Personal Philosophy of Music Education

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Personal Philosophy of Music Education Introduction I am fortunate to have been on the receiving end of many years of quality music education. When I was seven years old, I was introduced to the piano for several years of formal tuition. As with many young beginners on the piano, I was unwilling to go to lessons and do daily practice. Despite that I was diagnosed to possess ‘natural talent,’ I became increasingly uninterested in the pursuit of piano until I eventually quit altogether at age 11. Coincidently, this was the beginning of my Middle Years stage, with all of its physical, emotional and social changes. It wasn’t too long until I began to try other instruments such as the drum kit and guitar. The social and emotional effects of my new instrument choices bore heavily upon my continuing development and interest. The social and emotional rewards were worth the time spent in practice. I had become aware of their worth or value. My values were changing at this point. Due to this discovered value, I became self-taught and determined. I felt a sense of ownership and pride over my learning ability, a sense of identity within music, and a sense of belonging within the musical community. It wasn’t until after establishing my ability, identity and position during these middle years that my quality music education resumed. It continued in the form of classroom music from grades 10 to 12 under the instruction and guidance of Nick Campbell – my music teacher. His inspirational, conversational and personal approach to music education is what has shaped my musical intelligence. Upon reflection, it has also shaped my own approach to teaching. Philosophy In the early years, I began in a forced, disciplined, and captive learning environment with no enjoyment. In the middle years, I found ownership, identity and belonging within a liberated learning environment

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