Philosophy of Music Education
Music making echoes and enhances our shared experiences that cultivate creative, meaningful, and communicative opportunities. Teaching and learning are intertwined through continuous growth, critical thought and reflection in and beyond the classroom context. Teachers inspire, mentor, and challenge students to develop and blend their musicianship with a global perspective, valuing the many types of music and culture. Students synthesize their identity construction and epistemologies most profoundly in an open, safe, and engaging environment where active participation and cooperation are embraced. I instill and foster an appreciation and enthusiasm for music learning that meets the needs of every student in order to support and promote enriching life-long inquiry.
Philosophy of Classroom Expectations
Well-defined, collaborative, and equitable classroom expectations are essential towards co-constructing a healthy learning environment. Teachers and students design these expectations together to guide behavior towards creating and sustaining a safe, inclusive, respectful, and dynamic classroom experience. The physical, mental, and emotional wellbeing of every student always takes precedence over any curricular goal. At the beginning of the school year, clear guidelines are established to strengthen the level of responsibility, dedication, and leadership amongst all learners. In order for the classroom to function effectively, consistent and open communication as well as a wide variety of participation and engagement are valued. Captivating lessons and constructive encouragement supplement the classroom expectations to create a culture of mutual respect, kindness, and enjoyment of all kinds of music.
Philosophy of Assessment
Assessment is a tool designed to improve instruction, providing valuable and resourceful feedback for all to consider and evaluate. Diversifying the types of assessment utilized within the classroom setting is fundamental towards measuring the growth and progress of every learner, including the teacher. The continuous learning process is as equally valuable as the culminating experience. Thus, using a combination of formative, embedded, and summative assessments refines and adjusts instruction for effective future teaching. Student involvement within a co-constructed learning environment creates an equitable opportunity for developing assessments. Teachers in collaboration with parent guardians, administrators, and other stakeholders must apply the assessment strategies to focus on a common goal in order to best differentiate instruction.