and extensive practice.
 Music Education Degree: Consider obtaining a degree in music education, which
focuses on teaching methodologies, pedagogy, and curriculum development.
 Pedagogical Training: Take courses or workshops on teaching techniques, classroom
management, and student assessment specifically tailored for music educators.
 Performance Experience: Gain experience performing in different settings and with
diverse groups to enhance your musical skills and confidence.
 Student Teaching: Participate in student teaching or internships to gain practical
classroom experience under the guidance of experienced music educators.

GENERAL PREPARATION:
 Education Degree: Obtain a bachelor's degree in music education or a related field to
gain a solid foundation in teaching principles and music pedagogy.
 Certification: Research the certification requirements for music teachers in your region
or country and work towards meeting these standards.
 Classroom Management Skills: Develop effective classroom management techniques to
maintain a positive and productive learning environment.
 Professional Development: Engage in ongoing professional development to stay
updated on the latest teaching methodologies, music technology, and educational trends.
 Cultural Sensitivity: Be aware of and respect the diverse musical traditions and
backgrounds of your students to create an inclusive and culturally aware classroom.

SPECIFIC OR GENERAL PREPERATION OF MUSIC TEACHER

Get a Bachelor’s Degree
 The first step in becoming a music teacher involves attaining a bachelor’s degree in
music education.In the bachelor’s degree program, you’ll learn coursework in musical
theory, music history, and musical performances.
Finish Classroom Training
 Before completing your bachelor’s degree, you’ll also need to complete student teaching
or practical training to gain hands-on experience in the classroom.
 The practicum and observation hours will involve observing experienced teachers,
leading lessons or activities under the supervision of a mentor teacher, and receiving
feedback on your teaching.
Gain Music Teaching Experience
 After attaining the mandatory classroom training hours, you’ll need to participate in real-
life activities where you put your music-teaching skills to work.
 For example, you can offer music lessons, such as playing instruments or voice lessons
to peers or music students. This will go a long way in polishing your instructional and
teaching skills.
 You may find such opportunities by volunteering in your community programs, where
you can also make meaningful connections as a music professional.
Obtain a Teaching Certificate
 After the music teacher preparation program, you’ll need certification to enter the job
market as a licensed professional.
 Every state has different certification requirements for you to be licensed. For instance
some states will require you to complete specific coursework based on your desired
area of focus. To successfully apply for certification, learn the requirements of the state
where you desire to teach.
Consider Getting a Master’s Degree
 Once you’re a certified music educator and your career is moving smoothly, you should
consider getting a master’s degree in musical education. Some states may require you
to attain one after a certain number of years after beginning your teaching career.
 Aside from that, pursuing a music teacher master’s degree opens more lucrative career
opportunities for you in the music industry, which means better pay.
 For example, you can go from teaching middle and high school to teaching in graduate
programs at a higher level.

APPLYING MUSICAL KNOWLEDGE AND SKILLS

Music education facilitates student academic achievement.

 Not only do students who study music develop musical abilities, they receive benefits
that extend to other academic areas, leading to overall scholastic success. Music
education benefits student achievement in the following ways:

Improves recall and retention of verbal information.

 Musical training develops the region of the brain responsible for verbal memory the
recall and retention of spoken words which serves as a foundation for retaining
information in all academic subjects.
Advances math achievement.
 Students who study music outperform their non-music peers in assessments of math,
and the advantage that music provides increases over time.
Boosts reading and English language arts (ELA) skills.
 Students who study music surpass non-music students in assessments of writing, using
information resources, reading and responding, and proofreading.
Increases average SAT scores.
 The SAT is a standardized test designed to measure “readiness for college.”

