Why is music important?
Why is music important? Is it because music helps the brain develop cognitive structures relevant to language, reasoning, math, reading, science, and other disciplines? Is it because students who study music are proven to achieve higher test scores regardless of socioeconomic backgrounds? Is it important for its ability to improve spatial-temporal, kinesthetic, intrapersonal and interpersonal intelligences, memory, and concentration? Is music important because children who play music are less likely to have disciplinary problems or become involved in drug use? Is it because of its ability to provide a means for self-expression, stress reduction, empathy for others, and self-esteem? I assert that music is important for all of these reasons; however, the magic of music is that these benefits all occur as a byproduct of the students’ creativity, joy, and enthusiasm. Thus, through music a child’s whole being is nourished.
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Teaching Philosophy
Creating a positive environment for my students is fundamental in order to nurture their education. For me, this is achieved through giving respect to the students, providing them fun and playful experiences, and offering them many opportunities to be creative. I feel that education should not be modeled after factories and that it should not be aimed at providing society with workers, but rather that it should enrich the students’ minds and spirits. A competitive, acculturating school environment is in my opinion detrimental to that cause. Therefore, I believe in allowing students to have a greater responsibility and autonomy over what they learn and how they learn it.
Respect for children is too often ignored, which is unfortunate, because in order for children to be respectful they must first be respected. Oftentimes, teachers and adults expect the students to respect them, and they punish the students for disobedience. Teachers and adults sometimes think that they must teach students respect through force. However, I strongly feel that this attitude is not only ineffective, but is counterproductive to creating respectful students, and ultimately, respectful citizens in our society. Teachers and adults in general should show respect to children at all times, thus modeling what it means to be respectful. Furthermore, when students feel that they are being respected by their teacher, they can then—and in my opinion, only then—begin to show respect for the teacher. Pam Leo, an author on parenting and child development, agrees. She states that children mirror what adults say and do, and that 95% of what children learn is from what is modeled for them, and only 5% is learned from direct instruction [1]. By attempting to teach students respect through belittling, humiliating, punishing, and ultimately by being disrespectful to them, we teach them to be disrespectful. If one of the aims of education is to create respectful citizens, then teachers must respect their students. Teachers can do enact respect in many ways. It can be as easy as listening to what a student has to say, and as obvious as refraining from making the student feel as though they are subordinate to the teacher. Respect, in my opinion, is also given to students by allowing them to be who they are--children. Allowing them to be children means providing students with a fun and playful environment.
Play is natural in children. It is not only important for their well-being, but play is essential to their education. Children learn through playing and they are more receptive to information if it is presented in a fun and engaging way. Educational psychologists Piaget, Erikson, and Vygotsky all agree that play is an integral part of how students learn. This observation is especially true for younger children. Play can function as a way for children to safely learn about their environment, try new behaviors, problem solve, and adapt to new situations [2]. In a classroom setting, games can be used to teach not only academic concepts, but to teach social behaviors such as taking turns, sharing, and cooperation. In music class, singing games teach social behaviors in addition to musical concepts. Playful activities such as these are important in education as they enrich students' minds and spirits, and provide them with valuable skills needed to function in society. It is not only critical to allow and encourage play in school settings, but it can be destructive to children and society if playfulness is stifled. Strict environments and the devaluation of play will create frustration in the students. As such, restrictive settings may cause students to develop ruthless play habits involving sadistic, unempathic, cold, and cruel behaviors that can then manifest in their adult lives as criminal behaviors [3]. Time spent on play may seem frivolous compared to the valuable time that could be used to meet curriculum standards and to give tests; however, this logic not only disrespects what is natural in students, but can also create social ills.
