Philosophy of Music Education
University of Wisconsin Oshkosh
“Music
gives us a language that cuts across the disciplines, helps us to see
connections and brings a more coherent meaning to our world.”
For centuries, the language of music has been essential to the depiction and development of humanity. Music is entrenched in life experiences to such a degree that one may describe music as the backdrop on which life unfolds. While most of us will never be the next Beethoven or Mozart, all of society has the right to understand and experience the endless benefits of music. In order to preserve the history and culture of past, present, and future civilizations, or more importantly humanity, music must be kept alive in the schools and incorporated in the school curriculum as a core element of general education.
Music is a depiction of history that exists without linguistic boundaries. It enriches our lives and reveals the marvelous meaning of being a human being. Imagine studying the Renaissance period without assistance from music and art. Can you feel or picture what it must have been like? Without an artistic medium to assist you, this may be very difficult. Music and the arts offer students a greater understanding of historical perspectives by providing an aesthetic experience that does not occur with mere presentation of facts. It is almost as if music serves as a worldwide translator that helps us to understand both past and present generations of cultures worldwide, while providing a clean canvas for the current generation to make their musical mark in history. The aesthetic experience of music affords our students an educational opportunity to expand their mind and connect with their cultural roots and their own individuality.
Music is a gateway to knowledge in that it opens up the mind and allows the student to open the gate by learning and pass through the gate to greater knowledge. For some students, music may be the primary means of learning, especially when more traditional means of learning have proved unsuccessful. However, music must also be seen as an integral part of the teaching process for all students. I firmly agree with Dr. Harry S. Broudy, PhD of Philosophy, in his assessment of the value of arts education. Dr. Broudy states that the value of arts education is based on its relationship to the imagination and other functions of the mind. In teaching concepts, the arts create an image, which in turn leads to understanding of the concept. Dr. Broudy’s assessment coincides with the tremendous amount of research that has been conducted in regard to the positive intellectual benefits of music education, i.e. spatial reasoning, higher SAT/ACT scores, understanding fractions, coordination, concentration, perseverance, discipline, and the list goes on. It would be a shame for educators to ignore these facts because it is our responsibility to educate and develop the intellectual potential of our students. Music is an essential part of a student’s development in that it provides them the opportunity to make important connections in other areas of school, which will allow them to reach their full potential.
In a country where the ethnic backgrounds of its citizens have become as diverse as the United Nations, we cannot deprive our students of a music education program that incorporates music from around the world. The study of Western art music should serve as the foundation of the music education curriculum. However, world music should also be incorporated into the curriculum so that the music is representative of all cultures of our society. In order to increase the effectiveness of incorporating world music, I believe that music educators should use authentic world music and traditional repertoire collectively in a lesson. This practice will allow students to compare how the two pieces demonstrate the concept of the lesson, while they contrast in other areas. As our country becomes increasingly diversified and the world evolves in a global perspective, multiculturalism in the classroom creates appreciation for the diversity of our world by destroying cultural barriers and enhancing respect for cultures worldwide.
All students should be given the opportunity to participate in music classes from grades K-12. I believe that general music instruction should be a required course of study from kindergarten through 9th grade. Individual instrument and group instruction, such as band or chorus, should be implemented no later than the 6th grade level with advanced instruction offered through grade 12 for those students who choose to excel in the area of music. The diversity of our country should also be a factor in acknowledging that all students should learn music in schools. The appreciation of diversity is a must for the education of our young people. In order for diversity to truly be accepted, educators need to begin on common ground that will allow students to work together to create a new understanding and acceptance of differences. Music education is an excellent example of a common ground because music does not involve barriers that may separate students such as ethnic background or special needs. Music groups such as band or chorus offer a sense of community to its members because success is based on group effort and performance. All-inclusive music education is effective in eroding the barriers of social diseases because it provides a “real-world” learning environment that will teach students to celebrate diversity and become better citizens of their communities.
The music education curriculum should have a more focused target than simply teaching children about music. The main focal point of music education should be about teaching children to make and appreciate music. The foundation of music education is in the fundamentals of music. All of the educational benefits that music education provides our students cannot be taught without a clear understanding of the fundamentals. Therefore, licensed teachers who have been formally educated in the fundamentals of music must teach music education in our classrooms. Formal education and passion for the subject matter are vital to successful teaching, especially in music education. Music taps into areas of development, such as self-expression, creativity, and individuality, by nourishing the human soul. The characteristics of a musical period or piece can be compared to the characteristics that it evokes in people such as gentleness, kindness, sadness, sensitivity, compassion, etc. Music allows students to physically “get in tune” and understand their emotions instead of just experiencing the emotional outcome. In this respect, the value of music comes from within. Therefore, a teacher who has the knowledge to explain the fundamentals of music through their internal passion of music will best be able to focus on teaching our children how to make music while learning about music.
In an age where societal conflict is prevalent, music may be the one source of comfort that knows no boundaries. Our students deserve the opportunity to study music in our schools so that they can increase their appreciation and understanding of music and the world around them. The value of music comes from within and it is our responsibility as music educators to help our students find the music within them.