There are important rules every music teacher should live by: start each day as a fresh and

new day;
award equal opportunity and mobility; expect high level of student achievement at every rehearsal and or
class. When the three axioms are applied each and every day, the students will know their expectations of
you as a teacher and of you as a director.

Every student in the classroom has a right to feel a sense of belongingness. I believe that a sense of
belongingness is crucial for student success. All students need positive feedback on their achievements. It
is important to remember this especially when dealing with students of a moldable age. If students feel as
though they are not being successful in a classroom, they will likely check-out and no longer be truly
present. This is especially dangerous when making music – especially choral music. Singing is personal
to students; it evokes emotions within them and their audiences. If a student is having a bad day – it will
show in their participation. If a student is having the best day ever – it will come through in their singing.
Music is energy – good energy and bad energy – it all comes through! When someone does something
musical well, they truly give a vulnerable version of themselves, especially when they sing. A student can
master all of the vocal pedagogy and technique, but if they are not finding a sense of belongingness- they
will never surpass to making a high level of music. They will be too uncomfortable to emote and connect
with the music. Similarly, in a general classroom we need to teach to students of all abilities. If students
do not feel successful, they will not find belonginess. This is why it is important to focus on human goals
that will raise them to be good adults. Some human goals will include working as a team, active listening,
and participation and enthusiasm. These human goals can be practiced in any musical classroom through
different musical processes. “It would seem reasonable that teachers of performing ensembles such as
choirs, bands, or orchestras, should include as curricular learning goals, instructional strategies that guide
and assess group cohesion and teamwork” (Criss 30).

Through creating a sense of belongingness it is crucial as a music teacher to acknowledge, support, and
foster the diversity in the room – religiously and culturally. In the Journal Article Reflecting Cultural in
the Music, Rene Boyer-White says that the American Tradition is often viewed as a homogenous
structure, but it is important to reflect and recognize that there are multiple cultures that make up the
whole. Every student in the room should be equipped with the skills to feel comfortable enough to take
musical risks in the classroom. It is with a sense and security of belongingness that students will feel
comfortable enough to take musical risks that will further enhance their learning experience.

As a choir director it is especially important to remember the aforementioned statements. Adolescence is

an uncomfortable time, but a very moldable time. How the students will feel walking out of the classroom
will stay with them for the rest of their lives. How students feel leaving the classroom will also determine
the success of the choirs in the high school. Middle school music programs are the feeder programs for
the top choirs at the secondary level. It is important for the middle school music teacher to be kind and
empathetic while fostering a community and love for choir music. Also, the music teacher is responsible
for the level of discipline they expect their future students to withhold. The habits formed in adolescence
will carry them through for the rest of their lives: ie; rehearsal etiquette, practice discipline, etc. In order
to feel a sense of belongingness it is so important to feel a sense of pride and success. That pride is what
further motivates students to want to engage, perform, and foster musical abilities.
Works Cited

Boyer-White, René. “Reflecting Cultural Diversity in the Music Classroom.” Music Educators Journal,
vol. 75, no. 4, 1988, pp. 50–54. JSTOR, www.jstor.org/stable/3398111. Accessed 14 Feb. 2020.

Criss, Ellen. “Teamwork in the Music Room.” Music Educators Journal, vol. 97, no. 1, 2010, pp. 30–
36. JSTOR, www.jstor.org/stable/40960175. Accessed 14 Feb. 2020.