Respect for children is too often ignored, which is unfortunate, because in order for children to be respectful they must first be respected. Oftentimes, teachers and adults expect the students to respect them, and they punish the students for disobedience. Teachers and adults sometimes think that they must teach students respect through force. However, I strongly feel that this attitude is not only ineffective, but is counterproductive to creating respectful students, and ultimately, respectful citizens in our society. Teachers and adults in general should show respect to children at all times, thus modeling what it means to be respectful. Furthermore, when students feel that they are being respected by their teacher, they can then—and in my opinion, only then—begin to show respect for the teacher. Pam Leo, an author on parenting and child development, agrees. She states that children mirror what adults say and do, and that 95% of what children learn is from what is modeled for them, and only 5% is learned from direct instruction [1]. By attempting to teach students respect through belittling, humiliating, punishing, and ultimately by being disrespectful to them, we teach them to be disrespectful. If one of the aims of education is to create respectful citizens, then teachers must respect their students. Teachers can do enact respect in many ways. It can be as easy as listening to what a student has to say, and as obvious as refraining from making the student feel as though they are subordinate to the teacher. Respect, in my opinion, is also given to students by allowing them to be who they are--children. Allowing them to be children means providing students with a fun and playful environment.
Play is natural in children. It is not only important for their well-being, but play is essential to their education. Children learn through playing and they are more receptive to information if it is presented in a fun and engaging way. Educational psychologists Piaget, Erikson, and Vygotsky all agree that play is an integral part of how students learn. This observation is especially true for younger children. Play can function as a way for children to safely learn about their environment, try new behaviors, problem solve, and adapt to new situations [2]. In a classroom setting, games can be used to teach not only academic concepts, but to teach social behaviors such as taking turns, sharing, and cooperation. In music class, singing games teach social behaviors in addition to musical concepts. Playful activities such as these are important in education as they enrich students' minds and spirits, and provide them with valuable skills needed to function in society. It is not only critical to allow and encourage play in school settings, but it can be destructive to children and society if playfulness is stifled. Strict environments and the devaluation of play will create frustration in the students. As such, restrictive settings may cause students to develop ruthless play habits involving sadistic, unempathic, cold, and cruel behaviors that can then manifest in their adult lives as criminal behaviors [3]. Time spent on play may seem frivolous compared to the valuable time that could be used to meet curriculum standards and to give tests; however, this logic not only disrespects what is natural in students, but can also create social ills.
Creativity is a significant aspect of education. It is not only fulfilling to the spirit and emotions, but has many educational benefits. Creative activities are proven to simultaneously engage both hemispheres of the brain. Areas of the brain involved in cognition, emotion, working memory, novelty response, imagery, multimodal processing, and pleasure are all shown to be activated through creative expression. Divergent thinking is also a result of creativity [4]. Music making, art, dance, and theatre are all positive creative outlets found in schools. Unfortunately, these subjects are eliminated from the curriculum to save money. Ironically, these creative subjects actually improve students’ ability to excel in the more valued subjects such as math and science. The fine arts not only improve learning throughout all academic areas, but evidence has shown its effectiveness reduces student dropout rates, raises attendance, helps to develop better team players, fosters a love for learning, improves dignity, enhances creativity, and in general, produces a more prepared citizen for society [5]. Creativity in schools in the form of the fine arts nourishes learning processes, including integrated sensory, attentional, cognitive, emotional, and motor capacities, thus creating the driving forces behind all other learning [6]. Every school should not only have classes dedicated specifically to the fine arts, but educators should strive to integrate creativity into all other subjects of the curriculum. Students would likely enjoy school more as well as do better in all subjects if enough opportunities to be creative where more readily available.
Schools should not resemble factories. The aims of education should not be to simply produce workers. However, this has been the exact history of education in many places, including America. Some of the first public schools in America that arose in the late 1800s and early 1900s were designed to track students into schools which taught household arts curriculum to women and industrial education to the men. College education was reserved for the exceptional few [7]. Public schools should not be used to acculturate students. Native American Indians, Africans, and everyone else who was living in America at that time was expected to learn English and to forget their old traditions. Education in recent history and even today still resembles this model. Examples include the overthrow of the Hawaii Kingdom and the subsequent suppression of its language and culture in the recent past as well as the insistence for foreigners to learn the English language to this day. Standardized tests also favor those who are born American. Instead, students should be given autonomy, responsibility, and a voice in their own education. Progressive schools such as Montessori, Waldorf, and Dewian schools share similar ideals is some fashion. John Dewey wrote, “The educational center of gravity has been too long in the teacher, the textbook, anywhere and everywhere you please except in the immediate instincts and activities of the child himself.[8]” I completely agree with Dewey. Schools need to be places that foster a child’s intrinsic interests and motivations. Creating schools in the image of factories, educating people into the workforce, and squandering individuality and diversity in our schools are all counterproductive to providing each child an opportunity to grow into a centered and well-rounded human being as well as an educated and responsible member of society. Classrooms can celebrate cultural diversity in order to give every student the feeling that they are accepted and appreciated in this world. Dr. Montessori also recognized that “self-motivation is the only valid impulse to learning.[9]” In classrooms and schools, students should be able to guide their own education. Their learning will be at its fullest if it is intrinsically motivated by their interest in the subjects. Students should be given more options to choose classes or assignments as well as a greater say in the entire shape of their schooling in general. If students where given the freedom to choose how and what they learn from an early age they would not only enjoy school more, but it would give them practice in autonomy and responsibility, allowing them to grown into stronger, happier citizens and people.
