Nick Perez

Philosophy of Music Education

My philosophy on music education is very simple. Music programs should produce
expressive individuals who are disciplined but also have the ability to be musical and free.
Music education is important to a students curriculum because it helps students
express themselves. In school, students are forced to take math, English, social studies, and
so on. These subjects, for the most part, are very cut and dry; there is a right answer, and the
goal is to remember that answer: 2+2=4, the word chair is a noun, Abraham Lincoln was the
16th president of the United States. Those things are not subjective. They are facts that are
set in stone. And then there is music. Yes, while there are certain things that are set in stone
with music, there is still so much to be done! As any musician will tell you, you have to play
the notes on the page, but the rest of it is at your discretion. Dynamics, tempo, articulations,
and style are all (to an extent) up to the performer. When a student is just practicing their
instrument, he or she free. They can do whatever they want. If they want to play a Bb scale
for an hour, thats okay. If they want to play a jazzy version of Mary had a Little Lamb, thats
okay too. Being in music allows the students to make music to sound the way they want it to.
Students use their own judgment, do what they feel, and have fun with music. Most people
cant say that about math. All of this can apply to society. When a student is put in a situation
where they have to be expressive, he or she will be able to because of the experiences they
have had with music.
The teaching of music is different from other disciplines because of its content. There
are multiple levels to breaking down the content. The very first and most basic difference is
the materials used, mainly the instruments, but can also contain rehearsal sites like the band
hall or marching field. Students need to know how to maintain, take care of, and play their
instruments. So, music teachers need to teach a trumpet player how to form an embouchure,

how to buzz on a mouthpiece, and which valves need to be pressed to produce a concert Eb,
as well as how to treat the band hall and the materials inside of it, such as stands and chairs,
with respect.
Next, when a student learns about music, he or she is going through the same
experiences a student learning a foreign language would endure. They are learning the
language of music, which often literally contains a foreign language, and they are learning the
structure of music, such as learning how to read rhythms and notes on a staff. So, when a
student sees four staccato quarter notes on the third line of the bass clef staff with the word
Moderato printed at the top, he or she will be able to know what to do, thanks to the teacher.
Next, teachers have to teach students how to blend with other students, both musically
and personally. An example of this would be maintaining pitch. Students have to be able to
get along with each other and come to an agreement on pitch (personal) and then know how
to adjust and maintain that pitch (musical). All of this is taught by the teacher. This is also
where the differences between a math teachers responsibilities and a music teachers
responsibilities arise. If two students dont get along in a math class, its not a big deal,
whereas if two trumpet players dont like each other, there can be big problems within the
section, and therefore the band. A math teacher has no real need to mend this relationship,
but a music teacher does. So, a music teacher doesnt have to just teach curriculum, but also
cooperation.
The last level of content has to do with expression. There is nothing even comparable
to expression in any of the other subjects in a normal school. Music teachers have to teach
students to play their instruments in ways that can evoke emotion from the listener and tell
them a story. For example, a student could be playing a slow, sad piece and have to try to
convey to the audience that the main character in the story is depressed over the death of
someone important in his or her life. It is laughable to think that anything like this would be

discussed in a pre-calculus class.

The priorities in a band program should be to produce quality music, quality musicians,
and upstanding human beings. These are the main points, although the order of importance
will vary based on the director. Obviously, the quality music portion should go without saying.
When any kind of program is judged, it is always judged by its product. A football team is
judged by how well the team plays, a math teacher is judged by how well his or her students
do on their tests, and a band is judged by how well the band performs. Its that simple. The
next point is to make quality musicians. If a student can leave a school knowing how to shape
phrases and evoke emotions out of the listener, then the educator did something right. The
final point is to produce upstanding human beings. Whenever a student learns how to practice
to get better at his or her instrument or take care of his or her instrument, they are learning
how to be a better person. These traits can apply to their lives outside of music. These habits
can help them achieve goals and be successful in their lives. If a band program can do these
things, they can definitely call themselves successful.
My personal beliefs affect my philosophy in only one way. I think that, especially in
Texas, there is a lot of focus on being successful at UIL and on the Christmas concert that a
lot of times the personal musicianship gets lost. The goal should be able to produce people
that can make music and the music will follow. I was very lucky to have great musicians for
band directors, but others were not so fortunate. I think there are directors out there that think
that they have to make the music sound good first and then worry about making students
better musicians after that. I believe the opposite to be true. If I can make a good musician,
the music will make itself.
I would say that my musical philosophy is most closely related to Idealism. I think that
that the ideals in my music program will help to shape my students to become productive
members of society, and therefore shape the future of society.

Any successful program has an final goal in mind of what they want their finished
product to sound like. They also have a plan on how to get their product from wherever it may
start at to where it needs to be. With my philosophy, I believe a successful band program can
be built by building the individuals into musicians and having those musicians work together
to make something great.