Music Education Philosophy

Alix Cooper
What is music? I think without a doubt, that would have to be one of the hardest
questions Ive ever had to answer. Music is completely different for everyone, although there are
similar characteristics to each persons definition, it is an intimate relationship with yourself. As
I was doing some research, I came across an article titled What is Music written by Annie
Lennox, a world renowned singer and performer. Some of the things she said in her article
struck a chord with me, and really made me think about my own personal definition of music. In
the article Ms. Lennox states Music is pure magic. It is a wonderful gift to humanity. Music
moves us, and soothes us. It stimulates. It makes us want to dance or sing. It makes us feel happy
or sad, inspired or uplifted. It affects our mood in all kinds of infinite ways. It can be exquisitely
subtle or wildly raucous: from a lullaby, to a war cry for revolution. (Lennox, 2008). I thought
this was the perfect definition of music, of what it really means to each of us. Music is around us
every day, whether you are actively listening for it or not. Its part of your alarm clock in the
morning and probably on in the background on your drive to school. You hear it throughout the
day while watching videos, or just as you pass someone wearing headphones. You hear it at the
grocery store while shopping and in the TV shows you watch before bed. I feel honestly, as
though it would be impossible to get through a day without hearing music. Everyone loves
music in different ways, for some people it is truly their passion and they could listen and talk
about it all day everyday; for others, it is an escape to solitude. For me, music is a memory.
Each piece of music I listen to has a memory attached, and if I havent ever heard it before it
quickly attracts a feeling from a memory in the past. If a song is not directly related to a
memory, then it has me thinking about the future, and various things I hope will happen. Any

way I look at it, music no matter the form transports me to a different mindset. I think the way
that everyone appreciates music is a beautiful thing to witness because it does honestly mean
something different to every person. I dont believe there is anything in this world as raw as the
emotion one feels while listening to music. Music is a friend, a companion, a guide and a
teacher. A challenge, a landscape, a palette, a texture, a shape. Music is chord structure, harmony
or dissonance. (Lennox, 2008)

Ken Robinsons book Out of our minds: Learning to be creative talks about the idea
that students in schools are having their creativity stifled despite living in a world shaped by
creativity and culture (Robinson, 2011). How is it possible that although the world is immensely
creative, and students are surrounded by it at all times, they are becoming less and less involved
in the arts. On top of that, we are encouraging the arts to disappear in order to make way for
the important subjects. What classifies one subject as being more important than another, and
when did society decide that the subject with the least importance was music? As Sir. Robinson
suggests, creativity is necessary in a persons life, and there are few ways better to harness that
creativity than music. As students in this faculty, we are talked to about the Hidden
Curriculum, the idea that through routines and rules, the school system creates an ideal citizen
(one who will go out, get a job and become a functioning member of society). In order to teach
students these necessary skills we need to teach them values that would be appreciated and
accepted in the workplace. Carolyn Philips, author of The Twelve Benefits of Music
Education states that the study of music develops skills for the workplace and teaches students
how to perform. She continues to discuss that employers are looking for workers who are
flexible and multi- dimensional, and that is what we teach our students in the music class. Music

also provides students with teamwork skills and discipline. It is impossible for a band to sound
good with 30 students all playing as individuals. In order to create a positive classroom and
musical experience, the students must be willing to work together and blend their sound to
emulate the tone they were hoping for. I am absolutely a believer that music should be taught in
schools (Philips, 2014). Whether it is basic music class or a performing ensemble, students should
at least have the right to choose music if they want it. To quote Sir Ken Robinson, A culture of
creativity has to involve everybody, not just a select few. Personally, I take this to mean that
even though not all students will choose to do music their entire school career, they at least
deserve the option.

As Ive stated before, music should be available to each and every student. However, I
dont believe that means it is necessary for them to be involved in it. Although I think that every
child could benefit in some way from music education, it is not wrong of them to be uninterested in joining a music group. Each student is different and as music educators, we have to
respect the fact that not all students will want to partake in our band (no matter how enjoyable
we make it). This does not mean though, that I think we should give the grade ones the ability to
opt out of music class if they wish. In fact, I believe that music should be mandatory for
elementary students. If music is implemented from the day they walk into the elementary
school, by the time they are old enough to get embarrassed they will be so used to music that it is
an everyday thing for them to sing in front of their peers. Once students leave elementary
school, I dont think it would be fair as educators to push our class on them. After grade six,
especially if there is a constant music presence throughout their elementary years, students will
know if they like music or not. For some, music class may have been the best of the day, but

teachers also have to remember that there are students who loathed going to music class because
it simply wasnt for them. However, I will say it again: Music should be available for all
students who wish to participate. I believe that an issue with some school boards, is that they
may leave music in the schools that are wealthy, but they forget about the lower income schools.
The schools with a low socioeconomic status, according to Stephanie Castillo, are the ones who
require music classes the most. Apparently children in these schools who take a music class
have greater reading abilities than their peers, and showed significant increase in their IQ tests
(Castillo, 2015). I think that these students deserve a musical education as much as any other

student in the world and should be able to experience music in their lives. Because a school has a
musical education program does not necessarily mean it needs instruments for each student. In
poorer schools, teachers could create a musical group similar to Stomp, or have a basic musical
knowledge class; and it doesnt cost nearly as much to start a choir. As Kodaly says: The most
simple instrument is the voice. Everyone has a voice. Singing does not involve financial costs,
there is no cost for an instrument, and the only need is a competent, good teacher.(Kodaly, 2002).
Even though that wouldnt be the standard type of music program, it would give the students in
these schools the opportunity to enjoy music in their lives

