Music Education Philosophy 1

Music Education Philosophy

Music education has become a highly discredited subject across America. With STEM
classes becoming more popular, music is being left out. Music has been around for millenniums.
Even early philosophers of Plato realized the important features of music and it was even
included in the standard school curriculums. Music education has become a slightly discredited
subject across America. But why should music be taught? To whom should it be taught? How
and with what results should music be taught? Music is a subject that can do many different
things and everyone should be able to experience those things in any way possible to better
enrich their future lives.
Music is a subject that provides different experiences to each student that studies it. It can be
a creative outlet, a way of self-expression, or even a place to get away from the problems at
home. Many times young children describe their music classes as fun. Why does a second grader
consider music more fun than a math class for example? In general music classes kids are
singing, dancing, and playing instruments; however, sitting still in math class while repeating
multiplication tables usually makes the student feel more controlled and many young children
rebel against the thought of being controlled. Having the children more engaged in class
increases their desire to be interested in the material.
Music is also valuable to public education because it can be integrated with many other
subjects. Almost everything about music is able to relate to another core subject. There are
multiple arguments made about whether or not music actually makes people smarter, but if
learning a folk song can also teach you the history behind the culture, composer, style of the
piece, the mathematical patterns the notes make, and some language of a foreign country, doesnt
that make music a valuable subject? Its harder to integrate history into a math lesson then it is to
integrate history into music. Music also helps build character in students. Dr. Ken Petress (2005)
says that the personality traits students can acquire through music include self-discipline, self-

confidence, and patience. Lila Pitts (2013) even agrees and says Music engages the emotions
and the imagination far beyond most school experiences; therefore it induces moods and states
very susceptible to aesthetic impressions. These may be transferred from the realm of tonal
beauty to almost any other relevant relation [] Furthermore, there is no reason why the
experience through music should not transfer through impression into the expression of high
idealism in social behavior. (Page 60)
Public education is becoming an environment that standardized test scores are taking over
the system. The administrators have become more focused on national tests then the quality and
quantity of education the students are actually recieving. Music is a subject that is nearly
impossible to standardize so it is easier for administrators to not see its worth; however, it is a
subject that is more student-focused than test-focused. This makes music more meaningful than
the students. Charles Hoffer (2002) states in chapter two of his book When students realize that
the teacher is sensitive to their interests, the relationship between pupils and teacher is
significantly improved and more learning takes place.
Music needs to be taught to everyone in a public setting from kindergarten through 12th
grade. Elementary schools should offer general music classes and around grade five or six
beginning band should be offered. However, not everyone should be forced to be involved in the
band program, but the remaining students should still be in a general music class setting. Only
the people who want to actually be involved in choir or band should do so. General music classes
should be required as a course to graduate high school because everyone needs to stay involved
in music.
Music should be taught in a way that people relate to. Pat Benatar, a famous rock star,
expresses her opinion on the importance of music. She states, For today's students to succeed
tomorrow, they need a comprehensive education that includes music taught by exemplary music
educators. (2011) Elementary grade kids need to be taught about songs that are fun, easy, and is

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related to something deeper. Younger kids dont have the capacity to understand why Mozart was
so important, but they can understand that Vivaldi wrote a song that tells the story of a season.
No matter what grade level music is taught at, it should be taught with a hands-on way of
teaching. Music shall be taught in a way that the students go on to remember what they were
taught instead of reflecting on the music class in a distasteful manner.
All musical ensembles need to be offered to the students interested. Show choir need only
be taught in conjunct with a choir that covers classical music instead of focusing on just popular.
While focusing on mostly popular songs in a general music class is acceptable, ensembles
traditionally consist of people genuinely interested in music and therefore need to be taught
about standard reportoire- such as classical, baroque, romantic- as well. Marching band, a fun
sport in high school, should not be the main focus for three months of the fall semester. The
director needs to incorporate small theory lessons or aural skills training along with marching
band rehearsals. Concert band and marching band should only be integrated with each other in
late October as marching season is coming to a close. Having Marching band being the main
focus of the fall semester is acceptable if and only if there are musical lessons being taught and
the students are learning more about music than rehearsing. Having class solely based on
rehearsing doesnt necessarily mean the student is actually learning the musicality behind the
piece or if they are just playing or singing louder because the director said to do it. (Heuser 2011)
High school and middle school ensembles at times are more focused on rehearsing music for
performances then actually teaching music.
While teaching, the teacher must be aware not to let personal bias get in the way of what
lessons or music to teach. If a flute player doesnt like string orchestras, this shouldnt prevent
him or her from teaching a string orchestra if the program allows. The same concept can also
apply to Jazz Band or Percussion ensemble.

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Percussionists should also have a class period set aside for just them to learn more about
their instrument. Sitting in the back of a concert hall is not beneficial to a percussionists
education. Many directors are not able to involve percussions while rehearsing in large
ensembles and the percussionists will most likely engage in other activities. Having a separate
class for percussionists allow them to learn pieces specifically for percussion and learn about
other styles of music and multiple types of percussion instruments. If the school will not allow
for a separate percussion class, try to involve the percussionists by asking questions or teaching
musical lessons during class and not just purely rehearsing music for a performance.
Music should be taught with a result that non-musicians remember it after they graduate
and can recall music class fondly and potentially help advocate for the importance of music in
schools. Musicians should be taught with the result that they want to continue to have music
involved in their life, such as majoring in music as a profession or simply singing in the choir at
church.
Plato saw the value of music in our curriculum as well as many other philosophers after
his time. Music Education in schools should still be just as valuable and it needs to be exerted in
the right ways. Music should be taught to everyone in a way they can relate throughout their
lifetime. There is only one way of teaching algebra just like there is one way of teaching music:
to benefit others.

Works Cited

Heuser, F. (2011). Ensemble-based instrumental music instruction: dead-end tradition or

opportunity for socially enlightened teaching. Music Education Research, 13(3),
293-305. doi:10.1080/14613808.2011.603043
Hoffer, C. (2009) Introduction to Music Education. 3rd ed, Long Grove: Waveland Press, Print.
Petress, K. (2005). THE IMPORTANCE OF MUSIC EDUCATION. Education, 126(1),
112-115.
Pitts, L. B. (2013). Music Education, Isolated or Integrated?. Music Educators Journal,
100(1), 59-62. doi:10.1177/0027432113490671

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Rocker Pat Benatar Lauds the Importance of Music Education for MENC PSA.
(2011). Music Educators Journal, 97(3), 10.