Statement of Teaching Philosophy
The role of a teacher goes far beyond communicating the subject matter of their class. Rather, it is to integrate that subject into their students’ lives. In my classroom, students are supportively challenged to improve their self-discipline, ability to listen, creativity, ability to work with others, self-awareness, and confidence. Children love to sing, dance, and make music. They will do so at every opportunity. It helps them learn. My teaching builds on my students’ innate connection to music.
Every student can learn music. Although it may come more easily and naturally to some than others, all have the ability. As a teacher, my most important task is identifying a level of participation that is within each students’ individual ability level. Everyone can participate and experience the enjoyment of making music, even if the enjoyment comes from being a background performer instead of a soloist. In addition to making music, my students are taught how to listen to music. It helps the accomplished musicians become better performers and the less gifted to enjoy music more. In my class, students do more than learn how to play music; they learn how to understand and enjoy it.
Music can connect students to the world around them. In my classroom, we use creative techniques to link music to the larger environment that the students inhabit. One of the most important areas in which we must implement creativity is in the selection of music. Music from the Baroque, Classical, and Romantic eras should remain part of the music program. They are important parts of Western culture and provide the foundation for much of the music that exists today. However, in my classroom, it is a goal to implement a greater diversity and array of music—everything from non-Western cultural music to popular music—in the students’ repertoire. Given the increasingly diverse nature of classrooms, carefully choosing music from students’ own backgrounds makes the class more interesting. Just as importantly, it gives individual students the chance to be leaders within the classroom as they explain the background and significance of this music to their classmates.
It is my responsibility to select subject matter that is in the best interest for the students’ musical and personal development and is also in accordance with curricular standards and the school budget. Within that structure, I encourage students to be active members of the classroom and not passive observers. For example, I allow students to suggest what music they want to study, and I will consider their views when selecting music.
There are many ways of learning and each student has unique strengths and weaknesses. My classroom considers this. I present information in various forms so that it might resonate more clearly with every student. Music is more than just a grade that goes on the report card. It is a skill that enriches every aspect of a person’s life.
The role of a teacher goes far beyond communicating the subject matter of their class. Rather, it is to integrate that subject into their students’ lives. In my classroom, students are supportively challenged to improve their self-discipline, ability to listen, creativity, ability to work with others, self-awareness, and confidence. Children love to sing, dance, and make music. They will do so at every opportunity. It helps them learn. My teaching builds on my students’ innate connection to music.
Every student can learn music. Although it may come more easily and naturally to some than others, all have the ability. As a teacher, my most important task is identifying a level of participation that is within each students’ individual ability level. Everyone can participate and experience the enjoyment of making music, even if the enjoyment comes from being a background performer instead of a soloist. In addition to making music, my students are taught how to listen to music. It helps the accomplished musicians become better performers and the less gifted to enjoy music more. In my class, students do more than learn how to play music; they learn how to understand and enjoy it.
Music can connect students to the world around them. In my classroom, we use creative techniques to link music to the larger environment that the students inhabit. One of the most important areas in which we must implement creativity is in the selection of music. Music from the Baroque, Classical, and Romantic eras should remain part of the music program. They are important parts of Western culture and provide the foundation for much of the music that exists today. However, in my classroom, it is a goal to implement a greater diversity and array of music—everything from non-Western cultural music to popular music—in the students’ repertoire. Given the increasingly diverse nature of classrooms, carefully choosing music from students’ own backgrounds makes the class more interesting. Just as importantly, it gives individual students the chance to be leaders within the classroom as they explain the background and significance of this music to their classmates.
It is my responsibility to select subject matter that is in the best interest for the students’ musical and personal development and is also in accordance with curricular standards and the school budget. Within that structure, I encourage students to be active members of the classroom and not passive observers. For example, I allow students to suggest what music they want to study, and I will consider their views when selecting music.
There are many ways of learning and each student has unique strengths and weaknesses. My classroom considers this. I present information in various forms so that it might resonate more clearly with every student. Music is more than just a grade that goes on the report card. It is a skill that enriches every aspect of a person’s life.