Hannah Park

Critical Pedagogy I- Philosophy Paper

Professor Donna Gallo
12/12/2014

Critical Pedagogy for Music Education is the deep thoughtful process a teacher needs to
consider in order to help students to not only learn music but to grow as a human. It is the bridge
between a teacher and a student by connecting through personal and meaningful musical
experiences. I learned that in order to teach a class about music or anything in general, the
following is needed: content knowledge, pedagogical knowledge, confidence, personal
experience, the drive to stay motivated to help and understand students, and so much more.
There are numerous factors and thoughts that go into play when teaching a class. How do I
explain this so the students can understand? Why does this student never pay attention in my
class but actively participate in another class? Am I subconsciously alienating some of my
students in the lesson? These questions can go on endlessly, however, there is never going to be
a perfect lesson or teacher. We can only strive to reach perfection and hope that you at least
move one student through music.
More so, The better you know yourself, the better you can get to know your students.
(Chapter 8, The Students: Who are they?) It is the teachers job and obligation to try and get to
know their students on a personal level. Covey presented an idea he called the emotional bank
account, which he depicts as a metaphor that describes the amount of trust thats been built up
in a relationship. When you invest in learning about your students, you are, in effect, making
deposits into the emotional bank account that exists as an aspect of the relationship shared
between you and your students. (Chapter 8) Knowing your students background and where

they come from is a key essential part of being a teacher. Knowing their ethnicity intertwines
with knowing their religion. Being culturally aware of where you are and how that comes into
play when you are teaching is valuable. Its also important for the teacher to make sure students
are comfortable and dont feel marginalized by their sexual orientation and identity. Knowing
what your students like to do, what their hobbies are, and how they best function in a classroom
setting is also a duty of the teacher. It is the teachers duty to try their best to be understanding of
the students. It is especially important learning their names as soon as possible, observing their
personality and engaging in conversations with the students.
I personally, learn better visually in order to process and comprehend material. I would
incorporate both visuals in my lesson planning and aural teaching. There are several different
types of teaching methods, theories, and processes. For example, the Orff process and Kodaly
method. The Kodaly method consists of inner hearing and literacy, which involves isolated
rhythms, melodic patterns, and solfege (relative or movable do). The Orff process deals with
using instruments which is another way students can connect with the music and make it more
personal. It is a tangible way to learn, because they can touch and feel the instruments. This is
definitely something I would use in the future with younger students. I believe there isnt a
correct way of teaching but a teacher should put together things learned over time to fit their own
personal style of teaching. One can use guidelines to help plan but the actual teaching should
come from within because teaching is a conversation between the teacher and the students.
(Campbell, Chapter 3)
The Regelskis Toward an Applied, Professional Ethics for School Music, changed my
perspective on teaching by learning the differences among duty, consequential, virtue ethics. I
learned that teaching should always benefit the students and not the teacher or music program.

Even if there is a negative or positive consequence for it. Of course, I must realize what the
consequences and actual results are before I make decisions. There will be difficult decisions I
will have to make but thats all part of the process. Teachers should allow students to promote
free expression when performing. Something I have never thought about is Do not harm the
students vocally. I never considered the fact that students can be going through vocal change
and that a teacher has to choose repertoire carefully. Another thing this course has brought my
attention to is do not choose repertoire that can leave students out and marginalize them. I did not
realize that lyrics of some pieces can marginalize students and is something I will always keep in
mind for future planning. Something obvious but can be forgotten is be fair and just to your
students. I also always have to keep in mind that I should beneficence towards the needy.
Teachers tend to have a dilemma about if they should make the classroom speed to the students
who are following along or falling behind.
Furthermore, listening to vast genres of music expanded my knowledge in music. Being
in choirs since middle school has affected my passion for listening to chorale and classical
music. My high school experience has impacted me to enjoy not only singing in choirs but also
listening to them. Although past experiences can help build confidence in teaching and can
familiarize materials it is important not to try and create the exact same experience. It is
important for the teacher to be confident in their musical ability in order to keep a steady beat,
correct pitches, rhythms, and melodies. This is something that can be gained through practice and
experience standing up in front of class. However, a teacher should allow the students to create
their own personal story and experience with a song.
Moreover, video observing made me realize that I have to be aware of what is actually
going on in a classroom. The video observation made me see how different teachers have tools to

