A Philosophy of Music Education

Collaboration through music has provided me with the most enriching experiences of my
life. I believe that music should always be viewed as a collaborative experience rather than a
competition. An ensemble only thrives when every member feels that their voice is as equally
important as everyone else’s. Teaching music as a means for connection with others allows the
educational experience to be enriching, rather than draining. If creating music is seen by a
student through a lens of ‘being the best in the room’ then that is a disservice to the student and
the audience. Music is about communicating a message. Every piece of music has a story to tell
and an emotion to evoke. It is important that as a teacher, I emphasize that performing is not
about showing off how talented you are. Performing is about communicating with the ensemble
and with the audience. Viewing music in this way creates more meaningful performances and
experiences.
The music classroom is inherently interdisciplinary. Teaching music requires knowledge
of; history, physiology, foreign languages, poetry and more. As a teacher, I hope to introduce my
students to a breadth of knowledge that they can apply to all of the subjects they are studying and
to their personal growth. An interdisciplinary approach allows students to utilize a multitude of
skills in their music learning. Music does not exist in a vacuum, and I believe that students
benefit greatly when they are taught with the influence of multiple disciplines. This creates more
well rounded students that have more tools to use. An interdisciplinary approach also provides
more opportunities for students to use critical thinking skills. I believe the music classroom is an
effective space for students to be able to share their thought processes.
Being a teacher puts one in a large role of leadership. As a teacher, it can be easy to have
control over every aspect of the classroom. I believe that students deserve opportunities for
leadership and independence. Roles such as; program notes writer, choral librarian, section
leader, and publicity officer allow students the opportunity to lead and feel that their input is
important. I strive to make my students feel that I value them as leaders and as independent
thinkers. Providing my students with responsibilities will encourage them to trust that they are
capable problem solvers.
When students feel that they are safe emotionally; they will feel safe to be their most
creative selves. Hearing Scott Edgar speak about social emotional learning impacted my view on
how teachers speak to their students. I believe that students should not be expected to turn off
their emotions when they enter the classroom. Creating music is not independent of one’s lived
experiences and therefore should not be treated as such. I hope to provide a space where students
feel respected and able to express themselves through music-making even when they are not
feeling their best. When a student feels comfortable in the music classroom, then they will be
more creative. Creativity is one of the reasons the music classroom is so special. Students are
allowed to be creative in their musical phrasing, interpretation and in the creation of their own
music. Creativity also makes teaching a job that is ever-evolving.