Tiffany Chen

Philosophy Statement for Music Education

For as long as I can remember, music has been an integral part of my
life; it has shaped who I am and affected the way I view myself and the world
around me. Owing to its having impacted my own life in so many positive
ways, I am of the firm belief that music education is crucial to every childs
development. Every child has musical potential, and as an educator, I invite
students to develop their musical intelligence, experience self-growth, and
engage with the world personally, socially, and culturally through music.
Music is at once an art form, a discipline, and an academic field,
though the latter aspect is often overlooked. The learning of music is a
highly academic practice that encompasses other major subjects such as
math, science, language, and history. Studies have repeatedly shown that
learning music raises IQ and enhances the brains executive function
(Lipman, 2014). With so many cross connections that must be made in the
psychomotor, cognitive, and affective domains, no other discipline requires
the use of as many different areas in the brain as music.
More importantly, music enhances crucial life skills such as selfdiscipline, perseverance, time management skills, teamwork, and leadership
skills, as well as fosters critical thinking and creativity, all of which are
transferable to all other aspects of life.
Ultimately, however, music as both an art and practice is, as David
Elliott writes, at root, a human activity and more importantly, a diverse

Tiffany Chen

human practice (39, 43). It is a medium that promotes self-growth, selfesteem, and self-knowledge, allowing students to discover and communicate
their identities through music. Growing up, my own sense of self-efficacy and
self-esteem was positively impacted through the music classroom, and it is
through music that I connect most with other people. Making music in an
ensemble has always been an incredible experience, one that acknowledges
each individuals uniqueness and engages skills that they bring to the
collective, but also requires that each person takes ownership for doing his or
her part and work together. This I have experienced firsthand, and I have
also seen the way music classes can transform the lives of students who may
not otherwise have ever received such opportunities. Music engenders a
sense of purpose and a sense of belonging, and I believe it is one of the most
compelling tools for empowerment.
To that end, music education should also invite students to explore and
engage with the diversity of musical practices in the world. Particularly in
Vancouver, a mosaic of different cultures, music education should strive to
promote intercultural understanding, and help students experience and
understand the meanings and significance of musics that arose out of
different contexts and traditions. As teachers, we can make choices about
the musics to include in instruction acknowledge in [our] classes the
community-related nature of musical engagement and openly explore with
students the questions of which musics speak to whom and why (Goble,
14).

Tiffany Chen

With these premises in mind, my teaching goals are to create a safe

environment of inquiry, through an ethic of caring and constructivist
approach, in which students can openly explore their personal identities and
connection to music, as well as engage with a diversity of cultures through
their study of music. I believe in a caring and constructivist approach that
invites students to co-construct their learning with me and make it
meaningful for themselves. Music education has the power to transform
lives, and, both literally and figuratively, it gives people a voice through
which to communicate and engage with the world.

Works Cited
Elliot, D. J. Against the aesthetic concept of music education. Music
Matters: A New Philosophy of Music Education. New York: Oxford
University Press. (1995): 29-46.
Elliot, D. J. Musicers, listeners, and musical values. Music Matters: A New
Philosophy of Music Education. New York: Oxford University Press.
(1995): 109 136.
Goble, J. Scott. The Promise and Practice of Pragmatism-Based Music
Education in Democratic Societies. Action, Criticism & Theory for Music
Education. 12.2 (2013).

Tiffany Chen

Lipman, J. A musical fix for American schools. Wall Street Journal. (2014,
October 10)