A Philosophy of Music Education Elizabeth Appleton January 28, 2013 University of Lethbridge

Elizabeth Appleton January 28, 2013

Music Philosophy We do not teach music just to give kids the nuts and bolts of the trade. We teach music to give kids the nuts and bolts of life (Barrettara, 2007) I feel that this statement could not describe more perfectly my personal view of music education. So many people want to know how music education helps students in other core subjects that they overlook the true beauty and merit of the art itself. There is nothing like hearing a choir ringing through a concert hall or seeing smiling parents as they watch their young child play in the school Christmas concert. What led to these moments? Hard work, dedication, teamwork, motivation and belief. A teachers belief in their students potential is crucial as it enables the students to do great things when given the proper tools and support. Music at its core is a universal entity that permeates and imbues the lives of humans on a daily basis (John, 2011). If we look into the world rhythm is everywhere in heartbeats, factory lines or even when walking down the street. Pitch can be heard in the train whistle, the radio jingle or everyday conversation. This is why music has so much value and purpose because it is a common ground that everyone can relate to on some level. It provides a personal outlet for creativity and development. It is an art that moves people and connects them with each other in both body and spirit. Music sparks the imagination and inspires individualized thought in the listeners and performers. It is an

art form that pushes boundaries and uplifts the people that are involved. However, despite all these positive effects, many people still fail to see the value music has, especially in education, and view it as a lesser part of our society. Early music advocates like John Dewey recognized the implications if these kinds of views were allowed to continue and argued that music is part of ones culture and therefore it must be a part of education. (Orford, 2007) Education is a life long process and thus enriching experiences with music should begin as early as possible for children and continued throughout their life. Children are very receptive to music; it is a universal language that all can understand. That being said it is never too late to start delving into the world of music and people of any age should be encouraged to participate in musical activities. While one should develop skill and technique when learning music the true education comes when a love of music develops in the individual. True success in teaching has been reached when students have developed a love of music whether playing or listening that stays with them throughout their life. That is the ultimate goal of any music educator. In the philosophies of Johann Heinrich Pestalozzi he states every child has a right to an education. (Orford, 2007) Music is an integral and fundamental part of any education. In todays world though this is not always possible because of socio-economic stresses on families and individuals. That is why it is imperative that music be taught in schools because not all students have the opportunity to take private lessons or be in a conservatory. That is not to say that conservatories, music schools and private lessons do not have their place because they provide the needed instruction to students who are more

Elizabeth Appleton January 28, 2013 advanced and need to move forward in their skills. However, school is the common ground where all students can benefit as learners from music education and be provided with a creative outlet. This need of music education in schools means that it is even more imperative that our music educators are knowledgeable in the field and have a passion not only for music, but for giving students enriching musical experiences. It is not enough as a music educator to have a knowledge of the basics of the art. There must be a desire to take students on a journey that will build them up and develop them as individuals through music. It is also important that the teacher provides a framework in which the students can thrive musically. Students are more engaged with their learning when they have some say in the process and the materials being taught. For example letting the students pick from the repertoire, which has already been preselected or having them pick from a set of the usual warm-ups makes them feel a part of the process. One of the biggest things a teacher must foster in their music room is a positive environment where every child has a role and feels a part of the team. In the 21st century it is not enough for a teacher to serve as the dictator, but instead they must collaborate with their students and work together to achieve their goals. Once this is accomplished the teacher will find great success in their program and with their students. From early history we see that intellectuals of the time were already seeing the effect music had on other subjects. Pythagoras believed that music was intricately connected within mathematics and science (Weiss & Taruskin, 2008). He saw that music developed and tested the cognitive abilities of individuals so they were better able to work in other core areas. This belief carries through to modern times as one researcher

states that Skills learned in music, such as creative thought and spatial reasoning abilities, enhance an individual's concept of abstract thought. Music has relatable concepts that can be found in other core subjects like mathematical rhythmic patterns, poetry, and the science of sound among so many others. As a result music has a positive effect on students in other subjects because it does involve and develop all the skills necessary to be successful in those subjects as well. While these findings all support and advocate for music education, one goal of any music educator should be to have people see music for its own value and merits, separate from any other core subject. As previously discussed music is a fundamental part of any education and it adds depth to each childs schooling. What other subject demands perfection from its students and utilizes core values of teamwork, commitment, discipline and dedication that will carry with them throughout their life. It develops them as a whole individual and brings in the factors of a 21st century learner such as communication, collaboration, leadership, innovation, global citizenship, and life long learning. It is a subject that facilitates healthy release of emotion and collaboration on top of complex skill development and deepened knowledge. No other subject can offer all of these things and that is what needs to be truly advocated for in the education system. There are many different methodologies when it comes to Music Education and they are quite diverse in their approaches. I have only been exposed to a few, but from my experience it really depends on your students as to what methodology will work best. That being said the Orff and Kodaly schools of learning work well at the elementary level and for my teaching style a combination of the two seems best. They both break down the

Elizabeth Appleton January 28, 2013 music into manageable steps and provide a solid foundation in technique for the students. These methodologies serve as guidelines or supports that can be used to build up the structure of a music program when used in combination with the curriculum. Music is so diverse and broad in its reach that it is important to have a strong curriculum to give students the best musical education experience. The music curriculum should be developmental and focus on the skills of rhythm, pitch and dynamics and these two practices do exactly that by breaking down music into steps. Elliott (1995) contends that music making and listening of all kinds should be at the forefront of the music curriculum. Curriculum should encompass all genres of music and explore each history so students are able to step beyond their own social norms and societal contexts to see the richness other cultures have to offer in music and other areas. Overall it should focus on the students and provide them with as much exposure to a variety of music as possible and break down the techniques into manageable steps. Music Education needs to remain an integral part of schooling as it is a subject that benefits students in many ways and provides them with opportunities to grow in all areas as they develop into contributing members of society. As a music educator it is one of my goals to help shift the current school of thought that music is only important because it helps students improve in other subjects areas to seeing it as a subject with its own value and merits. Music is so much more than a pleasant experience, it delves into true human emotion and connects people with their culture, society, and others in the world. For those developing themselves in music it serves as a place full of selfdiscovery, critical thinking, challenges, reflection and appreciation all of which are

applicable in their everyday lives. It fosters the values of collaboration, teamwork, commitment, responsibility and discipline. When all of these factors are brought together one can see exactly what music can do for a child, which is set them up for success in all facets of their life and provide them with a healthy creative outlet that will carry with them throughout life.

Elizabeth Appleton January 28, 2013

Bibliography
Barrettara, N. (2007). My nuts and bolts philosophy. The Canadian Music Educator, 48(4), 24-25. Retrieved from http://search.proquest.com/docview/231063874?accountid=12063 Elliott, D. (1995). Music matters: A new philosophy of music education. Toronto, ON: Oxford University Press. Emily-Jane, H. O. (2007). A place for music: The importance of music education in the public school system (elementary grades 1-6). The Canadian Music Educator, 48(4), 38-41. Retrieved from http://search.proquest.com/docview/231187883?accountid=12063 John, L. V. (2011). Music makes you smarter: A new paradigm for music education? perceptions and perspectives from four groups of elementary education stakeholders. Canadian Journal of Education, 34(3), 317-343. Retrieved from http://search.proquest.com/docview/903202577?accountid=12063 Kuzik, A. (2010). Do we need music in our schools? ATA Magazine, 90(3), 18-19. Retrieved from http://search.proquest.com/docview/231470622?accountid=12063 Weiss, P., & Taruskin, R. (2008). Music in the western world: A history in documents (2nd ed.), Belmont, CA: Thomson Higher Education.