Philosophy of Music
Education
|
|
Before teaching music, it is important to decide why it is so essential in a student’s education. By determining why music should be taught in schools, the educator can also begin to form answers to the other questions about the teaching process. The teacher’s own opinion on why music education is important impacts his or her teaching methods. In my opinion, music education is important because it opens the minds of students and allows them to see the world through the eyes of an educated, well-rounded individual. Society values individuals who are knowledgeable in areas outside of their career field; nearly all high schools and colleges require students to receive a core education in all subjects. Because of this, I believe everyone can benefit from music education in some way or another and that it is the teacher’s responsibility to understand why all students need arts education to succeed. If music provides a way for a student to view the world around them, then music education is necessary to keep music alive. Music is changing rapidly; each day brings new groups of singers and bands. It is important to teach the history of music in our culture so that future generations can better understand and appreciate all genres of music. Because music has a considerable effect on the quality of people’s lives, it is imperative that students have an awareness of the arts in order to help complete their lives. The more students know about music, the more likely they will be to truly understand why the arts have such a substantial effect on one’s quality of life. Although it is possible to survive without music, life would not be complete without the arts as part of any culture. A life without music would simply be classified as existing; music is essential to living life to its fullest capacity (Hoffer 2001). Music also provides a person with a creative outlet and the potential to have a more enjoyable life. If a student is willing and able to further his knowledge in music, I think that he should be supported and encouraged in every way possible. By extending the student’s education in music, the educator uncovers a new world to the student. Throughout the process of learning an instrument or to sing, the student is provided with many opportunities to become a better person. Musically, the student learns to be expressive and share music through performance. Music promotes creativity and allows the performer to use his mind to make a piece his own. Besides musical growth, the student benefits from music in many other, more indirect, ways. For example, participating in an ensemble encourages responsibility and discipline. Daily practice pushes the student to set goals and work to attain them. Participation in musical groups promotes school spirit, personal growth, and a better understanding of culture and way of life (Glenn 1991). Most importantly, an extensive music education may persuade the student to pursue music as a hobby. I believe that all students should, at the very least, be taught the basic fundamentals of music. Because music is present in nearly all areas of life, a basic knowledge of music will allow the student to understand and appreciate the world around him. In addition to this basic education, the student should be informed about the history of music. Ideally, the student should gain an appreciation for music and learn to enjoy listening to several different styles of music. Knowing something about how music has evolved gives the student the ability to appreciate different styles of music, even if he does not enjoy them all. More knowledge on the subject leads to better chances of a student appreciating music and its role in society. This is especially important because the more society knows about the history of music, the more likely they will be to keep the arts alive in the future. For the most part, I believe that the material a music teacher includes in his or her lessons should be based on the age and ability of students, as well as the type of music class being taught. At every age level, the students should be exposed to several different areas of music, not just playing an instrument or learning to sing. Some attention needs to be given to topics such as music history, composition, analyzing music and performances, and relating music to everyday life. Learning how to listen to music is also very important. In order to really experience a piece of music, the student needs to listen for himself; the language of music cannot be translated accurately into words (Machlis & Forney 1999). Because these aspects of music are just as important as performing, I feel that the National Standards for Music provide good general guidelines for what to teach. If the students become fairly competent in each of the nine standards, they will have received a well-rounded music education (Hoffer 2001). In order for music education to be effective, music should be taught in a way that appeals to the students. If the techniques that the teacher uses do not hold the students’ interest, or are inappropriate to their skill levels, then the students may lose interest in the subject. With that in mind, I believe that the teacher needs to use trial and error to find the most effective teaching strategies that are fitting to the students’ strengths and weaknesses. Once the best methods are found, the teacher should continue using them while still incorporating new and different techniques into future lessons. In my opinion, the most successful teachers are those who can find a variety of ways to teach music and make use of the methods that will hold the student’s interest. While teaching music, I feel that the educator should divide his or her time between individual students and ensembles. Musical groups are required to learn to make music together, but individual attention makes students see that they are important to the ensemble and encourages them to contribute to the best of their ability. If the director shows interest in the individual students, than I think that the students will be more motivated to work for the good of the group. In addition, when all individual students feel that they are meaningful members of the group, they will be more likely to pay attention and actively participate so that behavior problems are less frequent. Also, from my experience as a music student, a teacher who shows, rather than tells, is most effective. If the teacher takes the time to demonstrate materials to individual students, the entire ensemble will benefit. The teacher should also act as a role model for the students. When the director shows interest in the group and leads focused rehearsals, then the students will do the same. A teacher who takes the time to show the students how important hard work and dedication are to the ensemble’s success will make a more of a statement than a teacher who just tells the students to participate. Because of this, the teacher has to follow through, using actions, on anything he or she says to the class. In general, I think that teachers who communicate on an individual basis with their students and teach through example are the most successful teachers. I strongly believe that music education is for everyone. Everyone can appreciate, if not enjoy, music on some level and should be given the basic knowledge that allows them to better understand the world. I do not feel that everyone has the ability or desire to go beyond this basic education in music. Each student should be encouraged to go as far as possible in music, but not forced to pursue the subject further than he would like, with exception of a basic familiarity with the topic. Those who have the desire to continue their music education should be encouraged to do so. An appropriate way to meet the needs of students at all different levels is the use of auditioned groups. As long as the more select group does not overshadow the other groups, it gives those students who would like to pursue music at a higher level the opportunity to do so. It also allows the students who would like to be involved in music at a lower level the chance to learn and enjoy music in non-auditioned groups. I believe that it is the music educator’s responsibility to promote this desire in all students. If the educator teaches to the appropriate level for each individual and promotes an appreciation for music, then I would consider that teacher successful. The results of music education, for most students, go beyond a basic knowledge of music. In my opinion, the students should come out of a music program a well-rounded person with the capability to view the world through the eyes of a musician. This allows the student to be a more complete person with the potential for a life-long enjoyment of music. Music education should give the student enough information to think intelligently about the music he or she hears in daily life. To me, a student who leaves a music program as a more responsible and disciplined individual has progressed in some way, even if it is not musically. Learning can be in the form of setting goals and developing the dedication to accomplish them. A student who possesses many of the qualities that participation in music instills in a person has the several of the tools needed to be successful in his chosen career. Because of this, I believe that the results of music education should go beyond the ability to name notes and match pitch. After putting much thought into why music education is important in today’s schools and what goals I have set for myself as a future teacher, I have come one step closer to forming my own philosophy of music education. Although I can think of numerous reasons why it is necessary for all students to receive music education, the most important reason is simply because it opens their minds and gives them a new perspective on life. Organizing my own thoughts and feelings about music education has helped me begin to understand the teaching process and given me the opportunity to look back on my musical experiences and see how each affected my life. In the next few years, I hope to continue developing these thoughts and ideas so that I can begin my teaching career with a clear image of my philosophy of music education. |
