Teaching Philosophy

Music is vital to students’ education and their personal development. While educators may attempt to justify the value of music by comparing music to other school subjects, they instead should focus on the aspects of music that demonstrate its inherent uniqueness, merit, and worth. I believe that the representation of the human experience and presence of emotional expression in music sets it apart as a special art form that is worthy of study. Music teaches students to become expressive, relating to both their musicality and the expression of their emotions. The vulnerability that music demands of performers helps students develop their maturity and ability to convey their feelings. Music also aids in the development of students’ communication skills through the encouragement of listening to their peers in rehearsals and performance. Finally, music connects students to different art forms, ideas, historical events, and cultures that they may not otherwise have been exposed to. The combination of these unique aspects of music demonstrate the necessity of its inclusion in students’ education.

My music classroom, regardless of age or ability level, is a safe, encouraging space for musical exploration and creation. I believe that students should feel supported in their music making experiences, and encouraged to step out of their comfort zone in order to grow. Within a positive learning atmosphere, students in my classroom perform high quality and diverse literature that aims to challenge their initial understandings of music and encourage their musical growth. In performing such literature, students are held to high levels of standards of excellence and rigor. These expectations are upheld through a combination of teaching methods including motivational techniques, structured rehearsals, cooperation, flexibility, and by leading with a positive attitude. In addition to direct instruction, I believe that it is important for students to become responsible for their learning through student-led experiences and the use of student ideas in curriculum planning. The inclusion of students in the planning of the learning process, including repertoire selection, demonstrates my understanding of the impact of student interest in reaching educational objectives and student achievement in a meaningful way.

The most significant aspect of my teaching philosophy revolves around the act of building relationships and demonstrating care for students. Students need to feel cherished, appreciated, and understood in order to feel as if they are truly a part of the classroom community. I believe that by learning about students, teachers help students to feel validated and cherished as individuals. My ability to understand and connect with students characterizes my teaching. Additionally, creating a space in which students feel as if they are represented demonstrates an understanding of individuality and an effort to teach to all learners. I believe in providing diverse curricular materials, repertoire, and lessons that explore a variety of cultures, topics, and ideas because each student should be represented in the classroom. By making a conscious effort to get to know, understand, and be a role model and resource for my students, each student is viewed as a unique learner that deserves to be supported as an individual. 

Music has the power to transform a student’s life, both musically and non-musically, to help them develop into smarter, more creative, more confident, and more expressive people. I aim for all of my students to have the opportunity to experience music in their day-to-day lives, and seek to encourage students to continue those experiences outside of the classroom. Whether it be through relationship building, careful curriculum planning, encouraging enculturation, effective delivery of instruction, or creating an encouraging and safe classroom environment, inspiring and supporting all students is at the forefront of my teaching philosophy.