I believe that the best person to teach a music program is someone who went through the
necessary training to master a musical skill. Whether it be a pianist or trombonist, in order to
teach music, they must at least truly know what they are talking about, as well as have a passion
for music to share with their students. I think it is also important to have someone who has gone
through an education degree, and not only understands music, but children as well. Just because
someone has mastered a skill, it does not mean that they will have the disposition to teach it. By

having both a teaching certificate, as well as significant musical background as requirements, I

believe the music education program at any school would be strong. I believe that the music
curriculum from the province/ country should be what is taught in each music classroom,
however the teacher may see fit to teach it. I also believe that one of the reasons that music
education isnt being considered on the same level as English, or Social Studies, is because it
isnt being taught as seriously. It is necessary, in my opinion, to hold students to the same
standards that the rest of the core class teachers hold them to. Just because music isnt a place to
goof around, doesnt mean the students cant have fun with it. In fact, I believe that if a music
classroom is more structured, and a serious place to work, the students will get more out of it in
the long run.

Shinichi Suzuki believed that all students could learn with active listening, an early
beginning, repetition, and among other things, encouragement. Although there are challenges to
his method, Suzukis ideology that music can be learned as though it were a language, especially
from a young age, is ingenious. Suzukis ideas make me as a future educator realize the
importance of involving music in the classroom as soon as possible. I believe because of his
ideas that music should be taught in schools to the students as early as kindergarten, students
would grow up with it being a part of them. Being taught music at such a young age develops
music as a language in the classroom, and students learn it by rote. Suzukis ideology allows
teacher to teach students music without them realizing what they are doing. The Suzuki method
also talks about students performing frequently, and although you would not as a grade two
student to perform a piece youve been learning in front of the entire class, you may ask another
class to come and watch a performance by the full class of grade twos. This would allow the

student the practice necessary to feel comfortable presenting their musical skills in front of
people (Suzuki). Zoltan Kodaly also discusses the importance of teaching music from an
extremely young age. He states that Practice started early, at the age of six, will develop the
ability of the children and accelerate their comprehension in a way that they consider as
playing. (Kodaly 2002). The opportunity for students to begin learning music at a young age can
not be underestimated.

I do not believe there is one or two specific places where music should be taught, but
rather think that it should be taught anywhere possible. Whether it be taught in public schools,
private schools, conservatories or in individual lessons, any student who truly wants a musical
education should have the access to it. Although I believe that it should be accessible anywhere
(such as through private lessons), it should be especially prominent in schools. Students deserve
the right to access musical learning if they wish, and if they are not financially equipped to do
that outside of school, it is our job as educators to give them the skills required to learn. Music
should be taught in any way possible. Different schools have different opportunities. If the only
way to teach students about music is YouTube then so be it, they will still learn as much as the
teacher is able to offer. Students do not need band instruments to learn about music, music is
everywhere, and they will be exposed to it whether it is by sitting in a chair with a trumpet in
their hand or listening to their iPod, they will learn about music. It is up to us as educators to
teach them in the most accessible way.

Music is extremely important in all students lives, and it is necessary for them to have
the option to access it. As educators, we need to make sure that we are giving our students the
chances that they deserve to have music in their lives. Beginning teaching students at a young
age is the best and most successful way to implement it into their lives, proving just how
important the elementary music curriculum is. However, as the students age and leave
elementary school, it is our jobs as educators to be sure that a higher level of music is accessible
to them. Music can not be forced on anyone, but if students want to open the door to new
musical learning, we have to be there to give them the key.

Bibliography

Castillo, S. (2015). Low-Income Kids Thrive In Music Class. Retrieved from

http://www.medicaldaily.com/low-income-kids-benefit-music-class-show-greaterreading-skills-329700

Kodaly, Z. (2002). Music Should Belong to Everyone.

Lennox, A. (2008, July/August). What is Music? Retrieved from

http://www.resurgence.org/magazine/article2540-What-is-Music.html

Philips, C. (2014). Twelve Benefits of Music Education. Retrieved 0, from

http://www.childrensmusicworkshop.com/twelve-benefits-of-music-education/

Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford: Capstone.

Wasiak, E. B. (2013). Teaching instrumental music in Canadian schools. Don Mills, Ont.:
Oxford University Press.

About the Suzuki Method. (n.d.). Retrieved from

https://suzukiassociation.org/about/suzuki-method/