Philosophy

Cindy Lopez
My Philosophy of Music Education

I have always been drawn to music, from the time that I watched my friends go to strict
conservatories in Cuba to the moment I entered my first college music class. Music is a very
important part of my life. As a music educator I will find a balance between the teacher-centered
conservatory style and the student-centered creative style. I believe that music education
provides a safe place for students. Here, they develop listening, technical, communication and
creative skills. Both teacher and student centered classroom time is important along with the
incorporation of music from many time periods and cultures. Despite many challenges, music
education will adapt to constantly changing policy in order to persevere for generations to come.
I believe that music education should establish a balance between the demanding
conditions of a rigorous Cuban music conservatory and a more student centered creative
approach. Teacher-centered pedagogy where the teacher controls all musical detail in the
ensemble is most common, but the other portion of class is student centered, where the students
are given a voice in the learning process and they take responsibility for their individual learning.
Deborah Blair (2009) states,
It is common for us as teachers to think that our role is to pass along our knowledge of
music or that being enthusiastic about music will inspire our students to share our love
of music. But we cannot do this for our students. To have transformative musical
experiences and to value music and grow in their love for it, students must engage with it
in personal ways (p. 45).
I want to make my classroom a safe place. By safe, I mean a place where the students
feel protected from any harm. A place where kids are free to express themselves without the fear
of judgment or disapproval. In here, they will not only creatively develop musical skills, but
more importantly, learn life skills that will help them through wherever their journeys take them.
Teaching communication and social skills will be one of my priorities in my music classroom.
These aptitudes will not only be used in music, but also in many other fields, including the
workforce. Music education should also include music from all time periods and cultures. Not
just Medieval and Renaissance, and not just Popular music from the current century. I agree with
Tobias (2013) when he states that knowing how people learn and do music in their everyday
lives can assist and address contemporary ways of being musical beyond the foci of typical K12
programs (p. 30). However, I also believe that these typical K-12 programs are doing a great
thing in preserving and sharing the music of the past. Just as in teacher and student centered
teaching, having a good balance is the key phrase here!

Philosophy
Music educators are clinging desperately to an antiquated system of school music as their
programs shrink and they eventually lose jobs. Music education is a mere afterthought for policy
makers. Policy mandated standardized tests will continue to marginalize music programs; I
intend to change that which is in my realm of control, and persevere through those things I can
not change. In the words of Kratus (2007), During times of fiscal uncertainty, the arts in
education is perceived as less valuable than other, more problematic subjects that provide skills
directly related to the workforce (p. 44). To administrators, size definitely matters so I will
boost my enrollment by using pop culture and technology. Integrating music technology and
creative ways to develop musicianship through music that is familiar to students will attract
students and satisfy those who would otherwise cut my music program.
All things in culture evolve. Education and music are and always will be changing. I
hope to balance discipline and creativity, teacher and student, new and old in order to reach as
many students as possible with the power, joy and struggle of music. I will help each student to
maximize their own potential in any endeavor because of the lessons learned in my music class.

Philosophy

References
Blair, Deborah V. (2009). Stepping Aside: Teaching in a student-centered music classroom.
Music Educators Journal, 95, 42-45.
Kratus, John. (2007). Music education at the tipping point. Music Educators Journal 94,
42-48.
Tobias, Evan S. (2009). Toward convergence: adapting music education to contemporary society
and participatory culture. Music Educators Journal, 99, 29-36.