Teaching Philosophy
Music is the universal language in which every human culture uses to express its own voice. Archeologists have found musical instruments dating all the way back to the Prehistoric era, which suggests that music tells the story of the human race and our existence. Each human that inhabits this earth becomes a part of our story and takes on the responsibility of teaching the next generation about our past. With this knowledge accessible to everyone, the story will continue to grow as humans evolve and become more connected through understanding and unity.
Music education at an early age has proven to promote a healthy body, mind, and soul. Much like a sport, coordination is absolutely necessary to perform well. This evidence is clear with every instrument, whether breathing in time with a wind or brass instrument, exercising the fine motor skills required in executing a Baroque trill, or the balance and coordination necessary to perform a smashing drum solo. In 2006, an article published in Annals of the New York Academy of Sciences titled “Effects of Music Training on the Child's Brain and Cognitive Development” showed direct evidence that music increases brain development in all areas because both the right and left side of the brain are being used. Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. * Playing in an ensemble helps develop student’s aural skills, helps with sequential learning, and shows them a big picture that they can find their place in. Music also provides an emotional outlet for students to express themselves that can help them find their own personality. Unlike sports, music can still be a very active part of life even for someone who is eighty or ninety years old.
In order to provide a proper education in music, ALL STUDENTS must be given the same opportunities and access to a music education taught by a trained and qualified educator. Students need a certified teacher, proficient in pedagogies, one who can sing with accurate pitch, good tone quality, and demonstrate highly skilled musicianship. All instrumentalists should have a basic competence in singing and likewise all singers should be competent on at least one instrument. Students need a music teacher who is proactive in the community so that everyone can see the many benefits of a good music program. An excellent music teacher should have good interpersonal skills such as being fun, creative, patient, and relatable so that the students are inspired to study music. Finally the students need an organized teacher who can create a safe-learning environment so that the students feel open to new experiences and are able to express themselves in a deeper, more meaningful way.
The basic equipment necessary to teach k-12 music includes a band room big enough for its students and instruments, a tuned piano, a black/white board with chalk/markers, and percussive instruments. With the piano, voice, and percussion students are able to learn about rhythm, melody, and harmony. For students to have a rich musical experience in a comprehensive program larger instruments such as strings, winds, and brass become essential. “In kindergarten, music should be integrated into the curriculum throughout the day with at least 12 percent of contact time devoted to musical experiences. Students in grades 1 and 2 should have music in 20- to 30-minute periods, and students in grades 3 through 5 should have music in 25- to 45- minute slots. The recommended amount of classroom music instruction per week in grades 1 through 5 is not less than 90 minutes”** Students should be able to study areas of music that are applicable to today’s job market such as music production and music business/management to show them what career possibilities exist in the music world. Applied lessons for voice and all instruments should be either provided by the school or by a professional recommended through the school.
The No Child Left Behind Act of 2002 includes the arts in it’s listing of “core academic subjects” and it is imperative that we do everything we can to make sure it remains a core academic subject. Without a sufficient education in music, humans will lose the cultural connection that has been with us since the very beginning of our existence.
*SCHLAUG, G., NORTON, A., OVERY, K. and WINNER, E. (2005), Effects of Music Training on the Child's Brain and Cognitive Development. Annals of the New York Academy of Sciences, 1060: 219–230. doi: 10.1196/annals.1360.015
**Linderman, Carolynn A., and Patricia Hacket. The Musical Classroom- Backgrounds, Models, and Skills for Elementary Teaching. 8th ed. Upper Saddle River: Prentice Hall, 2010. 5-6. Print.
Music education at an early age has proven to promote a healthy body, mind, and soul. Much like a sport, coordination is absolutely necessary to perform well. This evidence is clear with every instrument, whether breathing in time with a wind or brass instrument, exercising the fine motor skills required in executing a Baroque trill, or the balance and coordination necessary to perform a smashing drum solo. In 2006, an article published in Annals of the New York Academy of Sciences titled “Effects of Music Training on the Child's Brain and Cognitive Development” showed direct evidence that music increases brain development in all areas because both the right and left side of the brain are being used. Research has also demonstrated that music training in children results in long-term enhancement of visual-spatial, verbal, and mathematical performance. * Playing in an ensemble helps develop student’s aural skills, helps with sequential learning, and shows them a big picture that they can find their place in. Music also provides an emotional outlet for students to express themselves that can help them find their own personality. Unlike sports, music can still be a very active part of life even for someone who is eighty or ninety years old.
In order to provide a proper education in music, ALL STUDENTS must be given the same opportunities and access to a music education taught by a trained and qualified educator. Students need a certified teacher, proficient in pedagogies, one who can sing with accurate pitch, good tone quality, and demonstrate highly skilled musicianship. All instrumentalists should have a basic competence in singing and likewise all singers should be competent on at least one instrument. Students need a music teacher who is proactive in the community so that everyone can see the many benefits of a good music program. An excellent music teacher should have good interpersonal skills such as being fun, creative, patient, and relatable so that the students are inspired to study music. Finally the students need an organized teacher who can create a safe-learning environment so that the students feel open to new experiences and are able to express themselves in a deeper, more meaningful way.
The basic equipment necessary to teach k-12 music includes a band room big enough for its students and instruments, a tuned piano, a black/white board with chalk/markers, and percussive instruments. With the piano, voice, and percussion students are able to learn about rhythm, melody, and harmony. For students to have a rich musical experience in a comprehensive program larger instruments such as strings, winds, and brass become essential. “In kindergarten, music should be integrated into the curriculum throughout the day with at least 12 percent of contact time devoted to musical experiences. Students in grades 1 and 2 should have music in 20- to 30-minute periods, and students in grades 3 through 5 should have music in 25- to 45- minute slots. The recommended amount of classroom music instruction per week in grades 1 through 5 is not less than 90 minutes”** Students should be able to study areas of music that are applicable to today’s job market such as music production and music business/management to show them what career possibilities exist in the music world. Applied lessons for voice and all instruments should be either provided by the school or by a professional recommended through the school.
The No Child Left Behind Act of 2002 includes the arts in it’s listing of “core academic subjects” and it is imperative that we do everything we can to make sure it remains a core academic subject. Without a sufficient education in music, humans will lose the cultural connection that has been with us since the very beginning of our existence.
*SCHLAUG, G., NORTON, A., OVERY, K. and WINNER, E. (2005), Effects of Music Training on the Child's Brain and Cognitive Development. Annals of the New York Academy of Sciences, 1060: 219–230. doi: 10.1196/annals.1360.015
**Linderman, Carolynn A., and Patricia Hacket. The Musical Classroom- Backgrounds, Models, and Skills for Elementary Teaching. 8th ed. Upper Saddle River: Prentice Hall, 2010. 5-6. Print.