Philosophy Paper

Stephanie Gordon
February 11, 2015
What is music?
A simple definition of music is an organization of sound. This may be the outlook of
some, but music is much more than that. Anyone who has ever had chills or another feeling of
emotion while listening to music has been touched by it. Music can express many feelings in
ways we may never have thought. It touches our souls and creates a sensation of expression
throughout the entire body. Music has also been expressed and used throughout history; it has
connected cultures and people around the world for centuries. Music is the one thing that anyone
can relate to in some way, shape, or form. In North America, music has been used in the Native
culture as a ritual and a celebration of their culture. They connect themselves through their
annual celebrations, where music and dance are an essential part of it. Music celebration is seen
all throughout the world. In Eastern Europe, specifically the Ukraine, they express their culture
through dance. Music is important to humans because of its historical context and the ability to
connect people through different means. Every culture in this world has music that speaks to
them and relates them to each other as well as to their heritage. Music expresses creativity and
emotion; it provides people with a chance to connect with their own mind, body, and soul; and it
brings happiness, love, and togetherness to our lives and society.

Should music be taught in schools?

Through my experience in education thus far, I have heard a lot about philosophy and
advocacy in terms of music education. I do understand that not all people associate themselves
with music or find the fine arts fulfilling, as attending university has demonstrated this fluently.

Students in university get to choose what degree they want to specialize in and it
is amazing how many of them think the fine arts are useless. From my
experience in secondary programs, I did see the love of music education and
learn that there is a place for it; music is not useless as some people may
think. I realize now that the reason I received such a positive music
education was because of my teacher's advocacy for the program that she
envisioned it to be. I learned from my education how important it is to have a
vision of my own so that I can set myself up for success with my music
education.
I believe that music should be taught in schools. Music is essential to all humans,
although sometimes it is seen as unimportant in schools. Music and fine arts in general can be
overlooked, being an after- or before-school program instead of being integrated into the regular
day schedule. Students need to learn that music is essential to them and their heritage. Music
ensembles also teach special values such as teamwork, collaboration, creativity, and appreciation
for one another. Sir Ken Robinson discusses how schools are losing the skills to promote
creativity. Arts in schools provide the aesthetic experience with creativity, having students
senses operating at their peak (Robinson, 2006). Music classes provide this opportunity to be
creative and think outside the box. It is difficult to think of any other subject in school that has
provides these special connections and benefits to an individual. Providing music education will
not only benefit the individual student, which is our main priority, but benefits society as a
whole. Music provides the opportunity for individuals to define and express who they are. I
believe as music educators we need to address the importance of music and teach these essential
skills passionately and creatively.

I believe that music should be accessible to everyone. I do understand that choice is

important and there may be some students who do not wish to take music, and that is okay;
however, music should be available for everyone to take. Music provides the opportunity for
thinking and understanding that many subjects do not. Looking back again at Sir Ken Robinsons
theories, he asserted that children are being raised to be a member of this high paced society and
we should move away from this in a direction towards divergent thinking (Robinson, 2006). In
schools now, we see many students being taught that there is only one answer and one outlook.
Divergent thinking allows students to look another way, a way where there can be many possible
solutions or answers. The argument can be made that in subjects such as math and sciences there
is only one answer, but why make students think this way in every subject? We should ask
ourselves, does education ruin creativity? I would have to say that in some ways, it does. Ken
Robinson (2006) made an essential point in terms of what is important in learning when he stated
that creativity is just as important as literacy, so it should be treated the same. Music provides
this opportunity for divergent thinking and with it students have the chance to engage in higherlevel thinking.
We hear a lot of discussion about why music should be allowed in schools. At times this
can be difficult to justify because the way in which society perceives it. In this day and age,
people expect fast and fluent results and music does not do this, it takes time. I think it is
essential to have music assessable in schools because it teaches students how to collaboratively
work towards an end goal. Throughout the learning process they can be creative and work
together to get the results they want. Why would society not be interested in this? Why does
music need to influence the same learning style as the core subjects? When looking at other
subjects, they do not relate to each other in every way. Language arts poses the opportunity to be

creative just as music does. It is difficult to justify a different way of learning to everyone, but it
is important to know that music influences students to think in a new way that will benefit them
throughout their lives and make them invaluable members of society.

Who should teach music? And where?

Who should teach music? This ties into anyone who teaches anything: a teacher should
be passionate and believe in what they teach. If you believe in formulas and articulating one
answer, you are not going to teach Language arts. This is the same with music; a music teacher
should be someone who is educated in the subject and wants to influence and teach students
positively. Aristotle has a certain outlook on education in which he believes our thinking and
practice as educators must be infused by a clear philosophy of life (Smith, 2001). We as teachers
should have a philosophy of education; this puts our beliefs together and expresses how we as an
individual would benefit the education system. A music teacher should have passion in helping
to form the mind, body, and souls of young students (Smith, 2001). Music teachers can influence
learning in so many ways, because music consists of learning by doing. This special subject
gives students the opportunity to learn through practice, and practice makes perfect. Along with
this, I believe that music can and should be taught everywhere. My philosophy has a focus on
music education in schools because that is my intended career, but it can also be taught privately
in music conservatories and other areas. There are many places in which music should be taught,
not just public or private schools.

How should music be taught?

Music should be taught by a music professional to students of all ages who want to
encourage creativity and a passion towards music education. I believe this can be done through a
variety of methods, but a productive method of teaching and one that stands out comes from
Kodaly. His teaching method has been a great tool in music education. It involves first learning
music through the voice, which is an instrument that is accessible to everyone. This is a great
resource because it is possible to practice music even if some schools do not have much funding
and cannot purchase many instruments. This style provides practice for ongoing development
and growth throughout the program. I think that it is beneficial to begin this method in early
elementary education and continue throughout secondary. Beginning a knowledge and
understanding of music through the voice is helpful and beneficial in becoming an avid
musician. Kodalys method provides a base for the learners that will only grow throughout the
upper levels. Kodaly states, the good musician understands the score without the music. The ear
should not need the eye nor the eye the (outer) ear (Kodaly quoting Schumann: Selected
writings, p. 192).
I realize that I will encounter problems throughout my career. People believe that music
education is not needed in schools, and that is too bad for them. In society there will be people
who challenge many subjects and what their children are being taught. The important thing for
my teaching is what I believe and I believe music education is essential for learners. One final
thought I want to state is that students need to have fun. I can talk forever about why music
education needs to be mandatory and implemented in school, but all I want to bring forward in
the end is a program where students can have fun and enjoy being there. I want to have a
program that promotes creativity and passion and has the students excited to come to class every
day. Obviously the credentials need to be met, but met while having fun. I want to create an

environment of success where students can contribute to the making of something beautiful. This
program will allow students to take pride in what they accomplish and share it with others.
Music education to me is about my students and what I can do to make them musically inclined
and the best people they can be.

Bibliography
Aristotle and education. (2012, December 7). Retrieved February 5, 2015,
from http://infed.org/mobi/aristotle-and-education
The Kodly Concept. (n.d.). Retrieved February 4, 2015, from
http://www.oake.org/about-us/the-kodaly-concept/
How schools kill creativity. (2006, February). Retrieved February 5, 2015,
from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?
language=en#t-631373
RSA Animate - Changing Education Paradigms. (2010, October 14). Retrieved
February 5, 2015, from https://www.youtube.com/watch?
v=zDZFcDGpL4U&feature=youtube_gdata_player.
Dewey, J. (1938). Experience and education. New York: Macmillan.