Teaching Philosophy
As a student within music classrooms my whole life, I have been able to grow not only as a musician, but also as a confident individual and group leader, thinking creatively to solve complex problems. I have learned personal responsibility and a sense of mutual leadership among my peers through participation in ensembles including choral, orchestral and band programs. Rehearsing and performing in each of these ensembles has helped me build an internal sense of discipline and appreciation for the importance of cooperation with my peers to create a united sound, while also examining the historic and cultural value of music.
Throughout my years as a student, I have found that music, unlike any other class, allows small increases in success to build motivation to learn. While many educators have this belief, I do not consider perfection to be the sole form of success. Instead, achievement is any step forward in learning and performance. When students are aware of their incremental accomplishments, their momentum launches forward, eager to achieve the next level they are capable of. I teach them how to apply their skills within my classroom as well as to the world around them. Each student leaves my classroom with a sense of energy that was not present upon entering the room, a sense I feel as well. Channeling the already present energy of the group into productivity allows students to be themselves while learning.
I find it important to build mutual trust between the students and myself as the teacher. I begin by teaching my students to not be afraid of mistakes, but rather to use them to learn. Allowing students the opportunity to own up to their mistakes and learn from them builds a sense of community within my classroom that extends beyond the musical ensemble. Music has the ability to bring together many different people in one common passion. By nature it is collaborative and not competitive. The ability for students to feel safe within my classroom begins the process of achievement that allows them to perform to their fullest potential.
My students learn about and experience for themselves what it means to be an independent as well as collaborative member of the classroom in order for all to succeed. I believe that music education is crucial for the development of assertive students and self-assured individuals. The skills they gain help build creativity as musicians, students, and as people within a larger society. My students not only encourage each other, but push themselves to be the strongest musicians they can be. As emphasized in my Kodály training, I provide opportunities for students to be actively involved in their own learning, through movement and dynamic participation. One of the most exciting aspects of music education is the active hands-on experience that every student receives. Students are fully engaged within my fast-paced and interactive classroom. Allowing students the freedom to apply their skills in multidisciplinary ways is fundamental to the structure of my classes.
A successful society is made up of people who are connected to their culture and the way that it is created, and thus feel inspired to use their creativity to try new activities and explore unknown areas. My students learn about the history of the culture that they come from, and the culture that they continue to create as they grow. Music is not only about the history and theory of the music analyzed or performed, but also about an evolving cultural identity. This cultural identity can better be discovered through tools such as music literacy. Every student that leaves my classroom will be more literate in music theory and sight-reading than when they entered the classroom. Every student has their own pace and method of learning. I reassure my classrooms that all students learn differently, and thus my classroom is differentiated to accommodate each student’s needs.
Studying music provides students with a different way to approach thinking than other classes provide. A music classroom should build a sense of creative and analytical confidence that students can apply while listening to and performing historic musical works. Students in my classroom are encouraged to discover their own passion for creating and appreciating sound that is more powerful than any single person’s abilities. Learning through music builds a sense of what it means to be a member of a much larger process than oneself. My goal is to continue to show every student that they are capable of succeeding in music with dedication and confidence. The triumphs that I had within my music programs have shown me that diligent work and a supportive community can ensure the success of any ensemble with an intuitive leader.
Throughout my years as a student, I have found that music, unlike any other class, allows small increases in success to build motivation to learn. While many educators have this belief, I do not consider perfection to be the sole form of success. Instead, achievement is any step forward in learning and performance. When students are aware of their incremental accomplishments, their momentum launches forward, eager to achieve the next level they are capable of. I teach them how to apply their skills within my classroom as well as to the world around them. Each student leaves my classroom with a sense of energy that was not present upon entering the room, a sense I feel as well. Channeling the already present energy of the group into productivity allows students to be themselves while learning.
I find it important to build mutual trust between the students and myself as the teacher. I begin by teaching my students to not be afraid of mistakes, but rather to use them to learn. Allowing students the opportunity to own up to their mistakes and learn from them builds a sense of community within my classroom that extends beyond the musical ensemble. Music has the ability to bring together many different people in one common passion. By nature it is collaborative and not competitive. The ability for students to feel safe within my classroom begins the process of achievement that allows them to perform to their fullest potential.
My students learn about and experience for themselves what it means to be an independent as well as collaborative member of the classroom in order for all to succeed. I believe that music education is crucial for the development of assertive students and self-assured individuals. The skills they gain help build creativity as musicians, students, and as people within a larger society. My students not only encourage each other, but push themselves to be the strongest musicians they can be. As emphasized in my Kodály training, I provide opportunities for students to be actively involved in their own learning, through movement and dynamic participation. One of the most exciting aspects of music education is the active hands-on experience that every student receives. Students are fully engaged within my fast-paced and interactive classroom. Allowing students the freedom to apply their skills in multidisciplinary ways is fundamental to the structure of my classes.
A successful society is made up of people who are connected to their culture and the way that it is created, and thus feel inspired to use their creativity to try new activities and explore unknown areas. My students learn about the history of the culture that they come from, and the culture that they continue to create as they grow. Music is not only about the history and theory of the music analyzed or performed, but also about an evolving cultural identity. This cultural identity can better be discovered through tools such as music literacy. Every student that leaves my classroom will be more literate in music theory and sight-reading than when they entered the classroom. Every student has their own pace and method of learning. I reassure my classrooms that all students learn differently, and thus my classroom is differentiated to accommodate each student’s needs.
Studying music provides students with a different way to approach thinking than other classes provide. A music classroom should build a sense of creative and analytical confidence that students can apply while listening to and performing historic musical works. Students in my classroom are encouraged to discover their own passion for creating and appreciating sound that is more powerful than any single person’s abilities. Learning through music builds a sense of what it means to be a member of a much larger process than oneself. My goal is to continue to show every student that they are capable of succeeding in music with dedication and confidence. The triumphs that I had within my music programs have shown me that diligent work and a supportive community can ensure the success of any ensemble with an intuitive leader.