help students follow along better. Teachers need a strategy to immediately get the attention of
their students, in which the students know that, that means to stop talking and to pay attention.
For example, using a chime or clapping a rhythm that students would have to complete. Other
things I learned from observations are allowing students to create things on their own helps the
students understand better. Teachers always keep students busy so they are not distracted and go
off topic. It is the teachers duty for the students not to talk with their friends or lose their
engagement. Introducing new topics at the end of a lesson can help students learn quicker for the
next class. The importance of transitioning and how teaching about diversity and culture in a
classroom is important. It is significant for choirs to be involved and contribute to the
community. Bringing in parents to teach songs and information on different cultures is one way
to do that. Lessons should allow students to learn about story telling through their body
movement. Music is a way of expression and storytelling, and teaching that a young age is
influential. Making lessons and activities personal to the students will help them remember and
keep the lesson in their heads longer.
The environment of a classroom is important for the students to feel comfortable in
blossoming and growing in that area. If the students do not feel safe they will not be open and
free to explore or experiment in the class. The students should be able to approach the teacher
about problems they face in the class whether it be about the material, other students, or anything
in general. The classroom should be an environment students can learn music in. Ideally, music
teachers do not wish to teach music in a gymnasium, or auditorium, however, no matter how
poor the circumstances are, it is the teachers obligation to make best of the situation and still
teach music. Having musical terms up on the wall for the students to see and use during their
class time can helpful, and productive. However, the room should not be decorated in a way that

will be distracting. The classroom setting is a key factor in teaching, it must be a space that
allows creativity. (Ayers, Chapter 3)
Above all, before this course, my mind set was more focused on what I wanted and what
I thought would be fun. However, my eyes have opened and I realized that its always all about
the students. Doing repertoire they will enjoy and will find interesting. However, there are
several issues because it might not be approved by the school, or district. Teachers are always
going to face this dilemma of should I do whats right for the students or listen to the higher
authorities? However, I believe a teacher should always think of the students first. What is this
student going through? What is this student thinking right now? Who is this person before me?
What is the measure of her hope and hurt? What are his interests and areas of wonder? How does
she express herself and what is her awareness of herself as a learner? What effort and potential
does she bring? (Ayers, Chapter 2) It is my job as the teacher to motivate and inspire the
students to want to try in the class. How can I reach this student and make them open up in the
class? Getting to know your students on a personal level makes them feel valuable to the class. It
makes the students think they have some obligation to participate and put effort in the class.
Given what I know about this student, how shall I teach this person?
In addition in Chapter 3, What Do You Need to know and Do as a Music Teacher, talks
about Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge,
Curriculum Knowledge, and Knowledge of Learners & Their Characteristics. One would think
that it is common sense that a teacher would have to know the material and know how to teach in
order to teach the material. However, it not as easy done than said. It makes complete sense that
a teacher must know the information inside and out in order to teach it. Of course, this comes

into play that the teacher would have to know the students in order to teach because there are
various styles of teaching.
Pursuing this further, there is so much information and thought that go into lesson
planning. There has to be a good sequence and flow of the lesson, and a detailed written out plan
of how you are going to explain something. It also has to incorporate the NJ Standards and have
clear objectives. I think lesson plans are helpful and is something I would definitely use in my
future lessons. Of course, a teacher can stray from their lessons and may need to improve but at
least they will have a goal reach in mind when teaching. From past experiences, setting goals for
students helps them to try in class. For example, during the spring time I can ask the students to
have a certain song memorized by a certain day, and if they do, we can have class outside. I can
bring a keyboard and teach that class outdoors that day. Another way is offer the students treats
like cookies or brownies if they reach a certain goal. Even offering playing a game at the end of
the class can be effective. As long as the game includes tools we are learning in the class. I think
another useful tool is if I assign quartet groups and have the students tested as a participation
grade.
In conclusion, teachers are always adapting and constantly changing to match the
students. Some students are visual learners whereas some students can learn better aurally. It is
crucial for teachers to think how is this helping the students? Pushing students to exceed past
their limits and strive for the best is my job. Having a positive attitude and spilling care with
respect to the children will be rewarding when they respond in class. Singing is a vulnerable
thing for anyone and can be especially for children if they are going through puberty. I want to
be a teacher, students can feel safe around. I must have confidence in myself as a music educator
to not only be a musician but a teacher as well. You can read several different case studies and

articles about situations teachers need to encounter but only experience can truly teach how to
handle difficult times. I want my classroom to have a strong built of trust and understanding. I
want to help children when they are going through difficult times. Everyone has problems
whether it be about family, self-confident issues, financial problems, or etc. Ive learned that I
want to be a teacher that can listen and help in the big picture. Music is one way I can do that.
Music does heal and can do wonders for students and people everywhere.

Works Cited
Ayers, William. To Teach; The Journey of a Teacher- New York- Teachers College Press. 2010.
Chapter 2 Seeing the Student
Ayers, William. To Teach; The Journey of a Teacher- New York- Teachers College Press. 2010.
Chapter 3 Creating an Environment for Learning
Campbell/Scott-Kassner. Music in Childhood: Enhanced Edition, 3rd Edition. Chapter 3, Methods
of Teaching Music to Children. 2010. cengagebrain.com
Chapter 3, What Do You Need to know and Do as a Music Teacher
Chapter 8, The Students: Who are they?
Regelski, Thomas A., Toward an Applied, Professional Ethics for School Music- Final. MDG
Colloquium XXII, Montclair NJ 2010