Philosophy of Music Education
I subscribe to the Praxial Philosophy of Music Education championed by Dr. David Elliot in the 90s, which holds that music is both a human activity and an aesthetic and that it is linked inextricably to human existence and culture.
I believe that music education is at its best when every student can make music at a high level.
To study and understand music deeply, the musician must do more than just learn *about* music. (Imagine if a student were to take a course entitled Math Appreciation. See how silly that sounds?!) While I expect students to appreciate music and art, it is now, especially in their Middle School years, that students should do music.
My teaching underscores my belief that music education should place learners at the center of their learning with the power to problem-solve, think, explore, critique, connect, and finally, to celebrate both the journey and the destination. One of my favorite activities for Grade 8 students is to have them watch the video of their first beginning band performance. The look on their faces is priceless.
As a career educator, what strikes me the most about music education is the kind of human who walks out the other side. I see my 8th graders (and seniors!) walk out the door having gained tremendous ground during the years they spent in music; they are people who are more responsible, skilled, team-oriented, self-aware, and connected than when they arrived.
The cherry on top is that they also happen to play music - very, very well.
I believe that music education is at its best when every student can make music at a high level.
To study and understand music deeply, the musician must do more than just learn *about* music. (Imagine if a student were to take a course entitled Math Appreciation. See how silly that sounds?!) While I expect students to appreciate music and art, it is now, especially in their Middle School years, that students should do music.
My teaching underscores my belief that music education should place learners at the center of their learning with the power to problem-solve, think, explore, critique, connect, and finally, to celebrate both the journey and the destination. One of my favorite activities for Grade 8 students is to have them watch the video of their first beginning band performance. The look on their faces is priceless.
As a career educator, what strikes me the most about music education is the kind of human who walks out the other side. I see my 8th graders (and seniors!) walk out the door having gained tremendous ground during the years they spent in music; they are people who are more responsible, skilled, team-oriented, self-aware, and connected than when they arrived.
The cherry on top is that they also happen to play music - very, very well.
