Why I am a Music Teacher
A good music education should consist of many dimensions outside of playing an instrument, singing, refining technique and note reading. Developing a skill to play an instrument, sing, improvise, compose and actively listen takes commitment great patients, and high tolerance. These tools are then used as “keys” to unlock “doors of communication” that help to inform emotions and human feeling. Practical application is essential for continued engagement. Learning how to apply any technique, chord progression, writing form and so on to a student’s own composition adds another depth of appreciation. Framing lessons in current cultural and social aspects also helps with student buy-in. Understanding components of their preferred music and where their preferred music originated from can illuminate them to other areas of knowledge such as history. Lastly, a good music education should foster inquiry through exposure to works and composers they have not heard of before and help them examine how they feel about them and why.
Understanding what makes an artist’s works timeless gives deep insight to what types of musical components resonate with different types of people societies and worlds. Understanding why certain instruments, vocal arrangements, harmonies, song forms and textures are used help to develop an understanding of cultures, societies and time-periods. My work as a result of the MM in Music Education program at the University of Florida, has helped give me a much deeper, well-rounded understanding of all components of musical elements, forms of expression and composition, as well as the tools to reach my highest purpose as a music educator which is to help students rise to their highest potential through self knowledge. My role as a teacher is to reach as many students as possible, who are thirsty for music knowledge because of its ability to illuminate the path of self-discovery and expression.
It is my job to not only teach them mechanics and theory, but to relate higher-order thinking to the processes of music they are engaged in and relate what we are studying or practicing to future life events they might find themselves in socially, personally, academically and even professionally. It is also my responsibility to meet them where they are at in their learning and guide their own self-teaching skills along with helping to expand their analytical skills. Skills developed consciously or unconsciously through responding, creating and performing music are applicable throughout many realms in life. Music is everywhere throughout the universe. It is through this understanding I hope to make a difference.