Staying Informed
While writing my personal philosophy of music education, I realized that one’s philosophy of music education should be a living document. I used to think it was a paper one wrote and kept indefinitely. Writing mine not only more concretely defined ideas and values I had never verbalized, but also made me realize that a music education philosophy is an ever-evolving subject which requires on-going education. I now seek to educate myself on a regular basis, through articles, community music education accounts, and future involvement in music education communities such as the National Association for Music Education and the Oregon Music Education Association so my philosophy continues to be strengthened and current. I follow more music education accounts online to gain fresh ideas and techniques in my teaching and musicianship, as well as network with music educators in other regions.
Instrument Practice
My philosophy of music education also caused me to pinpoint my value of demonstrating quality musicianship to students. In the past, I had been playing piano and singing casually, but not necessarily practicing technique or repertoire that challenged me. However, this program provided me several opportunities to take private lessons. The growth I have experienced through continued private lessons has given me a better model to present to current and future students and fueled my desire to continue practice and mastery of instruments. As a result, students have a better model of musicianship and lifelong learning. My musicianship has been sharpenedthrough improved skills and techniques for all instruments I play. It has also been enlarged:I can play and sing more genres and levels of repertoire within each instrument, which means I will be able to teach more students of varying levels, needs, and interests.
Although it had been over 15 years since my last private piano lesson, Dr. Ho gently re-ushered me into the world of classical piano, while also challenging me with techniques I had forgotten. I had previously spent much time teaching piano students using a beginner Taubman approach which involved larger, vertical movements of the forearm (Golandsky Institute, 2011). Dr. Ho reminded me that there is a wide array of techniques that can allow one to play more advanced repertoire. For example, playing notes from a slightly depressed key position can create different timbres and grant the pianist greater dynamic control. I utilize this technique often now and am able to relate it to my students when it is appropriate to the repertoire.
Another similar discovery caused by further education occurred in the Teaching Singing courses. While the class was practicing “hand models” of diaphragmatic breathing and lung expansion, I realized I had been taught incorrectly and was thus teaching elementary students incorrectly. Realizing that the ribcage expands in multiple directions while the diaphragm depresses changed the way I think about breathing and the way I teach it now. I actually use these hand exercises with elementary students now, which helps these somewhat abstract ideas become more concrete and focused. I would not have had this epiphany if I had not pursued further study.
Finally, I was able to expand my classroom instruments skills through further practice of the ukulele, recorder, and xylophone. While I was familiar with these and able to teach them at a basic level, the furthered education and discipline I practiced playing and teaching them as a graduate employee expanded my knowledge and repertoire. Because of my ongoing practice and furthered education, I know more chords on the ukulele, I can read TAB and teach it more adequately, and I am confident teaching many notes on the recorder, as opposed to “only what the students need to know.” In the past, I was satisfied with this basic knowledge, but now I strive to continue to build my skills, as I have seen my teaching improve resultingly. I can not only play at higher levels with these instruments, but also teach more advanced students because of it. I am looking forward to offering more extensions for students who need them, and even teaching more advanced ensembles in the future.
Evie Haskell Processfolio 