Rachel Pac

Philosophy on Music Education

As an aspiring music educator there are so many things I want to accomplish in my time.
Everything from teaching students basic understandings in music, music theory, and leadership to
making our school proud, bringing home success from months of hard work. Though there is
something much more valuable than all of this that has always drawn me to becoming a music
educator, and that is the lifelong impact you are able to have on your students.

As an educator in any field it is our duty to prepare our students with problem solving
skills whether it be for standardized testing or outside of the classroom, you have a year with
these students to facilitate them with knowledge on your specific subject. Notice how I mentioned
a year? School years always fly by when you reflect but in the moment they are filled with the
chaos of grading papers, filling out forms, preparing for tests, and learning units. So how well are
you able to get to know your students and prepare them for life outside of a^2+b^2=c^2. In no
way whatsoever am I diminishing the impact core class educators make but rather highlighting
the importance of the art of music education.

It is likely as a music educator you will have the same students for up to 3-4 years. This is
quite the benefit as you are able to grow with them while teaching them to create beautiful music,
understand technique, and the importance of practicing before rehearsal. You are able to establish
a trust in these students, a trust that is carried over in years of trial and error for the both of you. I
believe music education is so valuable in this way as you are able to watch the student grow into
themselves and prepare them for the future. As Dewey states “It is impossible to prepare the child
for any precise set of conditions.”, as none of us are able to determine what paths our future
selves decide to take, opportunities or obstacles thrown in our way.

Though what we are able to do is fill our students with the morals and beliefs to take on
these conditions with confidence. I believe it is of utmost value first and foremost to put trust in
your students. Giving a student the gift of trust is something that will follow them throughout
their life, as Dewey states “to prepare him for the future life means to give him command of
himself”. In trusting your students, whether it be through leadership positions or as simple as
listening to them with intent. Giving them the confidence to make even the smallest decisions for
themselves holds a domino effect to know that they are capable. On top of these internal and long
term benefits, trusting your students creates a healthy classroom culture for collaboration and
communication. When your students know that you believe in them, there is a new found level of
respect. A respect that grows year by year, letting them become more receptive to the knowledge
you are offering them. The role of an educator is not trying to force ideals or beliefs upon our
students but to act as a stepping stone or open door. Giving them the opportunity for growing into
themselves and finding their part in society.

As educators, in order to provide this trust and opportunity for growth amongst our
students, you must first create a healthy classroom culture. A question I got asked by my director
every year was “What kind of culture do you want to create?”. By this, they meant what kind of
relationships do we want to build among the student body whether it be how we interact with one
another during rehearsals or in hanging out in the classroom waiting for the first bell to ring for
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the school day to start. Classroom culture is important because of the many doors it opens up.
When we create a positive culture amongst our students it sets a precedent for not only what
happens during school hours but as consequence, how they treat others in their community.
Creating values and standards we hold not only our students but ourselves to that are a part of our
core curriculum beyond the music. With this being said, it is not our duty as educators to push our
own personal ideals and moral beliefs upon our students but create a shared understanding and
respect. A positive culture for caring that they will carry outside the classroom. We are training
them to be members of a community where they can have a positive impact and make their voices
be heard with equal opportunity. As Dewey states “I believe that the psychological and social
sides are organically related and that education cannot be regarded as a compromise between the
two, or a superimposition of one upon the other.” This is a testament to the importance of trust
and respect between students and teachers. It should never become a battle of right or wrong or a
dictatorship. Not to say educators don’t hold authority, but rather take account and listen to the
classroom and what the students needs and wants are to shape your classroom culture, your lesson
plan, your teaching style to fit what they need and what they will be receptive to.

Looking at it from a more surface level, music education gives students many
opportunities beyond learning a new instrument. You are able to help a student learn good work
ethic and problem solving skills while helping them improve their craft. Music education can act
as a creative outlet for many students as well as provide structure and routine. Students are able to
express themselves in their choice of art form whether it be band, choir, or orchestra. All fine arts
require rehearsal and consistency. Through this the student will have structure as they must attend
rehearsals and learn how to balance practicing their instrument and school work.

School in itself provides a social environment students must adapt and grow within. It is
important students make the most of their time in education for the social structure it provides and
inevitable lessons it holds. While this is much easier said than done, through extracurriculars this
is made a bit easier. Stereotypically, the fine arts, athletics, ROTC, etc. all hold like minded
people. It is as if they are their own little discourse communities all having something to offer and
something to fight for. This goes back to our discussion on classroom culture. Music education is
an art form in itself for how different it is amongst other extracurriculars there must be a shared
level of cooperation amongst the group, your orchestra, your choir or band, in being able to create
music together. This is not possible without creating a positive classroom culture. I believe as an
educator we must create a safe space for students to grow into themselves and make mistakes
without judgement. As an educator I aim to create a culture where students feel valued and are
able to learn, ask questions, and even mess up sometimes as it is an important part in their
becoming who they are. What matters is, even with the mistakes or struggles a student may face,
we are there to support them and let them know that it is all going to be okay.

A life lesson I was taught in my high school music career was that “As long as you do
your best, that’s all you can do”. This is something my high school orchestra director would
remind me often as I would come across “failure”. The many times as a student I became
disappointed in myself for not making region choir or maybe not practicing as hard as I thought I
could, not getting the results I strived for. I felt defeated and thought I would be a disappointment
to my directors and my peers. This is important because I was very wrong, I was lucky enough to
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have had such a strong community built by the culture the student body had created where it was
okay to make mistakes and where as a student, I knew my teacher still trusted me. I was
comfortable enough to go to my director and tell them about my struggles where they were
nothing but supportive and gave me the advice to keep doing my best because that’s all I can do,
which I was receptive to because that trust and respect was there without being said. It had
already been built through the communication and action of wanting to create that classroom
culture.

As an aspiring educator I believe that students come first results come second. The way
this is phrased it may sound like a hot topic. Should we strive for results within our students?
Why yes of course, but you have to take into account who your students are first and what their
needs are. Beyond that, how you will communicate to them and build that initial trust in order to
see results. The most blunt way to put it is that students come first because without them there are
no results. As a student I had observed a negative pattern within some music educators where they
of course wanted the best for their students but weren’t approaching it in the most considerate or
even effective way. They became focused on seeing results within their students playing and skills
rather in their individualistic growth when both play hand in hand. Naturally, if you take to caring
for your students well being and future beyond the classroom their excitement for their art will
follow. When you become focused on competition and getting results for your school, district, or
state, the classroom becomes mechanic and loses its heart. I believe no educator does this
intentionally but rather becomes excited at the idea of getting their students recognition they think
they deserve and more but we must remember to check in with our students and ask how they are
doing and what they think of the work they are putting in and music they’re creating.

As an educator it is our job or rather our will, to leave a positive impact on our students.
To create members of a community we can be proud but more importantly give them the
capability to be proud of themselves. Music education is so vital in the opportunities it brings and
lessons it holds, we must remember why we want to teach and what is the long term goal.