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Music Education Philosophy - Coggle Diagram
Music Education Philosophy
Why teach music? (
Contemporary Music Education,
ch. 1)
Music is universal, communicative, and reciprocal.
Knowledge fosters appreciation for excellence and potential for happiness to be gained from a thing
What does music give that other subjects do not? Does it have to contribute something entirely unique to students' experiences to be a valuable subject in school?
"Why music? For happiness." (
CME
10)
What do we teach? (
Contemporary Music Education,
ch. 3)
Acculturation
: "to make students aware of their cultural traditions and to instill the values of society without necessarily justifying them" (
CME
28)
Children's cultural heritage is represented by curriculum
"you may want to teach because you want to change society...right down to its core" (
CME
30)
Do I actually believe we should teach the subjects we do? What makes these more important than others?
How do we teach music? (
Helping Children Succeed,
ch. 15)
Central Question of
HCS
: "How do we motivate anyone [low-income children] to do anything [work harder and persevere in school]?" (
HCS
59)
Material incentives already exist for low-income students, so they are unlikely to be effective long-term in school
Self-Determination Theory
: In opposition to 1970s behaviorist theory; motivation is driven by inherent enjoyment and meaning (intrinsic)
Intrinsic motivation can be sustained only when our other needs are met (think Maslow)
"The introduction of rewards...had turned the exciting and stimulating game...into a job. And who wants to do a job if you're not getting paid?" (
HCS
62)
Internalizing extrinsic motivations can be powerful and necessary
Basic Human Needs
: Autonomy, competence, relatedness (
HCS
63)
#
Concrete Tool
: Deliberately continue to build relatedness with low-income students when they fall behind their peers academically
Who decides what we teach? (
Contemporary Music Education
, ch. 2)
"Are selectivity and censorship the same?" (
CME
12)
Certainly depends in part on our motivations for selecting or not selecting particular music
Do we see value in music from other cultures? Do our students have the tools to read music from other cultures without Western transcription?
"while selecting makes choices available, censoring makes certain experiences or knowledge unavailable" (
CME
12)
"the effects of selecting and censoring are virtually identical on the group of people for whom the selection was made" (
CME
12)
What we value also indicates whom we value
"the value derived from students being allowed to make choices themselves is much more important than what music is presented or performed" (
CME
, 15)
To what extent should we teach musical and life skills, respectively?
"One of the first levels of choice is knowledge" (
CME
16)
The teacher should expose and teach music so that students can choose to engage further with it moving forward
The teacher remains the gatekeeper to new music.
Potential Project:
Students research a genre or type of music they aren't familiar with
#
Whom do we teach? (
Contemporary Music Education
, ch. 2)
"Many classes have different level reading groups...Every child seems to know which group is best" (
CME
22)
When and how is differentiation more harmful than helpful?
Is this "line" in different places for students performing or understanding at different levels?
"When should specialization begin?" (
CME
24)
"Teachers can learn to give honest feedback...without limiting any desire for experiences...It would seem only a skilled and sensitive teacher can produce within each child a desire, founded on realism, to participate and enjoy" (
CME
24)
Who is responsible for learning? (
Contemporary Music Education
, ch. 2)
"It is foolish to assume a student can make a valid value judgment on any subject when knowledge is limited to one point of view" (
CME
26)
#
Back to exposure as the conduit of learning.
Lifelong skill
#
"
honest reciprocity
seems to be the most significant avenue toward this end [of students developing their own sets of values]" (
CME
26)
sincerity and mutual respect
"the teacher and the student would then be fighting a common foe,--ignorance" (
CME
27)