Philosophy of Music Education

Renee L. Wilson, Ph.D.

I believe that a quality musical education is comprehensive, practical, and inspirational.
It should develop musical understanding within and among the areas music history, theory,
pedagogy and performance. It should also develop high-quality music-making and musicteaching skills. Further, a musical education should develop inspired human beings, artistically
and emotionally. These three facets of my belief system as a teacher have woven their way
throughout my 18 year career.
Areas of music pedagogy, theory, performance and history are each tremendously
important when considered separately. However, when the music student understands each
areas impact on the others, the student gains a better understanding of the art form as a whole.
The better music students grasp how theory affected performance practice in history, and how
theory and pedagogy developed with history, the clearer their picture of music and music
education will be. As a public school music educator, and as an ensemble conductor, I look for
ways to broaden musical understanding by incorporating music history, theory, and pedagogies
typically associated with music appreciation or choir into my instrumental performing
ensembles. I continue to believe in the importance of helping our university students make
connections for a more comprehensive musical education.
I believe that a quality musical education is practical. Music, being a physical, emotional
and intellectual art form, is something which requires physical and mental practice. When
practicing, musicians engage both the body and mind to learn the music. In much the same way,
the teacher must also engage both the body and the mind in practice. The eyes and ears
receive information about the student or ensemble which is performing. The music educator
interprets these sounds and sights and determines the best way to improve the music-making.
The teacher responds to these judgments: corrects a note, or demonstrates the crescendo she
wants to hear. Those who teach music must practice teaching music in as authentic environment
as possible, and opportunities for reflection and practice must be a significant part of the music
education program. My responsibility as a teacher of music educators is to prepare them well,
and this includes providing many and varied opportunities to practice teaching music to others.
Finally, I believe that a musical education should be inspirational. In my years of
teaching, I have attempted to accomplish this in a number of ways. As a public school teacher, I

am selective in my programming, choosing some pieces which were attractive to my students,

and others which I know will be great tools for developing musicianship. Some pieces are
designed to push their limits and others are well within their abilities, but allow them to hear
themselves sounding beautiful right away. In this way, I attempt to inspire their music-making.
Our music-making inspires humanity within our ensemble. Even at the middle school
level, we share many joys and sorrows. Music inspires a new family. I remember the junior
high band director who, because of his love of people and of music, inspired me to teach band. I
remember the students I have taught who have been inspired to teach music, either by a teacher
or by music-making itself. Even those who did not choose a profession in music fondly
remember their time with the band family; making music and having fun with music.
A quality musical education is one of the greatest gifts we can give our music students,
and through them, future music students. It should nurture musical understanding within and
among branches of music. It should promote high-quality music-making and music-teaching
skills and it should inspire students. These characteristics take a slightly different form
depending upon the goals of music class being taught and the age of the students, but they are the
ideas which have guided me as a music educator for nearly two decades.