It seems as if music education philosophies come and go with the times and the national curriculum in mind. Looking at the philosophies of some of the praxis philosophers can be dated and cause a burnout among teachers. Educators need to break away from this faulty method of teaching and look forward to a method of teaching that is timeless and can pertain to the most important part of anyone s lives.
It is for us, as teachers to look at the standard put into place and to not jump into following it, but to challenge every thought behind it. The social aspect of teaching allows for this freedom of thought and learning.
As educators we need to re examine our philosophies of teaching.
We need a teaching approach that is child-focused and concentrated on needs-based education. In other words a community of learners . Music educators need to embrace the fact that they set the climate for the classroom.
By doing this we must not look at ourselves as an authoritarian role in the school, but more as a more knowledgeable and experienced peer. We acknowledge that everyone in the classroom is equal. Everyone is equal, however, between teachers and students there are different degrees of experience.
When doing this here are a few things to take into account:
? Limit rules that you give to your students.
?
Instead give guidelines for safety both physically and emotionally.
? Always respects the individual rights of everyone.
through these practices we can set up a productive and safe environment for learning. the basic, over all concept of this is to allow students more freedoms. That way the student feels more comfortable with the environment, therefore making the overall product successful.
Vygotsky believes that a child should construct their knowledge based on experiences between community members (in the classroom). There are a number ways that we can achieve this in the classroom. One way is to encourage practicing and performing.
The only one way to gain success in anything and that is through trial and error. Practicing allows the students to recognize their mistakes and build on them. Practicing
also allows the student(s) engage in the piece of music itself.
It is important to
remind the student that he or she must connect the different styles of music. By doing this it allows us to not only enjoy music more, but perform it with significantly more ease.
Another way to do this is learning.
This method may sound very general but if a student can learn the specifics behind a piece of music or peers in their learning environment, this can go along way in the end result as a whole. Through respect for our peers culture we can also learn to embrace them and apply them to our own practices in music.
Before performing, an appreciation for music should be taught to the students.
By knowing the historical and contextual background of a piece allows the student to apply his or own interpretation. The background of the music can sometimes draw a parallel to modern times. Through this we can connect the world now with the historical time period of the piece of music or composer.
A very important aspect of the teacher is purpose. The teacher must first see something in her/his students that he wishes to change. If one can not state a purpose in teaching then he or she should not be teaching.
He/she needs to set reasonable goals for himself/herself and the students. Challenging the student is a large contribution to changing the students way of thinking. A skillful teacher will allow the student to tackle his/
her tasks with only minimal directions and abstract guidance.
Not only should a teacher have purpose or method behind what he or she is doing but also recognize that music has a an equal if not greater importance in the school system. Music and art have the significant advantage of
using the creative side of the brain. The music room should be a sanctuary for
thought and creativity.
Because thought and creativity should be heavily enforced, educators need to learn how to break away from labels and stereotypes.
Everyone s individuality can be critically important to the education of the class. While doing this we must also suggest our students to respect and listen to the thoughts of others opinions.
Especially if one does not agree with them.
Collaborating music with students everyday lives is key to making a students learning experience meaningful or purposeful. When we can take the problems on the outside world and relate them to what is happening in the classroom.
Certain methods of music such as chord progressions, cadences, or chord structures can contribute to mood and can personally touch the lives of those who notice them. A picardy third for example is one of the most moving cadences in music. Modulating from a minor tonality to a major chord expresses sadness transforming into something more hopeful.
Through music education I believe that we can touch the lives of everyone. No matter what background, music does not discriminate. It is a universal language that is available to everyone.
As a community of learners I think there is a lot we can draw from each other s experiences. If we allow an uninteresting, misinformed, and strict guideline for music practice the potential for students learning is greatly threatened, and the room for musical interpretation can die along with it. We must assure that our students obtain the most valueable education that there is.
We can achieve this through opening hearts and expanding the minds of our students in a comfortable learning environment.
Not only music education but art education, in general, at the center of the school community, is a viable idea that all bodies of education should embrace. Through a strong music and art program the room for learning, in any subject, is greater.
For instance, many studies have shown that students who participate in music and the arts are more likely to score better on the SAT s and even do better in school. According to a 2001 College Entrance Examination Board study
63 and 44 points higher, respectively, than those students with no
It is widely understood that music scores help children in the classroom with other subjects such as math, science, and english, but how does it help children in a social school setting? It is also proven that students who participate in musical activities are more inclined to be and out spoken part of society.
This goes along way in proving that the importance of music in the school.
Music shouldn t just be limited to the dark corner of the school called the special areas wing, music should be brought to the forfront of school s education and be given an equal respect among the rest of the subjects in the school s curriculum. I believe in a blending of learning intermingling the courses.
Because all subjects are an art to one degree or another. Art is defined as something one creates with an emotional purpose. If someone finds that creating math problems is art than so be it.
The debate on what art is and isn t can continue, but that s not what I m here to discuss. The main point is that everyone in the school can learn from each other. If we can find a way to relate our areas of expertise than think of what a better environment, for learning, we can create.
Interdisciplinary education is the key to creating this environment called, community of learners . In today s society there is no room for inaccurate teaching. As teachers we must be firm with facts and less forceful on students to be competitive.
Yes, there are many cracks in the foundation and alot of teachers who do teach properly. If we can all come together, as a community of learners, to share, learn, and grow, then I believe an environment for learning can be improved. With that, we can build a strong fitting society for a new generation of learners who will be influenced by a whole new set of factions in the culture of the world.
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