Teaching Music Philosophy
My teaching philosophy is based upon the desire to create and share high-quality choral music with students in an environment where learning can take place through experience. As an educator, it is my responsibility to create an inviting classroom where my students are excited to learn through making mistakes, learning assessment skills, and growing through shared experience. Much of my teaching philosophy comes from Vygotsky's theory of the Zone of Proximal Development (ZPD), where a student is able to achieve more with the assistance of another than one would be able to achieve alone. It is my intention to create a foundational knowledge that evokes an excitement for learning and allows my students to further explore the field of music, as individuals and as a group, through purposeful, planned guidance.
As an educator, it is my responsibility to prepare my students for life beyond the classroom. Choral music serves as the conduit for this, in performance and rehearsal. Choral music education leads to myriad tools and skills, including many extra-musical traits that can and need to be learned to prepare my students for success. It is my goal to teach these goals: an appreciation (if not love) for choral music, an awareness of music both in and out of the classroom, and music’s inimitable ability to “speak” through a complete understanding of musical literacy as a language. It is my responsibility to teach students how to think critically and creatively, how to solve problems in and out of the music classroom, as well as how to develop goals and aspirations while working on their strengths and weaknesses. I want to prepare my students to become leaders in their chosen fields, whether musical or nonmusical, and to strive for excellence in all they do.
I choose high quality repertoire to challenge, yet match the needs of each ensemble. In this selection process, it is important to remember both individual and group needs, learning styles (Gardner), and to always provide a challenge so that students have the opportunity to continuously learn through guidance(Vygotsky). The rehearsal process teaches musical and extramusical skills, allowing students to make educated decisions. This learned skill is vital in and out of the choral rehearsal.
The choral rehearsal is where the majority of choral music education takes place. I strive to teach in a structured, open, and communicative environment allowing students to learn both musically and extramusically. Students should be able to recognize problem areas and set goals for the ensemble and for themselves as individuals. Student reflection of rehearsal and performance is essential for continuous learning. Not only do learning styles vary and adapt over time, but also my teaching style is in constant adjustment. It is my intent to continuously allow new opportunities for students through guided questioning and student feedback. This process promotes student success and builds a healthy learning environment for both the teacher and students. Furthermore, it creates a culture of trust and commitment.
It is my intention to demonstrate professional behavior to my students. Therefore, it is important for my students to see me effectively communicate, have strong organizational skills, and to see a physical example of professionalism through attire and appearance. According to Dr. Haim Ginott, a child psychologist, “Children are like wet cement. Whatever falls on them makes an impression.” A curriculum including historical, theoretical, and social aspects allows for conversation amongst peers and colleagues as well as between students and other educators. These skills further promote extracurricular and extramusical skills that are vital for each student’s well-rounded education.
Through classroom discovery and a carefully chosen curriculum, students will have the opportunity to apply their education and the principles learned in rehearsals to each new learning environment. As Clay P. Bedford once said, “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” Upon graduation, it is my hope that students become eternal learners who are ready to face the challenges in the world outside of the classroom.
As an educator, it is my responsibility to prepare my students for life beyond the classroom. Choral music serves as the conduit for this, in performance and rehearsal. Choral music education leads to myriad tools and skills, including many extra-musical traits that can and need to be learned to prepare my students for success. It is my goal to teach these goals: an appreciation (if not love) for choral music, an awareness of music both in and out of the classroom, and music’s inimitable ability to “speak” through a complete understanding of musical literacy as a language. It is my responsibility to teach students how to think critically and creatively, how to solve problems in and out of the music classroom, as well as how to develop goals and aspirations while working on their strengths and weaknesses. I want to prepare my students to become leaders in their chosen fields, whether musical or nonmusical, and to strive for excellence in all they do.
I choose high quality repertoire to challenge, yet match the needs of each ensemble. In this selection process, it is important to remember both individual and group needs, learning styles (Gardner), and to always provide a challenge so that students have the opportunity to continuously learn through guidance(Vygotsky). The rehearsal process teaches musical and extramusical skills, allowing students to make educated decisions. This learned skill is vital in and out of the choral rehearsal.
The choral rehearsal is where the majority of choral music education takes place. I strive to teach in a structured, open, and communicative environment allowing students to learn both musically and extramusically. Students should be able to recognize problem areas and set goals for the ensemble and for themselves as individuals. Student reflection of rehearsal and performance is essential for continuous learning. Not only do learning styles vary and adapt over time, but also my teaching style is in constant adjustment. It is my intent to continuously allow new opportunities for students through guided questioning and student feedback. This process promotes student success and builds a healthy learning environment for both the teacher and students. Furthermore, it creates a culture of trust and commitment.
It is my intention to demonstrate professional behavior to my students. Therefore, it is important for my students to see me effectively communicate, have strong organizational skills, and to see a physical example of professionalism through attire and appearance. According to Dr. Haim Ginott, a child psychologist, “Children are like wet cement. Whatever falls on them makes an impression.” A curriculum including historical, theoretical, and social aspects allows for conversation amongst peers and colleagues as well as between students and other educators. These skills further promote extracurricular and extramusical skills that are vital for each student’s well-rounded education.
Through classroom discovery and a carefully chosen curriculum, students will have the opportunity to apply their education and the principles learned in rehearsals to each new learning environment. As Clay P. Bedford once said, “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” Upon graduation, it is my hope that students become eternal learners who are ready to face the challenges in the world outside of the classroom.