Applying Musical Knowledge and Skills

 Apply musical knowledge and skills in the classroom by integrating music to reinforce
lessons, engaging students in creative activities, fostering cross-curricular connections,
and creating a positive and motivating learning environment.
 These examples illustrate how music can be integrated into various subjects and
aspects of the classroom to enhance learning and engagement:
 Math with Music- Teach fractions by using rhythmic patterns in music, such as
explaining that a whole note can be divided into two half notes or four quarter notes.
 Historical Songs- Explore different historical eras by playing music from those times and
discussing how music reflects the culture and events of the period.
 Literary Analysis -Analyze song lyrics as poetry, discussing themes, metaphors, and
literary elements, and then have students write their own song lyrics as part of a
literature unit.
 Science of Sound -Introduce the science of sound waves by having students create
simple instruments like rubber band guitars or water-filled glasses to demonstrate
principles of vibration and frequency

MUSIC EDUCATION DEVELOPS THE CREATIVE CAPACITIES FOR LIFELONG

SUCCESS.

Engagement, persistence, and creativity are components of higher-level thinking and

complex problem solving (Costa & Kallick, 2000). Music education nurtures these habits of
mind that are essential for success in today’s global, knowledge-based economy in the
following ways:

Sharpens student attentiveness.

 The ability to pay attention visual focus, active listening and staying on task is essential
to school performance.
Strengthens perseverance.
 Perseverance is the ability to continue towards a goal when presented with obstacles. It
is developed and strengthened through music education.
Equips students to be creative.
 Music education helps develop originality and flexibility, which are key components of
creativity and innovation. Graduates from music programs report that creativity,
teamwork, communication, and critical thinking are skills and competencies necessary
in their work, regardless of whether they are working in music or in other fields.
Supports better study habits and self-esteem.
 A study of music majors found that they felt more prepared for success in college than
non-music majors.

LEARNING IN MUSIC EDUCATION COURSES

In elementary school, students learn to play simple instruments such as recorders and
keyboards, sing in small choruses and learn the basics elements of music. In middle school,
music education will usually continue to be a requirement, but extracurricular activities, such
as joining the school chorus or band, are also options. Most schools offer clubs such as
these for children to expand their knowledge and appreciation of music. Some school
districts also offer more specialized classes in middle or high school, such as music history,
music theory, etc. The range of music courses can focus on a variety of subjects, including
instruction on basic vocal and instrumental lessons, exposure to different musical styles,
introduction to the basics of musical theory and study of music history.
Music is an important part of the education of a well-rounded student. As one of the arts, it
balances the study of sciences and humanities to give students a creative outlet and
exposes them to another sphere of learning. Music is taught from elementary to high school,
and there are many different components to the subject. Classes can teach students to read
and write music, to sing and play instruments, or focus on the history of music. This
instruction seeks to develop children’s musical skills, expand their interpretative abilities and
increase their overall appreciation of music.

LEARNING IN MUSIC EDUCATION COURSES

In music education courses, students engage in comprehensive learning experiences that
encompass music theory, effective teaching methods, and musical performance skills. They
also develop the ability to design curriculum and manage classroom dynamics.
Understanding the historical and cultural dimensions of music is integral, as is the capacity
to assess student progress and cater to diverse learning needs. These courses often
integrate technology, provide performance opportunities, and include practical teaching
experiences, preparing students for their future roles as music educators in a well-rounded
manner.

KNOWLEDGE OF TEACHING TECHNIQUES

6 Effective, Applicable Teaching Strategies For Better Music Lessons
 Teaching music is a multi-faceted and rewarding endeavor that involves not only
transmitting musical knowledge but also fostering a love and appreciation for music in
students
 Make The Most Out Of Technology- Since 2020, the importance of incorporating
technology into music lessons has become clear. Younger students, especially, are tech-
savvy and using familiar technology can keep them engaged. Whether through using
tablets or laptops for sheet music or teaching musical composition with digital audio
workstations (DAWs), technology can make learning enjoyable for both teachers and
students. Additionally, online music lessons improve accessibility, accommodating
students who can't attend in person and potentially expanding your student base
globally.
 Keep The Music You Teach Relevant- When it comes to your students, finding out just
what type of music it is that they love to listen to can really help you to keep them
enthusiastic about your lessons. This is a key component of retaining music students.
An example of what you could do would be as follows:
A. Pick a particular song that your student loves, one with a clear music form, and listen to
the song together.
B. Next ask them questions about elements within the song – such as its melody, chord
progression, etc.
C. After that, introduce them to another performer or song and discuss the differences
between these elements on both examples.
D. You can even share elements of your own personal musical journey with your students
in this field, discussing your major influences and even your own learning experiences
from when you were in their position.
E. Never Stop Learning- Modern music teachers should recognize that they learn from
their students too. Embrace new technologies and musical content as a constant learner
to enhance your teaching journey.Top of Form

