Teaching Philosophy

“Teaching music is not my main purpose. I want to make good citizens. If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline, and endurance. They get a beautiful heart.” ― Shinichi Suzuki

My desire to musically enrich my students’ lives is among the top of my classroom intentions, but that is not my only purpose. Regardless of discipline, I hope to instill great character in my students. I promise to do so by continuously striving to create a safe and respectful classroom culture that allows all of my students to build confidence in themselves, their music-making, and their learning while developing a growth mindset in and out of the music room.

In the music classroom, we should spend most of our time actively making music and less time on lectured instruction. Music must be felt, experienced, composed, and performed because it is not something that can be taught with words alone. My students respond to music through movement, creating visual representations, and with verbal and auditory analysis. By creating a student-centered classroom, my students are able to get the most out of each session by engaging in critical thinking through open-ended questions.

My classroom is not intended to create musicians for every child already is a musician no matter their background or abilities. I believe that all students are musical and capable of performing, responding, and creating meaningful music. My goal is not for them to perfect music, but to expand on their knowledge and passion so they may become lifelong appreciators of music.

Students learn best in environments that make them feel comfortable. I wish to foster a classroom culture that accepts mistakes with open arms. With this environment, I know that I am preparing them for success and regularly creating opportunities for them to take educational risks. I wish to show my students the value of mistakes by developing a growth mindset. If they are making mistakes, then they are comfortable enough to be uncomfortable. This allows them to self-diagnose mistakes and design a plan to help them succeed in the future.

I celebrate the diversity of my students by teaching a culturally inclusive curriculum to ensure all feel welcomed, represented, and included. With society seeking better education through a more inclusive classroom, I will continue to educate myself to build such an environment. This classroom aims to foster the feelings of pride for one’s unique background and upbringing while avoiding feelings of being othered. By continuously educating myself and learning from diverse and accurate resources, I hope to orchestrate authentic musical experiences.

A complete and well-rounded music education teaches our students to think critically, to work collectively and provides cultural knowledge for their futures. General Ford stated that “Music education opens doors that help children pass from school into the world around them – a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.”

Music education is not a privilege, but a right. A right to build relationships, celebrate cultures and differences, be expressive, and create meaningful moments and memories through an engaging medium. Students have the right to an environment that will love, support, and encourage all musicians to develop and grow as an ensemble and an individual.