Philosophy statement of Education
Empowering students (and teachers) to be life-long learners…
Motivation growing up….
My educational experience that has led me up to this point has been unique to say the least. This is partially due to the fact that my undergrad years were spent at 3 different colleges pursuing music. I have explored different avenues in music that gives me a wider perspective and perhaps a deeper understanding of the subject matter. Not only do they include classes that a music educator should take, such as pedagogical, technique and conducting classes, but branch into other areas like music theory and history (not to mention general classes within the area of liberal arts). Before deciding to go into education, I also pursued other opportunities within the music field. They included: writing and arranging within the jazz idiom, instrumental and vocal jazz performance, trumpet performance and film scoring. To begin with I had a passion to perform and create. As I focused in on music education, I also started to develop a passion for learning and teaching. I realized that what I had experienced up to this point was a blue print for what I wanted to do – teach and continue to learn.
Environment…
Where I learned, had an impact on how and what I learned. The same can easily be said for any student. An environment for learning needs to be intentionally planned (physically and instructionally) and created for a successful out come of the members of the learning community. It should be supportive, focusing on the individual students needs and abilities. It should include various forms of learning that are constructed and presented in a systematic fashion, where students are able to make mistakes as well as discoveries. Through systematic and exploratory learning, the student comes to a better understanding about ones self as well as others. The student acquires and affirms skills and knowledge that will support them intellectually, socially, and economically as they progress in life and ultimately instill a mission for self-cultivation of learning.
My Role…
When taking music education classes, I looked to my teachers as role models. They were subject specialist whose role was not only to transfer knowledge, but also to model HOW to transfer that knowledge – not in just a one-side teacher-centered fashion, but equally student centered (similar to the motion of a pendulum of a clock). We are a resource for knowledge, a facilitator for learning (a coach if you will). We are called to be a reflector – to personally learn, change and grow. We need to spark curiosity and creativity in our students. But maybe most of all we need to model correct ways of learning. My role in the classroom begins with establishing a foundational knowledge of the subject mater through various forms and activities that engage different learning types. I then in a sense, hand over the learning to the students, taking a more student –centered constructivist approach. I feel learning that is based on authentic, real world situations, does a better service to the student’s overall learning. They are (usually) more interested in the subject mater and are willing to invest more of their time. This results in a better foundation and can hopefully be a jumping off point for future self-directed learning. Through this experience, critical thinking will occur. Transformational learning will hopefully take place and a competency of the subject matter will be achieved. Mastery would be a nice goal, but I am a believer in life-long learning. While some things will stay the same, content material will change over time based on research and agreed new norms. Achieving mastery would only come close with continued learning. I am very competent at playing my trumpet, but I can only get close to mastery by continued study and practice of new material.
The Student…
Each student has a set of unique learning styles that engages their creativity and curiosity. For example, I would probably rate high in a couple of Gardner’s “intelligences” (Music-Rhythmic & Visual-Spatial). A teacher needs to be familiar with various learning styles and theories, and incorporate them within their instructional strategies. These strategies should stimulate critical thinking, problem solving, and performance skills at differing developmental stages. For older students and adult learners, it is not only important as a teacher to understand these styles, but to also awaken the student to their own ways that they may learn. I think as a student progressing through my learning journey in K-12, it was very frustrating not knowing why I was better at some subjects or tasks compared to others. Being aware of my own learning styles can better equip me with the right tools to succeed. This idea of self-awareness can be very important for potential teachers who are students at the moment. Being aware of various learning styles, analyzing personal ways of learning, and using that experience for when you teach, will make you a better teacher.
The Classroom…
What and how I teach (as well as how I assess) is tied a lot into the subject that I am teaching. Every learning opportunity will still have the same general guidelines (being aware of learning styles as one example), but I tend to let the subject dictate it. One example I can draw from is my Jazz History class. I start with more teacher-centered lecture lessons to establish a musical foundation that student can draw from (it is a non-music major course). I then use various multimedia sources (text, Cd’s, videos) to present the content in a real world context (video content includes performance and interviews by the musicians that we study). I give them assignments that encourage critical thinking, collaboration and writing skills (CD performance analysis, video performance discussion, live concert reports). These artifacts along with short quizzes are used as assessment tools. I grade based on a curve and individual improvement (again because it is a non-major course). My goal is for transformational learning, improved critical thinking and a general transference of skills (being able to identify and discuss basic elements of jazz music). Another example can be drawn from a music methods class I teach. This class is designed for general education majors who are seeking a Gen. Ed. K-8 license. My role for this class is two-fold: Teach basic music skills (some may not come from a music background), and teach the pedagogical aspects of teaching music (show them how to teach music). For this class I end up wearing many hats: Lecturing pedagogical content to future teachers, demonstrating how you would teach a musical concept – with them acting as students (adults acting as 1st graders is interesting), and tutoring them to help improve personal musical skills. My assessment includes: formative and summative activities, problem based learning (presenting mini lessons) and reflective journals. My goals include: transformational learning, transference of skills, general competency, and critical thinking. I also highly stress the concept of life-long learning. The only way they would be willing to teach music in the future is to be comfortable with it before hand. It is a skill that takes years to be proficient in. Appreciating the need to teach the art as well as the need to continue to learn about it is one ultimate goal I strive for.
Technology….
Using tools to teach content has been around for some time. The appropriate use of these tools is very important. Growing up, I remember presentations with filmstrips and cassette tape, slides projectors, reel-to-reel film and vhs. Some did a good job of engaging us in the material, while others seem to be filler. With the advent of computers in the classroom, lectures were presented with software tools like power point. Again some did a good job at engaging us in the material, while others did not. Part of the scary problem with this is that more of the ‘blame’ could be put on teachers giving the lectures. Using these tools effectively to supplement the teaching, instead of ineffectively using it because its there is the key. The teacher of today has an even more exciting or scary problem on their hands. There are many 21st century tools that can supplement not only the teacher, but also the student. There are a lot of factors to consider – Is there a need for technology? Is it being used because it’s the new thing or is it supplementing the learning process? Can teachers use it? Do they want to use it? Does the administration understand and support its use? Can the students benefit from it? Can students become self-learners through its use? Just as teachers take into account various learning styles and teach/assess in various forms, they should also examine positive, supplemental uses of technology. The possibilities available when correctly integrating technology into teaching are vast. They may have to learn new technologies and re-learn how to teach with technology. But this action can be a great model to their students. You do not stop learning. You strive to be a life-long learner.
Motivation growing older…
One main theme I have gleaned from my experience as a student and a teacher thus far is that things change. Once I have learned some thing, it may spark my interest in something else. I might be teaching something based on previous knowledge, and during my preparation to present it, I run into additional material – some of which may be new and relevant. This will always happen and it is our job as teachers not only to embrace the change and incorporate it into our teaching, but also to embrace the concept that we will continue to be life-long learners.