My personal creed on education is that students should be provided every opportunity to have a positive and fulfilling education. This can be created through giving the students the respect they deserve, by allowing them to and encouraging them to play, by providing a plethora of creative experiences, and by creating schools that allow students to have a voice in what and how they learn. If these simple things could be accomplished I think that our society and nation would thrive. Its children who will become its future citizens will not only be smarter, but happier as well. School could be used in this way to enrich the mind, body and spirit of its citizens, ultimately creating a better, more peaceful world.
Written 4/29/13
Schools should not resemble factories. The aims of education should not be to simply produce workers. However, this has been the exact history of education in many places, including America. Some of the first public schools in America that arose in the late 1800s and early 1900s were designed to track students into schools which taught household arts curriculum to women and industrial education to the men. College education was reserved for the exceptional few [7]. Public schools should not be used to acculturate students. Native American Indians, Africans, and everyone else who was living in America at that time was expected to learn English and to forget their old traditions. Education in recent history and even today still resembles this model. Examples include the overthrow of the Hawaii Kingdom and the subsequent suppression of its language and culture in the recent past as well as the insistence for foreigners to learn the English language to this day. Standardized tests also favor those who are born American. Instead, students should be given autonomy, responsibility, and a voice in their own education. Progressive schools such as Montessori, Waldorf, and Dewian schools share similar ideals is some fashion. John Dewey wrote, “The educational center of gravity has been too long in the teacher, the textbook, anywhere and everywhere you please except in the immediate instincts and activities of the child himself.[8]” I completely agree with Dewey. Schools need to be places that foster a child’s intrinsic interests and motivations. Creating schools in the image of factories, educating people into the workforce, and squandering individuality and diversity in our schools are all counterproductive to providing each child an opportunity to grow into a centered and well-rounded human being as well as an educated and responsible member of society. Classrooms can celebrate cultural diversity in order to give every student the feeling that they are accepted and appreciated in this world. Dr. Montessori also recognized that “self-motivation is the only valid impulse to learning.[9]” In classrooms and schools, students should be able to guide their own education. Their learning will be at its fullest if it is intrinsically motivated by their interest in the subjects. Students should be given more options to choose classes or assignments as well as a greater say in the entire shape of their schooling in general. If students where given the freedom to choose how and what they learn from an early age they would not only enjoy school more, but it would give them practice in autonomy and responsibility, allowing them to grown into stronger, happier citizens and people.
My personal creed on education is that students should be provided every opportunity to have a positive and fulfilling education. This can be created through giving the students the respect they deserve, by allowing them to and encouraging them to play, by providing a plethora of creative experiences, and by creating schools that allow students to have a voice in what and how they learn. If these simple things could be accomplished I think that our society and nation would thrive. Its children who will become its future citizens will not only be smarter, but happier as well. School could be used in this way to enrich the mind, body and spirit of its citizens, ultimately creating a better, more peaceful world.
Written 4/29/13
Works Cited
Bryant, Bob. The importance of Fine Arts Education. Accessed April 29, 2013.
http://www.katyisd.org/finearts/Pages/importance.aspx
Chávez-Eakle, Rosa Aurora. The Relevance of Creativity in Education. Accessed April 27, 2013. http://education.jhu.edu/PD/newhorizons/Journals/ spring2010/therelevanceofcreativityineducation/.
Jensen, Eric. Arts with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Web April 29, 2013: http://www.ascd.org/publications/books/101011/chapters/The-Arts-as-a- Major-Discipline.aspx
Leo, Pam. Teaching Children Respect. Accessed April 27, 2013, http://www.connectionparenting.com/parenting_articles/respect.html.
