Jessica Dalrymple

(617) 875-6179
dalrympleje@rider.edu
101 Walnut Lane Box #297 Princeton, NJ 08540
30 October 2017
ME 262-01 Art of Teaching Music II
Philosophy of Music Education
As a future music educator, I believe that students will learn course material best through
experiential activities. When students are engaged in a fun activity based on the curriculum
and/or the state standards in music education, they will be able to process the information better.
In addition, I will create group activities that encourage social interactions among the students
and that also emphasize collaboration. Using Vygotskys concept, the Zone of Proximal
Development, I will create groups of students with similar learning abilities, so that they can
learn from their peers and thus, master the concepts I am highlighting in my lessons.1 Finally,
after a group activity has ended, I will be sure to include time for discussion. I will ask students
what they learned through participating in the exercise, in addition to what they liked about it or
did not like. This discussion will help me make any changes to the lesson if necessary, so that it
is a more effective learning experience for future students.
I believe that every person in the world, no matter how old they are, has the capability to
learn music. All people should be given equal opportunities and the resources to learn music. In
an elementary/secondary school setting, music education should be accessible to students with
all different learning abilities. To ensure that all students will receive the full benefits of a music
class, I will alternate between entire-class activities and peer group ones, so that the students will
have chances to learn from myself and each other. For independent activities or assignments, I
will also help any students who have questions or that may need extra assistance in mastering
concepts.
I believe that one of the most important skills one can learn in a music class is music
literacy. I intend to incorporate Kodly and Gordons methods into my future lessons
surrounding music literacy. Kodlys method uses rote teaching and conversational solfege to

1
McLeod, S.A. (2012). Zone of Proximal Development.
Retrieved from www.simplypsychology.org/Zone-of-Proximal-Development.html
introduce rhythm and tonal symbols.2 The Kodly method also uses the Curwen hand signs to
represent each solfege syllable. Gordons method is based on the theory that there were different
levels of audiation, which is the hearing and comprehending of inner hearing, even when no
sound is present.3 He also believed that teaching music should be approached by having students
learn music as if it was a new language.3
Finally, because technology is so prominent in society today, especially in schools, I will
always stay up to date with the latest innovations. I plan to introduce my students to fun
computer programs such as GarageBand and Scratch. With GarageBand, I can have my students
experiment with composing their own music, and with Scratch, I can create fun games that will
apply musical concepts we have discussed during the year. I also plan to use LittleBits circuit
boards to teach different musical concepts such as form and to incorporate STEM into my
curriculum.
My number one goal as a music teacher is that I am able to provide a safe space for each
and every one of my students. Every student no matter their race, sexual/gender orientation,
learning ability, etc. should feel welcome in my classroom. If they do not feel that way, I will
work extremely hard to fix that. I want each of my students to feel as though they can succeed in
my classroom because I believe that everyone can be successful in music class. In addition, I
promise to treat every single student of mine equally and with the utmost respect, even if some of
them might not treat me that way in return. Finally, I believe that student-teacher collaboration
is super important, since that is how the students will make the most of their time in music class.
I will encourage students to tell me ideas that they have for a class activity, or even talk to me
about musical things that they might want to learn about that might not necessarily be covered in
a lesson plan of mine or even the curriculum. The music classroom should be a safe and fun
learning space for all and in order for that to happen, communication between the teacher and the
students is paramount. I promise to cultivate strong relationships with my students that in return
will contribute to successful learning in the classroom.

2
Kodly Process. (2016, November 27). Unpublished typescript, Westminster Choir
College of Rider University, Princeton, NJ/USA.
3
Holcomb, A. (n.d.). Literacy Thoughts [PDF]