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Carley Standish
001164770
Music Education Philosophy
Music directly imitates the passions or states of the soulwhen one listens to music that
imitates a certain passion, he becomes imbued with the same passion; and if over a long time he
habitually listens to music that rouses ignoble passions, his whole character will be shaped to an
ignoble form. Aristotle
Music is something that benefits many aspects of our lives. From spiritual to physical, there
is no room for argument that music plays a vital role in our personal development. Music allows
us to express the needs and desires through melody and song while allowing us to turn back to
some of the most talented people known in history. Music is influential in aspects that it allows us
to develop a broad form of expressions; allowing us to understand the world around us to a greater
degree. My personal experiences and research have led me to create my music education
philosophy. With this philosophy, it is essential that one understands music to be able to understand
music education.
What is music?
Musics importance is different for everyone, yet the same for every single person. When
looking at Handels Concerto a due cori No.2, HWV 333, the newer generations may not
appreciate or understand. In contrast, older generations listening to Daft Punk may classify this as
noise or nonsense. This can also be seen through different cultures, with diverse stresses in the
musical importance from culture to culture. What one might describe as beautiful in India, the
effect might be taken differently in North America. With this, music is an individual experience
for each person. With differences in music this implies that there is a unifying definition; a
collection of sounds that combined, serve a purpose that are welcomed by the listener. Through
history and cultures, it has been proven that the purpose of music can be infinite. Whether for
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religious practices, entertainment, communication, healing or a myriad of reasons, these are the
purposes of music and demonstrate there has always been and will always be a raison d'tre for
music. Additionally, I believe it requires noting that there is no substitution in our lives for music,
regardless of the size of role it plays and is without a doubt a phenomenon for not only the human
Music is a fundamental mode of human expression and should be placed among the
subjects as the core of the school curriculum. We must enable all students to embrace music as an
expressive medium in ways that are both legitimate and meaningful. Therefore, it is an essential
mode of literacy and must be part of every childs education. (Wasiak, 2017). This quotation from
Ed Wasiak, lightly touches the edge of reasoning behind music education in the curriculum. It is
beyond reasoning that music has paramount values, reason being the implication of music
emotional experience of musical enjoyment. I believe these values are the crux of music education
and the reason behind implementing it into the curriculum. It is reassuring that these values are
accessible, achievable and applicable to all students; providing we are capable of helping enhance
our students music-making abilities while combining listening and performing abilities. If we are
equipping our students with these values, music education will contribute to the development of
and performing skills expands the scope of peoples expressive and impressive potential by
representations (of people, places, things, etc.) and musical expressions of different cultural
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meanings as mentioned by Marie McCarthy in her journal article Music Education Philosophy:
Changing Times focus on preparing students to perceive and respond appropriately to music
works as forms of art in order to educate feelings, the importance of these values are
accentuated and considered of higher importance of music education. When this scope of
opportunities for music expression and creativity is combined with performance opportunities, our
student music-makers gain numerous possibilities of giving artistic form to their cognitive
ability, should be offered the opportunity to discover and explore their innate potential as
musicians, and to increase these natural capacities through formal music instruction. Every sound
child with good eyes and ears is able to learn music and should learn music, (Kodaly, 2002).
There is no boundary to what any human can do when playing music, whether that be singing,
playing an instrument, playing a rhythm, or just listening to the sounds the world has to offer.
Gardeners know that they dont make plans grow. They dont attach the roots, glue the
leaves, and paint the petals. Plants grow themselves. The job of the gardener is to create the best
conditions for that to happen. Good gardeners create those conditions, and poor ones dont. Its
the same with teaching. Good teachers create the conditions for learning, and poor ones dont.