KNOWLEDGE OF TEACHING TECHNIQUES

TEACHING TECHNIQUES WE CAN USE IN TEACHING MUSIC EDUCATION

Use technology
 For some kids, their first babysitter was their parents' telephones. You can find
numerous apps that help kids learn to play, train their ears, compose, and read music.
We've put together lists of some of our favorite music teaching apps here, here, here,
and here.
 There are also apps directed toward teachers to track individual students' practice
sessions and progress on other tasks.
 Depending on the age of your students, many of them may already have experience
with digital video and audio editing tools. Learning how to use more sophisticated digital
audio workspace (DAW) tools will likely be of interest to all older students. Apple's
GarageBand is a popular version of this sort of app.
 Also, take a look at what music-related apps they're already using. Think about ways
you could use any of them in the classroom.

Pull them in with the music they already love

 Some students in a music class are genuinely interested in learning music. Some may
not be. In either case, sparking interest and keeping them engaged is at least half the
battle. Using popular music to capture their attention is a tried and true method. Now, to
focus that attention in a way that gets them using the music skills you're teaching.
 Start by playing a short clip of a song they'll recognize. Pick a clip that's a clear example
of a certain musical forms. Ask them to talk about what they hear: tempo, melody,
whatever musical elements that are relevant to what you're teaching. Then cycle
through short clips of music from a wide array of genres, from classical to country to
swing to whatever. Keep mixing in clips of songs you'd expect them to know. Make a
game of how quickly they can recognize the song.

Expanding their horizons

 Bring a personal dimension that expands their cultural horizons and continues to help
them develop an understanding and ear for distinct musical forms.
 Have each student prepare a presentation to teach the class about a lesser-known
music genre. They can choose a kind from their background, like zydeco, Klezmer, or
spirituals. Or they can pick music from an entirely different country or culture to their own.
 For younger students: You can make it a "show & tell." Some options for them could be
to bring in an instrument from home; share a song their grandfather or mother sings to
them, show some dance steps (to music) from their background, or pick an instrument,
song, or dance from a place they want to visit to share.

Let them jam

 As they learn new music skills and concepts, let the students put them into practice with
instruments and with digital audio tools (as is age-appropriate). Give them some general
guidance or a short passage as a foundation. Then play a sort of a musical version of
"Simon Says." Ask them to perform the passage faster, add some syncopated rhythm,
switch keys, and so on. After they've gotten used to messing around with the passage,
just let them freestyle with it.

Always mix it up
 Lastly, keep mixing up activities as often as necessary to keep them engaged. If they've
been sitting for too long, switch to an activity where they can move around. If they've all
been working independently, set up an activity for small groups.
 The same applies to you. You need to keep mixing things up to keep yourself engaged.
Draw on your artistic energy to create lesson plans that are fun for you and your
students.

THE PHYSICAL ENVIRONMENT

 It is of utmost importance that the music room be functional both for the teacher and the
students while at the same time providing stimulating and inviting surroundings. First
and foremost, the music room must be recognized as such - music must be very much
in evidence. The room walls should reflect the field of experience currently under study.
Vocabulary related to the theme /unit along with an array of musical visuals will motivate
students and can serve as support to students as they attempt to use the new language.
The room walls can be enriched with samples of students’ work completed during
various activities. When organizing rooms, teachers need to set up desks in a way that
will encourage participation, communication and co-operation among students as well
as one which will allow learners to participate in different types of activities and
groupings. Desk configurations will change according to the purpose of the lesson and
the activities.

Resources
 There is a need for a wealth of resources in the music room. While comprehensive,
authorized materials will be provided by the Department, a resource centre should be
developed in each music room to ensure a rich environment needed by elementary
music students.

