Philosophy of Music Education
Univeristy of Wisconsin Oshkosh
October 22, 2002
“The earth has music for those who listen.” ~William Shakespeare
“Music is given to us with the sole purpose of establishing an order in things, including, and particularly, the coordination between man and time.” ~Igor Stravinsky
Music has been a part of history since the beginning of time. It has and always will exist for many different purposes. The gift of music has outlined the development of history, from simple beginnings to the present. For thousands of years it has been used to express joy and sorrow, happiness and pain, victory and defeat. It will continue to grow and change throughout the course of time, but will never cease to exist.
“Music expresses that which cannot be put into words and that which cannot remain silent.” ~Victor Hugo
Music is a universal language and can be taught to express our deepest feelings and desires. Anyone can perceive the disposition of a piece; the composer’s outlook within the song communicates a specific feeling. Music that reflects an upbeat mentality often results in a cheerful spirit, whereas a slow blues piece might be appropriate to express sorrow. A lack of words does not produce limitation, but rather breaks a cultural barrier, using the personality of music to communicate what is hidden in our soul.
“The life of the arts far from being an interruption, a distraction, in the life of a nation, is close to the center of a nation’s purpose- and is a test of the quality of a nation’s civilization.” ~John F. Kennedy
The education of various cultures can be taught effectively through music. The characteristics of a culture are largely reflected through the music they compose, and developed through generations. By participating in this learning process, students not only study the culture, but also are given the opportunity to become part of the culture.
“Music may achieve the highest of all missions: She may be a bond between nations, races, and states, who are strangers to one another in many ways; She may unite what is disunited, and bring peace to what is hostile.” ~Dr. Max Bendiner
It is very important to teach variety in music education. Many different styles and techniques can be learned in studying various pieces, and a music educator should strive to present a significant array to the students. Musical pieces should be both heard and performed, increasing in difficulty to correspond with the progressing ability level of the student. Beginner students should be presented with a musical curriculum that is challenging in addition to inspiring. Through development, students should be able to continually demonstrate a passion for their talent and aspiration to improve. The music taught should provide an opportunity to expand knowledge and preference to the unfamiliar. As a significant element, this promotes the student to develop their musical tastes without limitation or exclusion. Encouragement is key in this lifelong process.
“Life is like music, it must be composed by ear, feeling, and instinct, not by rule. Nevertheless one had better know the rules, for they sometimes guide in doubtful cases, though not often.” ~Samuel Butler
The teaching technique of music education is critical in every stage of instruction. An appropriate curriculum should involve many aspects of music including: theory, ear training, performance, simple analysis, and composition, occasionally through improvisation. These components ought to increase in difficulty as the curriculum advances. Musical choices should be coordinated around the students’ need and willingness to learn, but should ultimately be left to the teacher. Guidance by school officials should be observed during this process.
“It had never occurred to me before that music and thinking are so much alike. In fact you could say music is another way of thinking, or maybe thinking is another kind of music.” ~Ursula K. Le Guin
Musical benefits are not only seen with music itself, but also in many other subjects. Music has historically been connected with mathematics, and recent studies indicate evidence of enhanced knowledge in science and math through the education of music. This valuable advantage can increase intelligence levels in other sciences, creating obvious extra-musical benefits. Music can also be used as a therapy for those both socially and mentally challenged, creating a familiar element for expression and learning.
“It is only by introducing the young to great literature, drama, and music, and to the excitement of great science that we open to them the possibilities that lie within the human spirit- enable them to see visions and dream dreams.” ~Eric Anderson
Music should be taught whenever possible. Opportunities to learn from music are everywhere, and each occasion should be utilized. Music education can begin even before a child is born, instilling a passion for music early in life. This enthusiasm initiates a crescendo of musical skill and knowledge, in addition to excitement. Music education in the schools provides an opportunity for students to learn about music that have no previous experience, or as a supplement to students with prior comprehension. These programs provide important connections with other subjects, used to connect cultural characteristics with geography or history, theoretical concepts with math or science, or simply used as a form of art. Music in the schools prepare students socially for performances, working together as a group, and striving towards set goals. Music education in the schools is extremely important in developing personal morals and character that will last a lifetime.
“It occurred to me by intuition, and music was the driving force behind that intuition. My discovery was the result of musical perception.” ~Albert Einstein
Those who teach music should, most importantly, be well educated. Music educators should be trained by experienced professionals to develop qualities needed to be an effective teacher. They should be proficient musicians themselves and should be guided and assessed through their own education to mold proper attitudes and techniques. They should consider wise advice from experienced educators, and be willing to learn from both successes and failures. But education alone is not enough. The underlying approach of a qualified music educator should contain a strong passion for music, and a desire to share that passion with others. A music educator should possess the ability to be a strong role model to those around them. They must understand the authority given must be used not solely to their benefit, but to the advantage of the students. As a music educator, one must be both a musician and teacher genuinely from the heart.
“It’s easy to play any musical instrument: all you have to do is touch the right key at the right time and the instrument will play itself.” ~J.S.Bach
It is important to understand that anyone can play music. With this in mind, no person ought be denied the privilege of being a musician in any way, shape, or form. Musical performance can be taught from the simplest stages of rhythm and words to advanced levels of professional solo and orchestral works. The skill of the student is based on the education received, the willingness to learn, and the personal ability one possesses. A music educator should understand many ability stages will exist, and work suitably to accommodate to all students. No student should ever be discouraged from growing into the musician they are within.
Music is all around us. Everywhere we go music can easily be found, whether heard or observed. It can touch lives, express feelings, and shape history. Music is an essential part of creation, part of the world, and part of life. The privilege of being a music educator becomes an essential part of functionality in the world. It is the opportunity to share, teach, and inspire the future. Music is an expression of the soul, and a fundamental basis for life.
“Bach gave us God’s Word. Mozart gave us God’s laughter. Beethoven gave us God’s fire. God gave us music that we might pray without words.” ~Author Unknown