When I was first asked to develop a philosophy for music education, I was stumped. A philosophy? On music education? How am I supposed to come up with a philosophy for music education if I hadn't even student taught yet? But after a few class discussions, and reflecting on my own experiences, the ball started rolling. I slowly developed an idea that I can call my own... my own philosophy of music education. Although it will probably need editing as I learn more about music education, I have learned a lot about myself, not just as a music educator, but also as a human being.

When considering all of the different aspects of music education, one must not forget what is most important about music. Music is an essential key to the human existence. This may sound silly or nonsensical to some; but if one thinks about it, music is a universal language that can be spoken by any one person at any given place all over the globe. Music is present at all times- at weddings, parties, the workplace, church services, and on and on. Music is one of the few things on this earth that everyone enjoys (in one form or another). Music, when used properly, can convey any emotion and cause the human to experience those emotions. Just think of the pride an American feels when The Star Spangled Banner or Stars and Stripes Forever is performed, or the goosebumps and chills one feels when the final chord of a tender ballad resolves. The warm, fuzzy feeling of Christmas when "Chestnuts Roasting" is sung, or the magical mystery and beauty of "O Holy Night". Or, those songs you hear that just make you want to get up and start dancing - that is what music is all about! The idea that music is a worldwide existence, present at all times and place is such an important idea that many people forget about, which brings me to my next point.

Music needs to be taught in schools everywhere! Because music is such a vital part of the human existence, it needs to be reinforced as such. Music should not be limited to just having an optional general music class in fifth grade and band or choir the following year. Studies have shown that music (as well as foreign languages) is easier for little children to learn, from as early on as kindergarten. The sooner that we can get music into the curriculums of kindergartens and preschools all across the world, the better. Music is a lifelong pursuit, and it needs to be taught in all levels and grades through high school. General music classes and/or ensembles ought to be a national requirement. In addition to improving the quality of life, research has shown that kids involved in music generally get better grades and are less likely to become involved in alcohol and drugs than students who are not.

Although these are all great reasons for having music in schools, our responsibility as music educators goes beyond making sure that children receive music education. We need to make sure that all children are receiving the best music education possible. This can only come from the teachers. Music education requires a lot of hard work and dedication, and any teacher who doesn't have the desire or fire to help children grow and learn through music should not be in the classrooms. A good music educator is responsible yet fun, hard working but nurturing, and above all, must love music and what it brings to this world. If a teacher has all of the qualities to succeed but doesn't have a love for music, than that teacher should not be in the classrooms. From this, I have covered my own philosophy of music education. Although my philosophy is based on my own personal values and beliefs, I believe that a good majority of music educators share many of the same values and goals as myself. I have learned a lot about myself while writing this, and although it will need updating after I actually become an educator/ I am really happy about what I wrote. I have also realized that this is my calling... I had my doubts, but after a few weeks of school and than this paper, I know that I did not make a mistake by coming here and going for music education.