The Range of Material Resources

 Classrooms for music, as well as, school resources centers/ libraries, need a wide array
of learning resources for student and teacher choice and use. Such variety is essential
for individualized and small-group learning at all grade levels. The range of available
music resources should permit the flexibility and choice necessitated by the range of
instructional needs of students

Classroom Atmosphere
 Ultimate success in learning appears to depend greatly on the attitude of the learner and
the acceptance and encouragement of the teacher. As in all classrooms, activities
chosen must be age-appropriate, varied and responsive to the needs, interests, and
learning styles of the children. Students need to be absorbed in learning by being
actively involved; they need to experience success and receive praise. They blossom in
supportive classrooms which encourage respect for the opinions, feelings and problems
of others and promote group cohesiveness. In a climate of trust and security, learners
will be more spontaneous, comfortable, and less inhibited in expressing themselves
 musically. Consequently, they will become more responsible and enthusiastic music
learners.

PLANNING AN EFFECTIVE ELEMENTARY MUSIC TEACHING

LESSON PLANNING IN ELEMENTARY MUSIC

Music lesson plans for the elementary need to be focused on a goal, use good quality
materials, and paced out for maximum engagement. Lesson plans cover music concepts
and areas such as:
 Steady beat
 Rhythm
 Solfege
 Folk dance
 Classical music

Ask yourself:
 What big goals are my students working on in this lesson?
 What specific tasks do I want my students to accomplish on their path toward this goal?

QUALITY MATERIALS
 It’s essential to next draw from quality music materials to teach these goals.
 Higher quality songs, dances, and pieces are essential for effective learning.
 Briefly, here’s why most music teachers and I prefer high-quality materials to pull from:
 It’s a piece of your students’ musical heritage.
 Quality songs have more “sticking” power.
 Older songs have lasted the test of time.
 Composed songs or low-quality songs accidentally convey a feeling of cheapness
to music.
 These songs flow naturally with language and communicate rhythmic elements
more effectively.
 They connect melodic elements and expressiveness in a way other pieces don’t.

FINDING GOOD SONGS

 How do you know what a quality song is? There’s no hard and fast rule.
 For the most part, you need to trust what other music teachers have compiled over the
years or use your expertise.
 Here is a standard 3-question test some music teachers apply:
 Is the song/piece over 70 years old and still prevalent?
 Can you sing the song/piece 100 times and not hate it?
 Does the song/piece authentic to the culture it represents?
 This last one has risen in importance in recent years.
 There are several enjoyable songs written in the style of or adapted from specific
cultures.
 This is insensitive to the cultures that have great quality music in their own right. It’d be
much better to find music directly from cultural sources.

INAPPROPRIATE MATERIAL
 In recent years, another question has also begun to pop up.
 Does the song’s origin/lyrics have meaning that aligns a specific group of people or
potentially inappropriate lyrics?
 There are many old songs music teachers used in the past with questionable origins.
 Modern times are encouraging teachers to avoid using these songs.

 There is no hard and fast list of inappropriate songs, so take care to do a little research
into the origin of songs you want to share.

CHUNKS/PACING
 One part of lesson planning that separates the newbies’ experience is how well the
pacing of a lesson is structured.
 Experienced and inexperienced teachers alike know that students can only pay attention
for short periods.
 They may also know that the chunks of the lessons should alter between high and low
energy.
 The best place to build these into your lessons comes in the lesson plans themselves.
 In general, the rule is to make each chunk no longer than the number of years the
students have been alive, give or take one.
 So a 6-year-old does well with 5-7 minutes chunks of activity.
 For older kids, go no higher than 10 minutes without switching something up.
MUSICAL INSTRUMENTS
 Musical instruments have been created in many shapes and sizes to make distinctive
sounds. When a single instrument is played by itself, it is called a solo. Instruments can
also be played together to create yet more sounds and harmonies. There are five main
instrument families: strings, woodwind, brass, keyboards, and percussion.

