“We need people who think with the creative side of their brain-people who have played

in a band, who have painted...it enhances symbiotic thinking capabilities, not always thinking in

the same paradigm, learning how to kick-start a new idea, or how to get a job done better, less

expensively” Annette Byrd, GlaxoSmithKline”

“Every child deserves a great music teacher”-Professor Holcomb. Passion, investment

and Knowledge of the field. These three words depict my personal foundation for my philosophy

of music education. Those words are an ever present personal motivation. I am convinced

countless doors of opportunities will be opened to students who are taught with this philosophy.

I believe that every teacher needs to possess the characteristic trait of passion. "If you

don't love what you do, you won't do it with much conviction or passion."-Mia Hamm

Passion may present itself in many different forms, through teaching methods, an inner

drive and determination to reach out to each and every student; to enroll and encourage them to

comprehend each lesson, and most definitely share the enthusiasm and love for the universe of

music. Without passion music cannot be learned or for that matter taught effectively. Case

Studies in Music Education1 site that Jasmine Carmen majored in vocal performance, but when

she realized this career was not possible she “reluctantly went back to college for a master’s

degree in education. She does her job each day, but it is clear that her heart just isn’t in it.” This

example depicts a music educator who is not a good match for the field. If the teacher’s heart,

soul and being isn’t invested in students learning, the students will pick up the negative vibes

and won’t be interested or open minded in learning. The purpose of music is to open the

creative minds and souls of students. Not all students will pursue a music career. The goal for

the student who does not pursue music is that they indirectly will have been touched and

influenced by the lessons. Students will have the ability to use the lessons taught through music

as a catapult to whatever profession they choose to pursue in life. If only for the sake of allowing

1
Frank Abrahams and Paul D. Head, Case Studies in Music Education, ed. Elizabeth Dallman Bentley,
Second Edition ed. (Chicago: GIA Publications, Inc., 2005).
an inner confidence to shine through- the strength to stand on stage whether it be as a solo or

compromario role will carry over to a professional role of giving presentations or as simple as

communication skills. My high school teaching internship with the Life Skills learning class

proved to me that music can be a common language. Rhythms and instruments can break the

barriers of Autism reaching deeply into the being that is within the Autistic student.The power of

teaching music is all about providing skills and empowering the students lives. If you are not

able to invest in students this will not transpire.

Knowledge of the music repertoire and genres are vast topics which constitutes many

different levels. It is vital to understand how a piece came to be, its history, origin and concept.

Each piece has a history of its own that conveys the message of a composer. Composers allow

listeners to get a glimpse into what they were experiencing and feeling at the time of creation.

What is more powerful is that the composer has the ability to touch the inner being of the

listener.

The persona that defines who I am as a being; how I process information and how I

communicate has been molded by the music that was ever present throughout my life since

birth. As the daughter of an international opera singer, who traveled the world and has attended

hundreds of rehearsals and performances, I have been influenced by the many sides of the

musical world; from behind the scenes- auditions, rehearsals (both musical and stage), to

orchestral rehearsals, final dress rehearsals, costuming, make- up and life behind the curtain as

well as the watching in awe the final outcome of the performances. Music has influenced my

family as we burst out in song on impulse and influenced my Christian life. This world of

experiences and culture- all with the common bond of music.

To support all this and make music a career opportunity for me, I am fortunate enough to

have had incredible teachers throughout my schooling. I recall one who taught the class to

vocalize with the words ‘I am a cow, mooooo mooooo moooo’. While in Elementary school, I

was taught by a graduate of Westminster Choir College. He recognised and influenced my

passion for music. He gave me the confidence to sing a solo in church in fifth grade. My HIgh

school music teacher, Mrs. Messina, became my next mentor. I enthusiastically learned through

the connection to music and observed her teaching interactions with my classmates. I want to

incorporate some of Mrs. Messina’s philosophy as part of my own. In her class, in order to fully

understand the pieces we were singing, our lessons included research into the time period of

that piece. What was going on in a particular time period of the composition, world events

related to the piece and even the original instruments that were used at the time. Analyzing the

composers motivations and choices are vital in comprehending and allows for students to

becoming united with the piece. I want to be able to prove and share my knowledge of the

history of music and how that world is literally a world can be interpreted through music. I want

to incorporate all of my musical experiences to be a mentor of music to young students and a

respected conductor of music to musicians.

Another vital category is the knowledge of music theory. Having a firm grasp, and

understanding of theory allows one to break down a piece’s tempo, pitch, rhythm, key and much

more. Music knowledge allows you to interpret and convey a message to the listener and

student.

