Philosophy of Music Education

Diane Wilson

University of Wisconsin Oshkosh

March 27, 2000

Why is music important in life? Music is a thing of profound depth and beauty; learning about music gives depth and beauty to our lives. In every culture throughout the world, music is present in some form. Why? Music is a natural way to express our beliefs, our emotions; it is a physical form of expression, and one that expresses our humanity. Responding to music happens instinctively. Infants respond to music as one of their first stimuli. Mothers in every culture use lullabies to sing their children to sleep or help calm their feelings. Children weave music into their activities by instinct without being taught. Children all over the world bring music into their games, their interactions with other children and adults, and employ it as an inner companion to explore their world. They use songs naturally to reduce the anxiety of separation from their parents. Even more important to music education, children often build their understanding of the world, of adults, and of peers with musical games. It is like their own little culture--the song games are the vehicle they use to relate socially, physically, and emotionally to their peers. Music also helps children understand their own feelings. Solitary play is accompanied by tunes, chants, or sound effects. My own children usually console their feelings of hurt and anger by tucking themselves away and listening to music.

Since children use music in a very natural way to learn about life and how to deal with it, it makes sense that activities in music should be included in the curriculum. Children will benefit most from a skilled musician who is a well-trained teacher to lead them in these activities. A well rounded musician can see the entire picture, and bring meaning to learning activities that could seem boring and inconsequential, such as rhythm and note values. A music teacher can help students understand what they hear, much like a reading teacher helps students make a connection between what words sound like and what they look like, and a language teacher helps students understand the structure of the language they already speak.

Peers are very important to children - kids learn from kids. The social elements of group activities become strong motivations as children get older. The group can provide them reassurance, the opportunity to learn from others, and expose them to a mildly competitive atmosphere that can encourage learning. Physically, musical activities rely on movements in which the entire body participates, and also emphasizes development of precise control over smaller muscles of the arm and hand. There is joy and release in total body movement that is necessary to stay on task in the classroom. The mental disciplines learned through musical study (memory skills, concentration, symbol recognition) are just like those that underlie reading, mathematics and other areas of study.

In elementary as well as secondary classrooms, students experience applied academics through the study of music. Rhythm, harmony, and composing follow mathematical rules. As eras of music are studied, history comes alive and experienced. Understanding and applying musical terms and symbols is language - even foreign language. Music education provides skills that help a student succeed in life, like self-discipline, problem solving and analysis, processing information, focus and goals. From early on, as said before, children naturally express themselves through the use of music. As they grow older and have more self-awareness, it is important that we continue to provide opportunities to encourage self-expression and imagination to shape well rounded, confident individuals. Music is a perfect venue to help accomplish this.

Just as students gradually learn the history and cultures of the world in their social studies classes, they should learn the music of many cultures and its significance. I believe this could be sequenced to coincide with the cultures being studied in their history classes. The goal is not to convince the students to like all the music of the world, but to get them to be open and interested in exploring the music of other cultures, and understanding other people in order to cross cultural barriers. Being exposed to the music of other cultures will help students understand how the variety of music in America reflects the diverse cultural backgrounds of its people.

Finally, I believe that every student has musical aptitude - the inborn capacity to respond to musical sound. Although aptitude varies among individuals, every child has the potential to benefit in ways already outlined in this paper: developing intellectual and emotional responses, social interaction and giving joy - every child, disabled or not. Mainstreaming can benefit all children in the classroom. Students without disabilities will learn how to serve, putting the needs of others ahead of their own. Students with disabilities in the music classroom benefit from regular interaction with peers. Participating in music can be a release for the constant tension experienced by students with physical disabilities. Music may be the only avenue with which a student with cognitive or emotional disabilities responds. I believe that what we have to gain from inclusion will outweigh the initial distractions caused by special needs students in the classroom. Knowing the needs of students and finding how to reach and motivate them is the same process for every student regardless of disability or not.