Cell: 732-284-7642 Philosophy Statement on Music Education Westminster Choir College
I believe that music is learned and developed socially and independently.
Students learn to understand and interact with music from others first. They learn to make music by watching others. Pitches and rhythms are mimicked before knowing what notes are or even what sound itself is. The ear knows what music is before learning the terminology. Vocabulary and understanding of music is learned in a social environment. They learn how sounds interact and what these sounds are, whether it be a flute, a cello or a lyric soprano singing. Independent learning of music is also necessary in the learning process because it allows students to strengthen skills and gain ownership of their music-making. Practicing an instrument or singing alone allows the musician to fix parts of the music they may have not been able to play in their lesson or in class. When working alone, they may also be able to discover difficult sections that they can bring to their instructor or peers for assistance. Some musical activities that are high-risk and intimidating like improvisation are best experienced for the first time alone. Exploring and discovering music alone also allows students to acquire their own musical preference. They can find musical artists, composers, and styles that resonate with them and figure out why they enjoy that music. Assessments of learning should not intimidate students. Written examinations are necessary sometimes, but demonstration through projects, presentations, and in- class activities are better approaches for assessment. These kinds of assessments create a lower pressure and risk environment, Assessments of the lessons themselves should be ongoing and constant. Reviewing the successes and failures of each lesson and how to improve upon them is crucial to molding better lessons in the future. Lessons should never be stale. Each lesson should incorporate movement and ear- training in some capacity, as well as lecture and discussion. Learning is a conversation, so it should not be a one-sided projection of knowledge. Discussion allows for clear understanding of what the students do and do not know. In this aspect, learning in a circle, rather than in rows, opens the room for learning and participation. Everyone is capable of learning music. Learning is like a staircase or ladder. Some students climb up the stairs much faster than others, but eventually they will all be able to climb to the top. With varying levels of understanding and types of learning, the learning environment should always be safe. Students should never be afraid to participate. Even if the opinions or answers they provide are off from the definition or off topic entirely, they should not feel shut down or discouraged. Students should always feel challenged, never bored or overwhelmed. I believe applying Vygotsky’s theory of the zone of proximal development (Shabani 2010, p. 237) is very important. There should always be extra activities or steps for the advanced learners in a class, as well as a simpler version or different approach for slower learners. I want to provide scaffolding (Shabani 2010, p. 238) for all of the students at the different levels they may each need. Another educational theorist that strongly resonates with me is Howard Gardner and his Theory of Multiple Intelligences (Brualdi 1996, p. 2-3). Each student has their own strengths and weaknesses, which shape how they learn. All students are intelligent, but no two students are going to process information the same way because their individual intelligences differ. To me, this means assessing how the students process information and modifying the way I teach it to best meet their needs on an individual basis. My method of teaching music is an eclectic style, focusing on aspects of different approaches. I believe in developing the ear early and in moveable do solfege, much like Kodály (“Kodály Concept”, p. 1). Learning aurally happens immediately, even if there are not yet terms in our vocabulary to match to the things being observed. Getting comfortable with using the voice and not fearing judgment of others is an important skill developmentally. It lowers performance anxiety and insecurity. The composition and improvisational aspects of Orff’s method are also very appealing (Long, 2013, p. 3-7). Creativity through composition is learned to be fun and not intimidating. Incorporating movement with music, like Dalcroze (Juntunen, 2004, p. 21-28), is also a strong belief of mine. Our bodies are the first instruments we learn to use. Through voice, body percussion, and dance, we learn how to express and feel music. Moving with a purpose allows students to identify components, such as meter, mode, articulation, tempo, and dynamics from an early age, even without knowing that they are marching because the piece is staccato. Learning is both an ongoing process for both the educator and the student. Students learn from the teacher, peers, as well as any outside influences in their lives. The educator is also learning from the student. Students are focused on what is relevant to their lives as individuals, as well as what is going on in the world musically, environmentally, politically, and so on. The teacher must learn to incorporate and relate to students on this level and learn to shape their lessons to needs of the individual student. The educator also learns to shape lessons and assessments to the class and is constantly growing and modifying to fit the needs of the students. These notions make for a well-rounded educational experience. References Brualdi, A. C. (1996, August 31). Multiple Intelligences: Gardner's Theory. ERIC Digest. Retrieved from ERIC - Education Resources Information Center website: https://eric.ed.gov/?id=ED410226 Juntunen, M.-L. (Ed.). (2004). Embdiment in Dalcroze Eurhythmics [PDF]. Retrieved from http://jultika.oulu.fi/files/isbn9514274024.pdf Kodály Concept. (n.d.). Retrieved from Kodály Institute website: http://kodaly.hu/zoltan_kodaly/kodaly_concept Long, A. (2013). Involve Me: Using the Orff Approach within the Elementary Classroom. In Eastern Illinois University The Keep (2013 ed., pp. 1-33). Retrieved from http://thekeep.eiu.edu/lib_awards_2013_docs/4 Shabani, K., Khatib, M., & Ebadi, S. (2010, December). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. English Language Teaching, 3(4). Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/37034/20738