Developing a Music Education Philosophy – Part II

To many educators, developing a music education philosophy can be a daunting task, however, with a little self-reflection and motivation, one can set-out on the life-long path of discovery. By developing a music education philosophy an educator can begin to understand the central core of what musical experience means at a personal level, and then be able to explore the pedagogical implications. Intentional or not, the beliefs held within an individual, specifically teaching beliefs, will, in some way be manifested in the classroom setting. Knowing, or beginning to know, one’s music education philosophy will assist the educator in awareness of strengths and weaknesses that may be present due to beliefs therein.
When exploring the deep waters of music education philosophy, there are premises that need to be established before getting into further philosophical inquiry; the primary premise being that a music educator assumes music has value. Without music being given a place of value within the educator, a music education philosophy cannot be adequately established since all relevant core issues of music education will contradict future action-making experiences.
Secondly, it is assumed that a music educator also assigns value to the actions of teaching and learning such as personal growth and regular curriculum development. Since it is within oneself to give or deny value, personal reflection is needed to determine such distinctive qualifiers. Personal reflection leads to personal reaction. From such reactions, or lack thereof, all of our outward methods and concepts for teaching and pedagogy are displayed. It is such reactions that will determine and prioritize music curriculum, activity and daily routine within the classroom. Therefore, with music, and teaching and learning as established value premises, one can begin the process of discovering a personal philosophy of a music educator.
There are many examples throughout the history of music education that mirror how music education philosophy, and at times a lack of philosophical understanding, has affected teacher preparation and student learning. As one develops a music education philosophy that will be an active part of one’s teaching and learning, it would behoove oneself to understand the historical backdrop so that further critical thinking and ideas can be acknowledged, aptly understood, and either discarded or absorbed.