Amy C Ogden

My Music Philosophy

I believe many things in regard to music education. Firstly, I believe all students are entitled

to music education. Second, I believe that a quality music education can encompass around

many genres and musical eras. Third, student’s should be exposed more to a musical education

than most school districts provide. Being immersed in this education will encouraged students to

explore their ability, musical taste, and perhaps even create their own musical expression. I also

believe that music education should propel students to be self sufficient in their musical ability.

Lastly, students should be encouraged to identify meaningful aspects within music, and not

simply judge a song by it’s popularity.

Lowell Mason, The founder of music education, believed that music was for all students, not

just the ones who exhibited talent. As music educators, it is within our power to build up a

student, and aim them towards great musical achievement, or crush them to the point that they

deem themselves “not musical.” Whether the later is true or not, who are we to predetermine

such a final diagnosis? With all other subjects, such as math, science, English, and history, this

would be considered an unacceptable diagnosis. Is is the prime role of core curriculum’s

educators to successfully impart knowledge. According to the No Child Left Behind act, if the

majority of students in a school are testing below average, it is considered to be a “failing

school”. How often do we hear a math teacher dispose a student as simply “not mathematical”?

Never! It is the math teacher’s job to push their student’s towards mathematical break throughs.

The argument can be made that music is not part of our core curriculum, and therefore does

not need as much emphasis on student’s encouragement and success. However, this was not

always the case. One culture that was of great importance to the advancement of music

education was the Greeks. Philosophers and mathematicians believed music to be incredibly

important. They devoted much time and effort towards developing a working understanding of

music. One mathematician in particular was Pythagoras. He believed that math and music had a

unique and integral tie with one another. “The Pythagorean school valued music because it is

governed by the same mathematical laws that govern the universe, which can be understood

through knowledge of it’s mathematical proportions.” (Mark, Gary p.9) The writings of Plato are

some of the most valued philosophies we study when becoming educators. Interestingly enough,

Plato believed music to be one of the most important subjects to be taught. “Plato’s ideal state

included an educational system with two basic elements-music and gymnastics.” (Mark, Gary p.

11) To further show Plato’s point of view, Mark and Gary go on to quote plato when he said,

“There are two arts which I would say some God gave to mankind, music and gymnastics for the

service of the high-spirited principal and the love of knowledge in them.” (Mark, Gary p.11) The

attitude the Greeks had thousands of years ago towards music education is far different than what

we have today. “Greek educational systems were often built on music.” (Mark, Gary p.8) In

addition the noted theorist Howard Gardner believed that there are eight different types of

intelligences, music included as one of them. According to Gardner’s Theory of Multiple

Intelligences, music should be part of the core curriculum. Therefore, I believe that all students

should be treated as if musical talent (or at the very least, musical ability) is simply waiting to

burst forth in a rush of inspiration and revelation.

Students within the school system are diverse, and come in an array of personalities,

backgrounds, needs, likes, and dislikes. therefore, music presented to them should reflect

diversity as much as they do. There are so many genres that are noteworthy and worthwhile

learning, and/or listening to. While maintaining a certain standard, musical examples can range

from classical, to neo-classical metal, from jazz to hip hop and R&B, and from madrigals, to folk

music. As long as there is a viable reason why it is being presented, all genres should be

introduced to students in order to spark interest. Sometimes as music educators we tend to focus

so much on the intellectual aspect of a piece of music. Children and adolescents more often

choose to listen to a particular song because they “like” it. Musical taste is like chemistry.

Sometimes we simply cannot explain why we are moved by a piece of music. Something deep

within is touched and affected by what is heard. There will be students that are turned off by

certain genres that we, as educators, hold in such high regard. Perhaps a student will hear a

Mozart sonata, not know what genius was poured into it, not even knowing the sonata allegro

form, but be totally enthralled non-the-less. Further more, perhaps a student is moved to pursue

music because of a song heard on the radio, but in my opinion the song has minimal musical

value. Should I completely discount their passion for this song that so inspired them, or rather

accept that not all songs have to be intellectualized? I would rather welcome this diverse

perspective if it means they are open to listen. If I am open to their musical opinion, then I

expect they too will be more open to my (more educated) musical opinion.

I believe that music education should be a more integrated part of school systems, even part

of the core curriculum (as it once was in ancient Greece.) More students should be encouraged

to pursue music in one way or another. We all look toward the great musicians and composers of

the Baroque, Classical and Romantic period as inspired geniuses, and the benchmark of musical

greatness. While this is absolutely true, consider the educational conditions of those eras. Music

was taught to all students. Not only taught, but a standard understanding of music was expected.

Perhaps such promotion of music education helped create optimal conditions for greatness.

Aside from the aesthetic beauty of music, a music education also strengthens other areas of

study. Music is extremely mathematical. There are time signatures that govern how many beats

are required in a measure, and note values that determine the duration of how long a note is held.

Within a measure these notes act like a math equation adding up to the required amount dictated

by the time signature. Measures are grouped into sections of four, eight, twelve etc, and create

phrases. These phrases segue into English and grammar. A phrase is musical sentence usually

about four, eight, or twelve measures long. In addition, lyrics and text are taught through music.

Music also has a scientific lesson to be learned. There are studies primarily focused on the

physics of music. Sound waves, tones, microtones, frequencies, are all learned through science.

There are even studies being done that find the correlation between colors and notes! Music

history often intertwines with historical periods taught in most any history class. Therefore,

music education should be considered a reinforcer to almost any academic class. It should also

be considered that music education teaches students visually, kinesthetically, and aurally. If the

student is learning to play an instrument then this means exercising all three styles of learning

simultaneously. Therefore, music education should be considered a reinforcer to almost any

academic class.

I strongly believe that students should be taught understanding, not just ability. I believe in

building a foundation of understanding. First the students must understand the music alphabet

(just as had to before spelling words,) then learn to recognize them in note form. The stronger

their recognition is, the less frustration they will experience, and the greater their musical success

will accelerate. Scaffolding is also utilized in student’s understanding. A simple piece of music

may be presented, but have certain characteristics that will be seen in the next more advanced

piece. However, if a student is not taught to identify these characteristics then no connection can

be made, and the opportunity to build their understanding may be lost.

Lastly, student’s should be encouraged to pursue meaningful reasons why they choose to

listen (or play) certain songs. As stated before, student’s may like certain songs for no definitive

reason. While this is healthy, music education should steer them towards the ability to identify

what is worthwhile and what is not. They should learn how to weigh the difference between

what is simply “popular” and what is actually good music. A music education should include

training them to decide why they choose to listen certain genres, artists and songs.

In closing, music should be an integral part of every student’s education. This was the belief

of Lowell Mason, Plato, Pythagoras and Howard Gardner. Music education strengthens students

in almost all other academic subjects. It is one of the only areas of study that combine

kinesthetic, visual and aural skills at the same time. Music education should also encourage

understanding, and the ability to judge what is worthwhile, and what is popular without merit.

Above all, a music education should inspire the beginning of a lifelong appreciation of music, if

not a lifelong pursuit of it.

Works Cited

Mark, M.L., & Gary, C.L. (1992). A History of American Music Education. New York:

Macmillan Inc