Philosophy of Music Education Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music.
The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects. My philosophy of music education is committed to offering a comprehensive program of Music Education to all students, at all levels who want to participate in musical study. The emphasis will be upon daily music education as it is developed in the classroom, through performance, and in the belief that students best learn to understand and appreciate music by active involvement in music. The job of a music educator is to foster an environment where everyone can succeed in music. Students have the ability to grow and to be a part of a team through their participation in group activities.
We must encourage the growth of students within our music education program, not just as musicians but also as individuals. Instrumental Music For Special Learners This article is about teaching instrumental music to special learners. It just takes some adaptations and modifications. One adaptation is with the musical instruments. Certain instruments have been found to be more appropriate than others. The teacher must be in contact with the special education teacher.
This is so that the teacher is made aware of any certain limitations that the special learner may have. Another adaptation is with the social environment. The teacher needs to make sure that they are doing several steps to make sure that the special learner is accepted into the group. One way is to assign a buddy to help out the student. Another step the teacher needs to take is to speak to the ensemble about the ways the special learner is like or unlike them and about what accommodations must be made. Another way to adapt the social environment is through parental involvement.
They can easily follow a list of items and help with their special needs child. Sometimes a teacher might need to adapt the music that the special learner is playing. They might arrange a part just for the special learner so that he or she may be successful in their part. The teacher may also have to adapt their teaching technique. Two approaches that may be used are task analysis and precision teaching. Teachers may also have to adapt their evaluation techniques.
Progress should be charted and documented for both the students and their parents to see. Zdzinski, Stephen F. (2001 January). 'Instrumental Music For Special Learners.' Music Educators Journal. p. 27-29.
Standard of Excellence - Comprehensive Band Method Author: Bruce Pearson Publisher: Neil A. Kjos Music Company Copyright: 1993 Volume Number: 1 Supporting Media: Accompaniment Compact Disc - Part one Accompaniment Compact Disc - Part two Accompaniment Cassette - Part one Accompaniment Cassette - Part two Music Theory and History Workbook Published for: FluteOboeClarinetAlto Clarinet Bass Clarinet Bassoon Alto Saxophone Tenor Saxophone Baritone Saxophone Trumpet/Cornet French Horn Trombone Baritone (TC & BC) Tuba Drums and M allot Percussion Timpani and Auxiliary Percussion Electric Bass Piano/Guitar Accompaniment.