Mitchell, David. Windows into Waldorf: An Introduction to Waldorf Education. Association of Waldorf Schools of North America, 2006. Web April 29, 2013: http://www.whywaldorfworks.org/02_W_Education/
Mondale, Sarah and Sarah B Patton. School, the story of American pubic education. Boston: Beacon Press, 2001. Print.
Montessori School. Philosophy. Accessed April 27, 2013.
http://www.montessorischool.net/philosophy/
Woolfolk, Anita. Educational Psychology. Boston: Pearson, 2011. Print.
[1] Pam Leo. Teaching Children Respect. Accessed April 27, 2013, http://www.connectionparenting.com/parenting_articles/respect.html.
[2] Anita Woolfolk. Educational Psychology. Boston: Pearson, 2011. Print.
[3] Rosa Aurora Chávez-Eakle. The Relevance of Creativity in Education. Accessed April 27, 2013. http://education.jhu.edu/PD/newhorizons/Journals/spring2010/ therelevanceofcreativityineducation/.
[4] Rosa Aurora Chávez-Eakle. The Relevance of Creativity in Education.
[5] Bob Bryant. The importance of Fine Arts Education. Accessed April 29, 2013.
http://www.katyisd.org/finearts/Pages/importance.aspx
[6] Eric Jensen. Arts with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Web April 29, 2013: http://www.ascd.org/publications/books/101011/chapters/The-Arts-as-a-Major-Discipline.aspx
[7] Sarah Mondale and Sarah B Patton. School, the story of American pubic education. Boston: Beacon Press, 2001. Print.
[8] Mondale and Patton. School, the story of American pubic education.
[9] Montessori School. Philosophy. Accessed April 27, 2013.
http://www.montessorischool.net/philosophy/
http://www.katyisd.org/finearts/Pages/importance.aspx
Chávez-Eakle, Rosa Aurora. The Relevance of Creativity in Education. Accessed April 27, 2013. http://education.jhu.edu/PD/newhorizons/Journals/ spring2010/therelevanceofcreativityineducation/.
Jensen, Eric. Arts with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Web April 29, 2013: http://www.ascd.org/publications/books/101011/chapters/The-Arts-as-a- Major-Discipline.aspx
Leo, Pam. Teaching Children Respect. Accessed April 27, 2013, http://www.connectionparenting.com/parenting_articles/respect.html.
Mitchell, David. Windows into Waldorf: An Introduction to Waldorf Education. Association of Waldorf Schools of North America, 2006. Web April 29, 2013: http://www.whywaldorfworks.org/02_W_Education/
Mondale, Sarah and Sarah B Patton. School, the story of American pubic education. Boston: Beacon Press, 2001. Print.
Montessori School. Philosophy. Accessed April 27, 2013.
http://www.montessorischool.net/philosophy/
Woolfolk, Anita. Educational Psychology. Boston: Pearson, 2011. Print.
[1] Pam Leo. Teaching Children Respect. Accessed April 27, 2013, http://www.connectionparenting.com/parenting_articles/respect.html.
[2] Anita Woolfolk. Educational Psychology. Boston: Pearson, 2011. Print.
[3] Rosa Aurora Chávez-Eakle. The Relevance of Creativity in Education. Accessed April 27, 2013. http://education.jhu.edu/PD/newhorizons/Journals/spring2010/ therelevanceofcreativityineducation/.
[4] Rosa Aurora Chávez-Eakle. The Relevance of Creativity in Education.
[5] Bob Bryant. The importance of Fine Arts Education. Accessed April 29, 2013.
http://www.katyisd.org/finearts/Pages/importance.aspx
[6] Eric Jensen. Arts with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001. Web April 29, 2013: http://www.ascd.org/publications/books/101011/chapters/The-Arts-as-a-Major-Discipline.aspx
[7] Sarah Mondale and Sarah B Patton. School, the story of American pubic education. Boston: Beacon Press, 2001. Print.
[8] Mondale and Patton. School, the story of American pubic education.
[9] Montessori School. Philosophy. Accessed April 27, 2013.
http://www.montessorischool.net/philosophy/
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