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Katelyn Hemling

Critical pedagogy
McBride
Philosophy Of Music Education
Music is a word that all human beings would recognize. It evokes
emotions that are inexplicable with words. Music allows all people to
experience something otherworldly. As music educators it is our job to
provide our students with the necessary tools to experience these
feelings. Emotional connectivity to students is crucial to this. Students
should teach you as much as you teach them. They should keep you
informed as to the changes in music and you should be sensitive to
their world and their interest. Also crucial to this process is
understanding how students learn, and understanding that all students
learn in different ways. Being that music is not the typical, core,
subject I believe different learning styles can be embraced and
incorporated into the classroom much easier.
Bennett Reimer is a renowned Music Education Philosopher
whose beliefs I connect with; and whose ideas changed the music
world. I believe that his philosophy can be interpreted in different ways
and can fit nicely in any music classroom. Reimer believes that music
Systematically develops a form of intelligence that affords
meaningful, cognitive experiences unavailable in any other way(Why
Music Matters, n.d). He is a firm believer that music offers something

that cannot be found anywhere else, and I one hundred percent


believe the same. Though he believes that all people can, and should,
learn music. I tend to link his philosophy to children and adolescents.
These children are at a crucial stage in their learning careers and
through music can develop certain intelligences that no other subjects
offer. Music, distinguished by the sonic, dynamic character embodied
in its expressive or symbolic form, presents, educates, deepens and
refines the mental sensation of feeling(Why Music Matters, n.d). Not
only do I agree with his beliefs on how music affects a person, I also
agree with his ideas on how it should be taught. Reimer simply claims
that good music should be brought into the classroom. Teachers
everywhere may have varying opinions on what good music is. Some
may believe that masterworks, classic composers and western cannon
choral music are the obvious answer. These works are, no doubt,
important in the classroom and lay down fundamentals of music that
have been in place for centuries, but I do not believe they are the end
all be all. Reimer explains that by good music he means any music
that is expressive. If it presents in its musical qualities a sense of
feeling, then it is good music(Why Music matters, n.d). I believe this
can be a wide variety of genres. Students can connect with all types
and styles of music, and all styles should be welcomed into the
curriculum. Students today feel music, not necessarily understand its
theory and inner workings. Students may realize that they enjoy music

because it evokes a visceral response from the body and


communicates what may be impossible to through speaking. Students
in todays society use music as an expressive form. Emotional
response is not a tangible idea that can be taught by demonstration;
students must genuinely connect to the music in the classroom. If
students are viscerally reacting to their music and emotionally
connecting, they have had a successful music experience. Lastly,
relating to Reimer is his belief that performance is not a legitimate
end to a music class. A couple of months ago I would have never
thought this way. Concerts are always how you end your year in music.
However, I now know, and believe, performance should not be the
central focus of the class. By overtly focusing on performance you may
be taking away from the students perception of music. You decrease
the focus on music development, sensitivity, and overall enjoyment of
the experience. Music classes should be a balance between
performance and learning.
You should never have a lesson plan that is set in stone. This is
because you never know when a student could have an idea that
changes your plan. Your original plan may also not work with your
group of students, so you should always be prepared for change. Allow
your students to guide you, but not overrule your authority. All
students learn differently, and you will, without a doubt, encounter

students who learn differently form you. All different learning styles
can be honored in the classroom.
Bernice McCarthys research on learning styles offers teachers a
methodology for teaching students with different styles of learning.
McCarthys research centers around 4MAT which can be summed up by
saying The interplay between the feeling of experience and the
thinking of conceptualization is crucial to the learning process. It
connects the personal values and perceptions of students to those of
expert learners.(About Learning, n.d). There are four types of learning
in this system. Type one is Imaginative learners. These individuals
learn by making personal connections to the material, feeling and
interacting. They are also known as social learners. Type two learners
are Analytical learners. These individuals are very practical, they like to
learn from textbooks and do a lot of research. Type three learners are
common sense learners. These individuals like to learn by
experimenting, building, and tinkering. Finally Type four learners are
Dynamic learners. These individuals learn by doing and feeling. They
seek other options, and learn by trial and error. McCarthys research
also focuses somewhat on Left and Right Brain studies. She claims that
the left-brain is the more literal and analytical side while the right brain
is imaginative. This can connect to music in many ways. Students may
believe that because they are a certain type of learner or lean more
toward one side of their brain that they cannot be good musicians. This

is absolutely not true. McCarthy sets up a system to be used in every


classroom that ensures all children on the learning spectrum feel
included, and connect with the material. This is crucial for students as
they are more likely to participate if they feel the material is graspable.
Music, as much as it is emotional, is also logical and analytical.
Theoretical aspects, chord structure and even the study of intervals are
very calculated and precise. As music teachers we should incorporate
some of these aspects into the classroom so that even Left Brained
students can make connections to the material.
Another school of research on learning styles is Modalities.
Modalities work very well, however they tend to change, in individuals,
over time. I believe they can be integrated into the general music
classroom effectively. Modalities gear toward student senses. There are
three types, Visual, auditory, and tactile (kinesthetic). These types of
learners can be integrated into a general music classroom with a fair
amount of ease. Auditory learners will enjoy hearing a song. A teacher
may then add a layer for tactile learners by giving out instruments to
keep a beat. A third layer can be added for visual learners by
displaying a score.
Both of these schools of research prove that all types of learners
can be integrated into the classroom and all students can feel secure
and like they are learning equally.

Music is a very unique subject and different from the core


subjects that are taught in schools. It enables a different part of the
brain and causes students to think in different ways. Music teaches a
different set of skills and forces students to use those skills on a daily
basis, which can be applied across the board. Music has an analytical
aspect and a logical aspect that apply well to subjects such as math
and science. Music is also an emotional outlet. Music is crucial in
school systems everywhere. You always hear how important it is that
we teach our students knowledge that will be used in everyday life. I
believe music applies to that category. Every day you listen to the
radio, hear a jingle on a T.V commercial or may even go to see a
Broadway show. You may not understand how it all works but music is
constantly around you. Students should have the chance to experience
music in all of its forms in school.

Citation Page

"Why Music Matters: The Cognitive Personalism of Reimer and


Elliott." Why Music Matters: The Cognitive Personalism of Reimer
and Elliott. N.p., n.d. Web. 27 Apr. 2014.
"About Learning." What Is 4MAT? N.p., n.d. Web. 27 Apr. 2014.
Wikipedia. Wikimedia Foundation, n.d. Web. 29 Apr. 2014.

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