Investment is multidirectional- teacher-student/ student-teacher. It is crucial for a music

educator to gain respect from a student. Impressing the student with your knowledge enables a

student to invest in you as a person and instructor. If a teacher is not successful in enrolling

students then the teacher risks losing the investment of the student; meaning-the student won't

comprehend the endless possibilities of the international world of music and how it can assist

you throughout life. Dr. Redding was the conductor during my ACDA concert. The moment his

strong personality entered the room he commanded respect. His knowledge exuded from each

word that transcended his thoughts. Within moments he established respect and proved to us

his passion for what WE do. Dr. Redding’s humor welcomed a connecting relationship between

him, his choir and the collaboration. This was vital as for the next four days, we spent hours
uniting and singing with and for him. This is investment. The advantage of enrolling students

through challenges, sharing of all types of music, Laughter, joking, playing instruments-

castanets, bongos even spoons and hand clapping is music; so that they will be eager to follow

my guidance to help them become better musicians and students in life. Not only will they

acquire knowledge, but they will enjoy collaborating with me as a teacher and they will be

enthusiastic to learn. The same applies to teaching students in non music classrooms.

Upon learning about Koda’ly, Orff, Dalcroze, and conversing with music teachers, I have

devised a strategy on how I plan to enroll students, share and instruct music. Maximising

classroom time is vital; so having a goal and concept in mind is imperative for success. Besides

this it is about singing and music. I envision challenging my students using Koda’ly’s strategy of

using songs they grew up with to help them relate to the genres I will teach them. Whether it be

the chorus of Lady Gaga’s song’s or Beethoven’s symphony. The class will initially be exposed

and introduced to the chorus.The chorus is generally the most fun to sing and it is repetitive. All

of the vocal ranges get to participate in various repetitive rhythms, which is part of my

enrollment premise. At this point, the students should have at least half of the notes and

rhythms learned. Next comes the pre chorus and opening lines of the song. All that remains is

to learn the bridge which connect our sections together. I will incorporate movement from

Dalcroze, handsigns and ti-ta’s from Koda’ly and use Orff’s belief of moving on when the

students are ready to help enforce this music.

Reading the article Assessment in Choral rehearsal by Derrick Fox2 opened my eyes for

additional ways to assess the students on their comprehension of the lessons goal. Asking open

ended questions allows for growth in learning and understanding of a concept, rather than

having students spit back words like a parrot. It is imperative to realise that how one asks a

question, influences how a student may answer. The phrasing and intonation of one's voice can

lead to or deter the possibilities of endless conversations about music or the piece you are

2
Derrick Fox, “Assessment in the Choral Rehearsal,” ed. NAFME, Teaching Music 24 (October 2016).
learning. Dialogue provides an opportunity to plant seeds into the student's mind for analyzing

works at a future time. If the students are aware of the markings, dynamics, history and notes of

the piece there is a greater opportunity to learn and grow.

The next step in my philosophy is creating a safe environment for the students. Music

has the power to touch one's inner being and can make you vulnerable. In order to feel and

experience a piece, students and teacher may emotionally open themselves up to become one

with the piece. This may be intimidating to some students, especially when they feel like they

will be mocked in or out of the classroom. By encouraging a warm and safe environment, will

hopefully abate some of their anxiety and fears. It is absolutely acceptable for students to

disagree with each other- respectfully. In fact, I would welcome this challenge as it could lead to

great discussions and encourage them to express their beliefs. One requirement of my class

that I will never deter from is respect-they don’t have to like each other, but they must respect

their fellow classmates and agree to disagree with topics. Students must respect each others

vulnerabilities and my safety zone.

Upon reading an article in the NAFME Magazine3 I realized that students may continue

to be nervous about speaking publicly, regardless of how much of a “safe-zone” my classroom

invites. I enthusiastically support the use of index cards in a suggestion box; to have ideas and

opinions written down on. If an introverted student is hesitant to speak up they could always

place a question in this box for class discussion. An open door office policy is without a doubt

my philosophy.

The goal and sole motivation of my becoming a music educator is to introduce students

to the international language of music and its endless life long lessons and life’s parallels

through music. To encourage confidence in one's self, whether it be on the stage of a theater or

on the stage of a presidential platform, to ensure that students are confident in their creative

3
Cathy Applefield Olson, “We Are Family: Creating and Substaining Bonds in Performing Ensambles,”
ed. NAFME, Teaching Music 24 (October 2016).
musical concepts and capabilities, not just knowing the name of a composer- although that is a

recognition skill in itself. I want to teach not only students who want to learn music, but those

students who don’t have a choice about participating in a music program- to enroll them and

directly affect their persona is just as important as the student who can sing Mozart's Requiem

from memory.

There is nothing on this earth that is more precious and impactful, than music. It is an

international language which appeals to all our of senses and has the ability to invoke emotions

that are rewarding beyond compare. The beat of a drum and flute marching onto the battlefield.

Music has the power to calm and soothe like the sounds of the ocean, it can inspire and connect

to the human mind. The sounds of orchestras and pop concerts generate billions of dollars in

income for the arts and entertainment. It welcomes gatherings for social and sometimes political

gains. Nations have displayed their pride through written music, national anthems, and history

has supported immigrants who have entered our country through songs of support- our troops

are supported through the CIO and their support shows even the american revolution militia

entered battle to it. What an incredible passionate drive I have to be at the root of this world of

music where as a music teacher I have the ability to influence and inspire students at the early

stages of their development. What a fascinating world the world of music is.