Philosophy Statement

1. Conception of teaching/core beliefs

2. How you teach
3. Justification

Communicate Beliefs

List three (or fewer) beliefs you feel are true to your teaching or learning and focus on these. A
philosophy that tries to cover too many points will come across as imprecise.

· How do you want students to learn from you?

· What is essential to accomplish this?
· What do you want students to leave your classroom with?

Considering broad questions such as these will be helpful in eliminating any excess material.

Keep it concise! Less than one page is ideal. Avoid technical terminology that might be
unfamiliar to a non-musician.

Provide Justification

Your philosophy should consist of a small number of clearly stated beliefs and provide
explanation and justification for them. Take care to avoid listing too many beliefs; this can create
a lack of focus and clarity. Explain why you stand by the beliefs and approach you to advocate.
It may be useful to reference the approaches of influential pedagogues and theorists.

Make it Personal

Tie your personal experience into your philosophy. Explain how your background has brought
you to view music education the way you do. Reference any training you’ve received in teaching
methods such as Orff, Kodaly, Dalcroze, Suzuki, etc.

Beginning Years
 1. Recruitment Presentation
1. 20 minutes in length. Create a slide info night/ recruitment presentation.
2. Typical presentations include instruments offered
3. How to sign up
4. Who to contact
5. Where/how to rent
6. When lesson takes place and when do they begin?
7. Scholarship assistance
8. Perform something on you primary and secondary inst.
2. Create a Jotform Band enrollment form - ORGANIZATION, ANALYTICS
www.jotform.com
3. Create an enrollment letter through MailChimp - ANALYTICS www.mailchimp.com
`
At the end of the presentation, what would you like parents and students to know what about
your program or enrollment?

What steps have you put in place to reinforce your concepts. What do you need to leave the
meeting or recruitment to

Account for human error. Include the water line for both sides at the end of your slide.

What preparations will you need for the first lesson?

"Companies adapted themselves to fit into people"

Organization begins at recruitment level.

Account for humans errors to prevent problems. Create roadblocks to guide and minimize
issues.
Use checklists to make sure parents are aware of all the information regarding their child/s
joining band.
Keep information short.

Teaching Pedagogy
1. Foundation is Tone
1. Embouchure sequencing
2. Posture chant (resting position, playing position)
3. Breath is tone, develop the sound, develop the ear
4. HOT AIR IN, COLD AIR OUT
5. TO PREP OR NOT PREP << will you give a prep beat or no? Why?
6. PULSE, HOW AND WHEN TO USE IT? Use it to teach eighth notes and other
rhythms.

Aural Development
EXPLAIN WHY WE MUST SING TO A BEGINNER?
IT’S THE WATER THEY MUST SWIM IN FROM DAY ONE
A LITTLE GOES A LONG WAY IN THE BEGINNING

Ideal Make-up of Band Percentage - factors can affect ratios

1. 10% flute
2. 22% Clarinet
3. 8% alto sax
4. 13% trumpet
5. 10% horn
6. 20% trombone
7. 10% baritone
8. 7% percussion

RHYTHMIC COUNTING SYSTEMS

● RHYTHMIC CHUNKING - PROCESS OF CREATING SMALL SEGMENTS OF
RHYTHM THAT ARE PREVALENT AT EVERY LEVEL
EX. INSTEAD OF SAYING LETS PLAY HOT CROSS BUN, WORK ONLY ON THE RHYTHM.

EASTMAN VS TRADITIONAL VS VERBAL WHEN AND HOW MUCH?

TEACH THE FOLLOWING WITH AS FEW WORDS AS POSSIBLE

1. TUNING - IF IT DOESN’T SOUND LIKE ONE INSTRUMENT, IT IS OUT OF TUNE
2. STAFF - HAS FIVE LINES AND FOUR SPACES
3. TONGUING - WE USE TONGUING TO START AND STOP SOUND

- STUDENTS CAN HEAR BETTER THAN US, THEY JUST DON’T KNOW WHAT OR HOW
TO LISTEN

HAVE A PRECONCEPT TO ACCURATELY ASSESS THE STUDENTS

METHOD BOOKS
WHAT ARE THEY DESIGNED TO DO?
WHY ARE THERE SO MANY OF THEM?
WHICH IS BEST?
HOW TO USE THEM AND WHY?
DO THEY ACCOUNT FOR AGE?