1. To be a good music teacher, I think it is important to have (a) good dispositional qualities, (b) a firm knowledge of music, and (c) a practical and effective way to communicate this knowledge to students. One might say that in essence, these three areas make up the so-called "Proactive Scholar-Practitioner" philosophy that is fundamental to past, current, and future Case Western Reserve University educators. To be of a good disposition means that one is willing, capable, and passionate about serving others and making sure that they are living an active life-style that is in harmony with good moral values and creating a nurturing learning environment. Honesty, integrity, self-control, optimism, and respect for others are a few of the virtues that are common among those with a good disposition. To have a firm knowledge of music means that one is familiar with music history and music theory. But this is not all if one wants to be an instrumental music teacher. They must also have the psycho-motor abilities to play the major instruments, and be able to teach them at an adequate level. To have a practical and effective way to communicate knowledge to others in any field is to understand and work from the best pedagogy available. The best teachers are masters of how to demonstrate what they know in a way that the students will learn the subject matter. Good practitioners have also figured out unique ways to work on and develop different levels of thinking.
2. As part of instrumental music instruction, students should learn important things from three categories or "outcomes" - the psycho-motor outcome, the cognitive outcome, and the affective outcome. Regarding the psycho-motor outcome, students need to learn the fundamentals and rudiments of the instrument they have selected to play in band or orchestra. If it is a wind instrument, this might include breathing, embouchure, playing position, articulation, tonguing, and correct fingering. They will need to learn to sight-read notes and rhythms. Even more basic than this, they should have a good understanding of what key signatures and time signatures are and what they mean. They should know basic musical terminology and be able to apply this to their performance. Regarding the cognitive outcome, students should learn how to think about music and recognize basic patterns in music, even when they do not have their instrument in front of them. Instrumental musicians should have a basic grasp of music theory. They should know their major scales, minor scales, arpeggios, chords, and their meanings. They should also have a fundamental understanding of form and analysis. They should have a basic understanding of what makes music work, and why it works. Additionally, students should always be familiar with as much music history, both past and current, as they are able. Last but certainly not least, students should walk away from instrumental music with a number of affective outcomes. Music is a gateway and a bridge to areas that are difficult, frightening, unrelenting, mysterious, and even painful. Music is also an outlet to explore things that are glorious, momentous, personal, or just a way to enlighten or entertain oneself. In any case, music can be directly associated with things that are emotional and spiritual. Students that participate in instrumental music are able to express themselves in ways that would otherwise be impossible. It also offers students an opportunity to learn to work together to accomplish something greater than they are. In music, everyone is important, and everyone matters. Everyone has a chance to say something and learn about a higher form of communication. Music is here to be our friend, and I want my students to know that music will always be there for them.
3. Music should be a part of school curricula for a plethora of musical and extra-musical reasons. As I mentioned before, music gives children a unique and rare opportunity to express themselves in ways that otherwise would be impossible. Music is very valuable as an elective because it offers children something exciting and worthwhile that can last throughout their lives. Music is also a way for children to create and use both sides of the brain. Playing a musical instrument is a great way for most children to feel accomplished and proud of their achievements. It gives students an alternative to sports or computer science. Musical experiences bring humans closer together, whether by singing in a choir, performing in an instrumental ensemble, or listening to the music in the audience. Music has also been around for centuries and is a huge part of most people's culture. Writing music, composing music, performing music, and learning about music are all ways to keep culture alive. Music is a "gateway" art that may inspire students to learn more about history, math, science, language, or even the environment. Socially speaking, music is a way for students to find and make life-long friends. A large reason why people were in my high school marching band was because it acted like a social fraternity/sorority. It was a way for them to experience life while working toward a singular goal. Music should always be a part of every school's curricula. Many schools will say, "we cannot afford to have a music department." I say to them, "for the aforementioned reasons, you cannot afford NOT to have a music department."
Great ideas Rick, and they are clearly expressed. Have you thought about the knowledge and skill you'd like students to develop in terms of what you want them to be able to do musically throughout their lives? Do you want to be active music makers? Do you want them to be intelligent music listeners? Do you want them to be able to create music? Think about these things and then how they relate to the types of experiences you will ensure students in your instrumental music program will have.
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