Annalise Sears 12/14/18

A Personal Statement of Music Education Philosophy Statement

The National Core Arts Standards has informed much of my approach to understanding

myself as a music educator. The process of creating, performing, responding and connecting is a

valuable entry point in scaffolding instruction as an educator. These are all the components by

which a song is learned either for a concert, assessment, or simply for instruction. These qualities

are vital guidelines through which educators approach music, select meaningful repertoire, and

design curriculum.

Firstly, the concept of creating can be interpreted through multiple entry points. Gaining

ownership of artistic liberty is a freedom that many individuals do not get to experience in their

daily lives. Music educators have the capacity to develop a place where students can be granted

an opportunity to be creative. An example of an instructor facilitating creativity in a choral

setting would be programing original student compositions.

Though performing is a valuable skill for students to experience through learning music, I

think that practicing and being able to express artistic abilities in the rehearsal process is the most

effective part of making music. We must remember that a concert is merely a celebration of what

has already occurred during musical instruction. It is important for students to perform so that

they have something to work towards and be proud of; however, performing is not the end goal

the instructor. The skills and knowledge gained through during class time forms the basis of

lifelong musicianship. Performing is essential to the artistic process; however, it is important to

teach and reflect upon the journey and rehearsal process.

The third focus of the artistic process, responding, is best seen through discussion of the

material that is covered in rehearsal. Through designing class discussion students can be
Annalise Sears 12/14/18

encouraged to understand different perspectives of the repertoire being studied. Applying these

ideas to the world around us is an important lesson in meaningfulness and transfer. Having

students understand the real-world applications of artistic works is what allows music to be a

deeply personal and present force. In choir music, we are privileged as singers to discuss the

significance of poetry and text settings in our music. The application of these ideas in

conjunction with cultural, historical, and theoretical significance behind music will cultivate

informed listeners and performers.

The final quality in the artistic process, connecting, leads students from thinking to

becoming. Although learning rhythmic, melodic, and theoretical concepts aid in the creation of

artist skills and self-expression, it is also important to acknowledge that music can be used as a

medium through which students learn valuable lessons in leadership, communication, team

building, and discussion. The combination of musical competencies and social knowledge

creates lifelong musicians.

Music educators are enjoined to provide their students with inclusivity, flexibility, and a

well-developed musical role model. All students deserve teachers who care about both music and

people. This dedication to providing students with a positive classroom experience fulfills the

final quality of the artistic process.