My Philosophy

In life we are constantly learning, whether it be in our youth or as elders. As humans we have various styles to which we learn: spatial, intrapersonal, auditory, interpersonal, linguistic, kinesthetic and mathematical. (Lepi 1)  If there are all these different ways people learn, it is virtually impossible to only use one style in teaching. It is important that education especially music, is made to be an invitation to approach the classroom in many diverse and balanced ways.  Which then goes into how we as teachers have centered the classroom: teacher or student centered. There is no right or wrong way of teaching just different approaches.

Nowadays the notion that critical thinking is essential in education, as a whole remain significant in music. Key to this is providing students with the opportunity in choosing their own avenue while still being able to follow the guidelines provided by the teacher. When classrooms are student-centered activities and lessons are geared to keep students engaged through experiences forming them to think and solve problems musically. In Stepping Aside: Teaching in a Student-Centered Music Classroom, Deborah Blair shares how this type of learning enables students to be more freely and are able to have a greater musical learning opportunity and capability. Since students are “calling the shots” they are going to be more active and responsive in wanting to learn about music allowing them to progress at a more rapid pace. For the kinesthetic learners this is perfect opportunity to be able to excel in their musical abilities. Since students are the “center of the action,” as Blair states, it allows for students to really discover themselves and be able to detach from wanting to do things the “right way” or trying to appease the teacher but instead, it is a way for students to truly discover themselves in a musical way and understanding (42-45). But it is often said that anything in excess is detrimental and I concur- balance and moderation are essential in life as well as the classroom. Both the teacher and student centered approaches should be used to support each other and act as a balance for students to be well rounded and well versed.

Lucy Green discussed in “The Music Curriculum as Lived Experience: Children’s “Natural” Music-Learning Processes.” that with popular music there is “informal learning” meaning you learn it on your own without a structure guidance or music. Now students have the freedom on how they choose to learn. When there are no parameters students feel that they can have fun and actually enjoy making music but, when restrictions are present it becomes less enjoyable and it will seems more like an assignment, students in turn won’t joy it because they cannot make it their own. Green discovered in the study that students can learn more by themselves. Independent learning allows for students to not rely on anyone like a teacher but on themselves. Learning independently equips students with a sense of empowerment making them feel like they can accomplish anything equipping them to excel musically (27-32). Much like Lucy Green, Professor Dr. Evan Tobias for Arizona State University has enveloped this notion that educators need to address and embracing participatory cultures in the classroom setting, helping students identify and relate to music which will then make them more receptive to learning. Educators are supposed to reinterpret and expand their teaching styles to accommodate new trends (convergence) much like technology, teachers who don’t embrace it will be replaced by it (29-36).

According to Google, to educate is to give intellectual, moral, and social instruction to a certain individual, but then what is the definition of an educator? An educator would be someone who gives those instructions to other individuals; with that in mind, doesn’t that mean our students can be educators too? It has always been said that children are the future, the future leaders, the future teachers and the future educators. We as educators give the instructions to our students but then it is up to the students to discover and to interpret them and create something different allowing for both students and teacher to learn for each other.

Blair, Deborah V. “Stepping Aside: Teaching in a Student-Centered Music Classroom.” Music Educators Journal 95.3 (2009): 42-45. Web. 24 Nov. 2014.

Green, Lucy. “The Music Curriculum as Lived Experience: Children’s “Natural” Music-Learning Processes.” Music Educators Journal 91.4 (2005): 27-32. Web. 24 Nov. 2014.

Lepi, Katie. The 7 Styles of Learning. Digital image. Edudemic. N.p., 27 Nov. 2012. Web. 23 Nov. 2014.

Tobias, Evan. “Toward Convergence: Adapting Music Education to Contemporary Society and Participatory Culture.” Music Educators Journal 99.4 (2013): 29-36. Web. 30 Nov. 2014.