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MUSIC TEACHING PHILOSOPHY
My teaching philosophy is rooted in the firm belief that education provides the tools to build a successful and positive future. Knowledge engenders power to make proactive and appropriate choices on the many paths students will travel throughout their lifetimes. Music instruction is an integral component of a thorough, well-rounded education, and each student deserves the opportunity to discover and cultivate musical potential. All children can develop a deeper appreciation of music by singing, playing and listening to music of many styles, cultures and genres. For some, these explorations will awaken a lifelong calling as singers, instrumentalists or composers.
Three significant characteristics of a vibrant 21st century learning environment are effective use of technology, inquiry-based learning strategies, and cultural extensions. (1) I treasure my ability to plan absorbing, stimulating music lessons that require little to no technology, and I place strong emphasis on student interaction in a culture where personal technology increasingly isolates us. In fact, I find this role more important with each passing year, and the majority of my activities are unapologetically "unplugged." However, judicious application of available resources can engage students and enhance learning in exciting ways. Interactive whiteboards help ensure that students are focused on specific lesson components with vibrant displays and fun, hands-on activities. Software for classroom computers or personal devices allows students to apply learned concepts, delve more deeply into areas of personal interest, and track individual progress. Keyboards and MIDI software help students compose and arrange music at any level from the layering of simple ostinato patterns by younger children to the creation of intricate arrangements by older or more musically advanced students. (2) Inquiry-based learning, when carefully scaffolded and thoughtfully implemented, is an empowering educational approach. One of my professional goals is to increasingly embrace this teaching model, serving as a mentor and coach while guiding students to grasp concepts, discover information, and apply knowledge with a sense of personal ownership. Teaching students to learn is an invaluable skill that will serve them well throughout their lives. (3) A 21st century learning environment is not bound by school walls. Local and regional musicians, performing ensembles, and cultural institutions can serve as an extended classroom, providing rich, immersive experiences and opportunities for learning.
My fundamental desire is that music will play a vital, gratifying role in my students' lives long after our time together in the classroom. I am honored that a considerable number of former students have become music teachers, performers, and arts administrators, and I am confident that many more will enter into professional music careers. Igniting the spark and fueling the motivation for those journeys is my great joy.
Three significant characteristics of a vibrant 21st century learning environment are effective use of technology, inquiry-based learning strategies, and cultural extensions. (1) I treasure my ability to plan absorbing, stimulating music lessons that require little to no technology, and I place strong emphasis on student interaction in a culture where personal technology increasingly isolates us. In fact, I find this role more important with each passing year, and the majority of my activities are unapologetically "unplugged." However, judicious application of available resources can engage students and enhance learning in exciting ways. Interactive whiteboards help ensure that students are focused on specific lesson components with vibrant displays and fun, hands-on activities. Software for classroom computers or personal devices allows students to apply learned concepts, delve more deeply into areas of personal interest, and track individual progress. Keyboards and MIDI software help students compose and arrange music at any level from the layering of simple ostinato patterns by younger children to the creation of intricate arrangements by older or more musically advanced students. (2) Inquiry-based learning, when carefully scaffolded and thoughtfully implemented, is an empowering educational approach. One of my professional goals is to increasingly embrace this teaching model, serving as a mentor and coach while guiding students to grasp concepts, discover information, and apply knowledge with a sense of personal ownership. Teaching students to learn is an invaluable skill that will serve them well throughout their lives. (3) A 21st century learning environment is not bound by school walls. Local and regional musicians, performing ensembles, and cultural institutions can serve as an extended classroom, providing rich, immersive experiences and opportunities for learning.
My fundamental desire is that music will play a vital, gratifying role in my students' lives long after our time together in the classroom. I am honored that a considerable number of former students have become music teachers, performers, and arts administrators, and I am confident that many more will enter into professional music careers. Igniting the spark and fueling the motivation for those journeys is my great joy.