1. Strings - Since ancient times, stringed instruments, known as chordophones, have

developed to all shapes and sizes. These instruments make sounds by vibrating strings. The
strings may be played with a bow, plucked with fingers, or struk with hammers. Nearly all
chordophones are made up of strings stretched across a resonator. This is the hollow part of
the insistent that vibrates along with the strings, making them sound more pleasing. The
resonator usually has one or two sound holes cut into it to help the sound travel out of the
instrument.
- Cello
- Double Bass
- Electric Guitar
- Acoustic Guitar
- Harp
- Violin
2. Woodwind - Since the prehistoric flutes and whistles made from animal bones or hollow
plants, an amazing variety of wind instruments have developed. Known as aerophones, they
are played by blowing into or across holes in a tube, or on a single or double reed attached
to a mouthpiece. The pitch of the note is fixed by length of the tube and the number of open
holes. Many modern woodwind instruments, such as the flute and clarinet, are formed by
fitting together shorter sections of tube (joints) to form one longer tube.
- Bassoon
- Clarinet
- Flute
- Oboe
- Saxophone
3. Brass - People have been blowing into objects to make musical sounds since ancient
times. The first brass instruments were adapted from animal horns and seashells; they are
long hollow tubes that are blown into. In the 19th century, valves were added, allowing for
greater range of notes to be played. All brass instruments are played by putting the
mouthpiece to the lips, pressing the lips together tightly, and blowing air through the middle
of them to make them vibrate or buzz.
- Cornet
- French Horn
- Trombones
- Trumpet
4. Keyboards - From the earliest organs to the modern piano, keyboard instruments can
produce a great variety of sound. With their wide range of notes, keyboards can match a
whole orchestra but they have also inspired composers to write the most intimate solo
pieces. The piano has become an icon of Western music and no other instrument has
proved as versatile oars influential.
- Harpsichord
- Organ
- Piano
5. Percussion - Percussion instruments can be anything that is struck, shaken, or scraped.
These instruments have been used since ancient times, but in the 20th century, musicians
began experimenting with percussion and using rhythm in new ways in both classical music
and the emerging popular music.
- Cymbals
- Gongs
- Bells
- Drums
- Xylophone

MATERIALS AND FACILITIES

LEVEL MATERIALS FACILITIES

PreK - Kindergarten
 Every music in which  Every PreKindergarten
music is taught is and Kindergarten has a
equipped with a variety “music center” or similar
of classroom area where children
instruments: drums, have easy access to
rhythm sticks, finger music resources and
cymbals, triangles, headphones.
cymbals, gongs, jingle
Every PreKindergarten
bells, resonator bells, 
and Kindergarten has an
step bells,
uncluttered area large
xylophonetype
enough to accommodate
instruments with
the largest group of
removable bars, chorded
children taught and to
zithers, fretted
provide ample space for
instruments, electronic
creative and structured
keyboard instruments,
activities.
and assorted
instruments representing
a variety of cultures.
Adaptive devices (e.g.,
 adaptive picks, beaters,
bells) are available for
use by children with
disabilities.
 Every room in which
music is taught is
equipped with children’s
books containing songs
and with other
instructional materials in
music.
Elementary School  In addition to the list  For the teaching of
above, all rooms where general music, a room
music is taught are large enough to
equipped with: accommodate the
appropriate computers largest group of children
and software, including taught and to provide
notation and sequencing ample space for creative
software, electronic and structured activities.
instruments (keyboards),
 For the teaching of
textbooks (published not
instrumental music, a
more than six years
room large enough to
previously), library
accommodate the
containing print and
largest group of children
digital resources
taught and equipped
(fulfilling copyright rules),
with appropriate
acoustic or electric
acoustics, quiet,
piano, music stands,
ventilated, and with
fretted instruments
adequate lighting.
(guitars, ukuleles), band
Running water is
and orchestra
available for cleaning
instruments provided
and maintenance of
where students have
instruments.
difficulty purchasing or
renting due to financial  Sufficient storage space
restrictions, band is afforded all music
percussion and larger rooms and those rooms
instruments (French are located adjacent to
horns, baritones, tubas, each other in the
percussion) for use by building, acoustically
students in class. isolated, readily
accessible to the
 An annual budget is
auditorium stage, and
provided for the
accessible to persons
purchase of supplies,
with disabilities.
materials, and
equipment necessary for
the teaching of music
and maintenance (repair,
regular piano tuning) of
supplies and
instruments. A
replacement budget
equivalent to at least 5%
of the current
replacement value of the
total inventory of
instruments is available.