(Robinson, 2015). Sir Ken Robinsons quote sums up the role of an educator quite eloquently. This
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role of which he speaks entails many pieces that form this educator. Those that receive music
education should be taught by those that are driven by passion. This passion surrounds their
everyday life and is the reason they can excel in their abilities as an educator. Firstly, they are
passionate about music; the visual and non-visual causes and effects. Secondly, they are passionate
about educating others; seeing the changes they make in the lives of others, knowing that this is
the most rewarding profession. Great music educators understand that every single child that walks
into their class can become proficient at their craft. We need to understand that inherent music
ability is simply a myth. Excellent teachers grasp the need to build skilled young players one day
at a time, understanding and identifying that some will excel in a short time while others will need
clear communication through their teaching, on ways to grow and reach their potential. These
educators should be (and want to be) more than willing to help all students flourish. While passion
is a key element, I believe it is necessary that all teachers must also possess a degree of skill in
what they are teaching. Musicianship and teaching ability are interdependent. We must embody
and exemplify musicianship as we are the ones that our students see as a main form of musical
inspiration from day to day. This is how the students are able to develop their own musicianship;
through actions, transactions and interactions with musically inclined teachers. Also, with more
experience and skill, it allows the teacher to have a higher degree of knowledge and ability to help
the students in this area ensuring the highest degree of education possible for children.
music educator, our role is to teach all aspects of music ensuring that every single student continues
to not only listen (a typical activity in every persons life) but also to actively participate in music
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for the rest of their lives, and fully appreciate the impact of music. A large portion of Albertas
music curriculum today focuses on the lead-up towards the concert(s) (typically the final goal),
but I believe need to include the overarching musical concepts that are within the lead-up. It is
known among students that band is the place for fun and exciting activities but it should be
appreciated and treated like a core subject. The mindfulness that is applied to each lesson, unit and
full year plan in math, English, Social Studies, etc. should also be applied in music. Furthermore,
the classics of music should rightfully have a place in the classroom alongside new compositions
of today. Allowing the students to feel more connected in the classroom encourages active
participation and willingness to grow further. I truly believe, in addition to the musical concepts,
the importance of being able to express ones self and the ability to use music as a medium for
emotions is one aspect that should be included within the music curriculum.
Children are exposed to music and sounds before they are born; hearing sounds from outside
the womb, making them familiar with what is yet to come. I believe that there is no age too young
at which a child can be exposed to some form of music education. This quote from Kodaly: The
smaller the child, the more easily it learns, the less it forgets. (Kodaly, 2002) accurately reflects
that the sooner the students begin their adventures with music, the longer they will have to grow.
The fashion in which music education should be introduced is one in which young children can
relate and find enjoyment after all, that is the basis of music. Along with their enjoyment, have
a positive reaction to music and extension throughout their music education is realized. It is evident
that music education should never end in ones life. There is always room for improvement and
growth. With an example like Arnold Jacob (1915-1998), his career as a tubist lasted until his 70s
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until his forced retirement due to asthma. He is a symbol that one is never too old to continue their
Undoubtedly, music should be taught with the delicacy as music is itself; intricate and delicate.
Music education should be taught with an openness, as music is, like all arts, a mode of self-
expression that cannot be taken away. It is important that music educators value the significance
of respect when bringing music into the classroom, understanding (and ensuring their students
understand) that every thought is valued and important. Without this consideration, the community
that encompasses music would not be whole. It is essential that music is taught to be valued and
appreciated; going back to its roots and understanding why and what music is. With this, music
should be taught in a manner that is exciting. When a student finds joy in a class, and can see
When removing music education from the curriculum, you are taking away possible career
opportunities for the students; opportunities related to music and opportunities encompassing these
values that are learnt throughout their musical education (performance opportunities). Methods in
which the student can positively express themselves, a mode in which a student can accumulate
life-long skills, a place where a student can find solace and comfort, a community with similar
interests and passions, and the list does not end there. I truly believe that without a structured
medium in which music is provided to our children and students, the possibility of jeopardizing
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our students well-being is inevitable. Without this inclusion, the ideal goal to allow children to
shape their own unique musical identity is lost and they lose a piece of individuality.
References
Grout, D. J., & Palisca, C. V. (1980). A History of Western Music. New York: Norton.
Kodaly, Z. (2002). Music Should Belong to Everyone: 120 Quotations from His Writings and
Speeches. Budapest: International Kodaly Society.
Mccarthy, M., & Goble, J. S. (2002). Music Education Philosophy: Changing Times. Music
Educators Journal, 89(1), 19. doi:10.2307/3399880
Wasiak, E. (2017, January 2). Why I Hate the F (Frill) Word. Speech presented in Galt Museum
& Archives, Lethbridge, Alberta, Canada.