A document outline of a process that I use to formally assess a student’s conception of a C-Major Scale.

Philosophy of Music Education - GDN

Music is a gift—a gift from our long-ago ancestors to be utilized in communication, communion, and celebration. Music has made its role and presence known throughout the intricate weavings of our modern-day society and should not go unnoticed. An education in music allows students to better understand this gift and what its power can mean for those around them. 

Music, in its essence, is a universal language. Like any language, it requires a diverse range of skills and media to master, such as reading, writing, and speaking. Those who dedicate themselves to learning the language of Music can find new ways to express the values and traditions of their cultural heritage and community, in a way that transcends barriers and connects with all.

Patience, grace, and humility are not just desirable but essential qualities of an effective music educator. Each student is unique, with their own set of strengths and challenges. An effective teacher will not only recognize but also celebrate these differences, guiding each student with empathy and understanding toward their own path of excellence. 

Presenting and supplying information to students from various angles and media is an effective way to approach classroom learning today. In a kaleidoscope approach to instrumental music education, an educator could introduce flute fingerings to a student using the traditional method of body modeling. Within the same lesson, the educator could display high-definition computer-generated images illustrating this information to students on a large screen. The teacher may also have some sort of LED light technology that could be inserted within a demonstration flute to illuminate students' fingering combinations. 

For students who have visual impairments, putty could be used to guide them to the correct fingering combinations better. These examples of technology-centric lesson amplifications can potentially arouse students' curiosity to explore this subject more. A multifaceted approach to delivering pedagogy is best served with learning approaches that are just as diverse. Suppose I did my job as efficiently as possible. In that case, a potential employer or observer of my classroom or rehearsal space should walk out with the conclusion that my pedagogical methods sought to reach the masses rather than just the very few. 

The image of a student's success in music (or any subject of study, for that matter) is always an ideal snapshot to reach for. But to me, “success” is a process that isn’t complete in a singular day, a week, a month, or even a given few years. It may never be seen to its fruition, but it can always begin at this very second. In the case of music education, “success” can be a teacher guiding the way to find one tiny, seemingly infinitesimal aspect in the music that can make the student exclaim in reaction: “WOW, what was that?”