~ Philosophy of Music Education ~

As Darwin E. Walker mentions in his text Teaching Music 2 nd Ed., “if educators are to administer successfully complex music programs, the development of an individual music education philosophy is not an opinion, but a mandate” (304). The following is my general philosophy of music education – it will likely be in a constant state of change, always being refined, developed, and rethought as I will create new understandings of what makes a successful music education program.

I believe that teaching music is one of the great and essential professions of a successful society. Just as Plato and the Greeks of antiquity listed Music as its own category under the Quadrivium, along with Arithmetic, Geometry, and Astronomy, Music should share an important role in present education. Music education can be considered one way in which the many subjects of a liberal arts education are combined; math in rhythm, language in the many languages used in music, art and theatre in creativity and improvisation, physical education in fine motor and muscle development for performance. Music education should provide these students with the language in which to express and share their synthesized conclusions. It should present a medium in which a harmony of intellect and creativity may combine. It should provide reinforcement of learned intellectual skills and also provide a means to express these achievements. Through music educators, students can be inspired and learn how to analyze, synthesize, and exhibit their own understandings through music and in all fields of major study. Music educators should be role models for students, demonstrating a dedication to the study and creation of musical aesthetics.

I believe it is important for music to be part of the curriculum as it is provides an equal outlet for students to express creativity. Students, parents, teachers, administration should all be involved in the process of developing curricula and music should also have a place within its framework. In addition to a collaborative curriculum, I believe students and teachers should establish class goals, missions, and discipline procedure, allowing both student and teacher to be held accountable for class performance and as well as discipline issues. Collaboration allows student, parent, and the faculty to share roles and take ownership in education.

I also believe that there that the many financial burdens of today are an obstacle which can be overcome in and by music. Despite countless budget cuts and a general focus away from the fine arts in education, the community and school should find other means in which music can be maintained in schools and the play an active role in the creative maintenance of music programs during all too frequent budget shortages. Music provides a unique means in which students of all races, genders, creeds, and socio-economic backgrounds may find a language of expression and soul.

Ultimately, the future of music and whether our society will deem it worthy of being a widely studied liberal art lies with the community. As the public provides influence in local schools, electing members of the local school board and as state and federal elections arise; the public must decide the true value of music in our society. I believe it is my duty as an educator to do my best to demonstrate and pass on these ideals in hopes that the generation of tomorrow will grow to understand and embrace music, allowing it to exist harmoniously with all other subjects in our schools.

Reference

Walker, D. E. (1997). Teaching Music. New York: Schirmer Books.