Its not about a SALARY..Its all about REALITY. My philosophy of Education.

My philosophy and overall approach to music education is deeply rooted in comprehensive concepts based on the philosophy that all aspects of music study is integrated and related. My students are involved in learning the elements of music through participatory experiences as performers, listeners and composers. Educational activities require from each student; involvement, personal interaction, discovery and interpretation of music of all times, places and cultures. This helps to create independent learners and musicians. Students have the responsibility to gain knowledge and develop a capacity to express and formulate their own musical judgments. However I support the belief that music education and its affect upon students depends upon the teacher. Ultimately, what a teacher knows and can do is the determining factor in what students learn. As an educator, I believe I am my pupils’ best resource for information, therefore I cannot allow opinions and beliefs to interfere with what my students should learn and gain from study. I must continuously seek to enhance myself, both culturally as well as professionally in order to benefit the students that I am responsible to. Teachers should know the students they teach, not just personally but culturally and socially and be able to identify with them as well as demonstrate how music can overcome cultural and social gaps within our society. My overall success in the classroom is achieved due to the acquired understanding of myself and confidence in my capabilities.

This is a direct result of the type of instruction I received as a student. Therefore I place high importance in designing lessons and experiences which will allow students to obtain a concrete understanding of basic fundamental musical concepts.

I understand that educators in music have a tremendous responsibility to produce results in students which warrant merit and support schools and school systems. Extracurricular music programs should be constructed to teach and enforce the desired characteristics which are in coordination with the school’s objectives and community expectations. As a Band Director, I strive to incorporate the concepts of leadership and individual responsibility as well as group responsibility throughout. If structured properly a music program such as marching band can be used to deter delinquent behaviors in students. The modern marching band has its origins in the military and can impart the values of self discipline, respect honor and service. Therefore, I do not always seek the selection or recruiting of the "best" students for entry or selection into a program. A student’s level of playing ability is not my focus when they enter into the organization or even a factor in determining if they will be allowed participation. What matters is their desire to be involved and make a difference in their lives. My overall concern is the progress and experiences they gain as they become more active and eventually complete the program. Just as any regular academic teacher is expected to impart knowledge in their students based on the subject, regardless of their initial understanding, behavior or willingness, I too am responsible for imparting the same type of knowledge of music content into my students and demonstrating its relevance in their lives and career. This task gets more and more difficult as we move toward this highly technological, fast, multicultural, and resourceful society. Music and Art education is often not a high priority for our time conscious world. Therefore it is imperative that technology trends and their usage in instructional methods be a high priority for music educators. These technological improvements should not be used in such a way as to "replace" the teacher or to justify a lack of importance in the learning of music, rather it be utilized to enhance and supplement the teacher and learners’ experiences. Technology in the music classroom is essential to the overall development of students understanding of their subject matter and an excellent tool for teachers to deliver and exchange information.

   I want to always gain from teaching a sense of doing that which matters and makes a difference in the lives of my students, their families and their community. To be most beneficial to them I must be trusted by my students. Trusted teachers are often successful teachers capable of reshaping lives, guiding goals, and providing opportunities for all students to be successful in learning. As an artist and educator, I believe that everyone has a right to an artistic education. I consider myself to be an advocate of arts programs and actively support artists in all mediums of expression. I believe that a well structured school is one with a highly visible, supported and utilized music and art program. Music educators have the task of balancing their curriculums and instruction to include both engaging and exciting lessons as well as meaningful relevant and resourceful activities which separates effective music programs from the non effective. Overall I believe an educator should be un-biased and have the intention of stimulating in students the process of how to learn as opposed to planting and programming students’ thoughts which can of be of discouragement to individuality and exploration. I recognize that I have the capacity to influence not only my student’s way of learning but also their philosophy of learning and their approach to the entire educational concept of self expression and individual growth.

"who gets richer the king or the teacher? It’s not about a salary, it’s all about reality. Teachers teach, and do the world good. Kings, just rule and most are never understood. If you were to rule, or govern a certain industry, all outside this room right now would be in misery. No one would get along nor sing a song, ‘cause everyone would be singing (only) for the King… am I wrong?" Hip Hop artist KRS-One.