My Teaching Philosophy

Music education and general education are infinitely fostering change in students.
I will be an open-minded teacher who will adopt new techniques, scores, genres, and
ideologies as they present themselves in society. Students change with age and new
advances in technology as well and should be provided with an educator who will allow
exploration. Technology has a large place in music with the development of soundboards,
auto-tune, and music composition software. My students will have the opportunities to
understand this software and experiment with the technology.
I also find myself drawn to other philosophies like David Elliotts praxial style.
This is a kinesthetic philosophy, which encourages all types of music making. I feel
music is a hands-on, emotional and fully embodied experience. I believe that great
teachers enable this type of behavior that allows movement, sound, and sight to
encompass learning. I often associate Elliotts praxial philosophy with Mihaly
Csikszentmihalyis idea of flow. Flow is the happy place that students and young adults
seek haven in. I would like to give my students opportunities to have flow. My classroom
will allow students to be free spirits in terms of enjoyment and education. I believe the
ideology that all people are people, despite their sizes, mental faculties, and age. I will
respect them all and earn their respect in the process. Students deserve a multicultural
approach to their education to become tolerant and respectful of every individuals beliefs.
I feel that everyday learning, as an adult or child is necessary. Another progressive
educator I admire is Leonard Bernstein. His thirst for knowledge, passion for music and
excitement of teaching has truly shown in his compositions and in his television talks.
Leonard Bernstein is a hero of mine and having a glimpse of his devotion is a virtue.

The teachers in my life have also greatly impacted my ideology. The type of
teacher I want to be for my students is empowering, encouraging, and helpful like those
who have taught me. My future students deserve an educator who knows them all and
cares about them individually. I want to provide the atmosphere for my students that is
safe verbally, physically and mentally, so I can guide them to the right path for their
needs. I hope to be a catalyst for my students. I will help them target their specific subject
areas, whether it is music or otherwise, and give them the tools to perfect their craft. I
will be a teacher who does not only work for the district, or the parents, but for students. I
will shape, nurture, and construct their lives as an advocate.
My classroom will be a musical community: A network of students working
together to help facilitate each others experience. A community is also based on
curriculum. I believe first and foremost that music performance, multiculturalism, and
music community should be emphasized. If we prepared students academically for life
skills instead of particular things that have little practical use, we would have a better
society. In this progressive world, there is a call for students to understand other cultures,
other people, and themselves.
Music literacy, music theory, music history, and music composition, are second
on my music hierarchy of needs. They are the tools for students to become creative,
critical thinking, open-minded and well rounded people. I lastly believe that music and
interdisciplinary connections help students form opinions. Students can find enjoyment in
subjects that may otherwise frustrate them. I want to make room for their interests in my
class and their others so they can be engaged, excited, and intelligent.