| Philosophy |
 |
|
Music education for many of us, if we’re lucky, begins in elementary school. Everyone has a story to tell, sometimes about their “weird” music teacher, but often about a teacher who evokes fond memories. Personally, I was fortunate to have many strong, supportive music teachers along the way who fostered my desire to pursue music as a vocation. Although I will certainly never forget the scars caused by the high school choral director who informed me that if I didn't know whether or not I wanted to be a performer (I was 14 at the time) then I may as well forget even entertaining that notion. For better or worse, it is evident that music educators are quite influential in the lives of their students. This is something I keep in mind in my approach to general music education. I feel that one of the main goals is simply an appreciation for music. The vast majority of my students may never pick up a musical instrument or pursue music in any other way than turning on the car radio. This is why I believe it is important to teach a wide variety of genres and to incorporate only as much music theory as is necessary to facilitate their appreciation for the art form. Discussing basic elements helps to give them the vocabulary and ability to express their own impressions about different musical styles, however I don't want to get bogged down in hardcore theory. What's more important in my view is to open their minds and take genres of music that may be completely foreign to them and relate the music to their world in some way. For instance, when I teach Beethoven, I use a rap song that samples "Fur Elise" as a bridge between what the kids are familiar with and something they are otherwise intimidated by simply because it is outside of their realm of experience. Whether I am doing simple songs with an auditorium full of 200 first graders or a classical selection listening exercise with a small group of fifth graders, I feel that what is most important is that they leave the lesson feeling successful and good about themselves within the context of music. However, there are those students who participate in performance groups, who may very well pursue a career in the music field, or at the very least, be active participants in musical activities within their community. For these children, musical skills are more relevant, but appreciation also needs to be fostered. I believe it is important to try to lay a solid foundation of musical skills and knowledge without smothering their enthusiasm. There are far too many stories of a child’s musical hopes being dashed by a harsh word from a careless music educator. This is why my priority with band and choral students is to encourage their interest and foster their talent, even where little talent may be apparent. Belonging to these groups is also important for children because it teaches them skills beyond musicianship, such as teamwork, responsibility and discipline. I tend to feel that one of the most important aspects of music education is the ability to weave all facets of the curriculum together. We are in a unique position to give students a big picture view of the many fragments they are taught on a daily basis. In one music lesson we can bring, music, reading, math, social studies and life skills together into one cohesive vision. In a more tangible sense, the music department can also serve to bring the school community together around a specific theme. The opportunity for staff to work together on projects is invaluable to the school as a whole. In my first year of teaching in NYC, I worked closely with a fellow music teacher so that we were teaching within the same framework. We found it helpful to do this because we had some classes in common and therefore were able to reiterate the same ideas in different lessons. This year we decided to expand that concept and developed a year long unit plan that ultimately entailed the acquisition of a grant and as part of that process, included some collaboration with teachers in other disciplines. From this I learned that other teachers were working on concepts that could be incorporated into similar ideas in the music department. As a result, I have suggested to my Principal that next year we have a committee dedicated to the integration of the arts across the curriculum. I feel that by getting all teachers on the same page and working toward the same goal, we not only provide clarity in the educational experience of our children, but also feel more invested in our school community overall. Not to mention, that by interweaving music with the curriculum we make ourselves more valuable and therefore less likely to be disposed of when budgets become tight. Above all else, I believe that making a child feel successful is the bottom line in education, be it music or otherwise. So I guess I see myself as an educator first and foremost, a music educator in a more secondary sense. While the elements and skills inherent to music are important and vital to what I do, I feel my job goes beyond communicating those concepts and tasks. Moving forward, I feel that it is vital that I teach what I am invested in and continue to expand the realm of my investments. This is why it is important to me to continue growing as a musician and to always view myself as a student as well as a teacher. The best teachers are life-long learners and by enriching my own life with new experiences I become a better person and also a more well-rounded educator. |