I feel that students prosper most in a classroom environment that is humanistic in nature. This type of classroom would not only feel safe and welcoming, but would also foster the concepts of self-motivation, collaboration, and autonomous learning. I have found that increasing opportunities for students to learn with others lends itself well to the subject area of music, an art form of discovery which often requires a collective to come together to create. The humanist approach will also ensure that I make thoughtful decisions in my preparation and will encourage me to think of valuable questions like “Is this decision best for my students and for their learning?” My interactions with students have also shown me that a humanistic approach will yield the best results in terms of classroom management. This approach encourages not only investigating the problem (this could be referring to comprehension of class material or behavior), but the root of the problem. Every behavior has a cause, and if that cause is addressed the issue will likely be resolved. Often, the cause can be addressed by a simple adjustment made by the teacher within his/her classroom environment. This means that I must be able to adapt my environment to meet the needs of specific groups or even individuals. I believe that students have the right to a classroom in which all of their needs are being met; only then can students be expected to learn.
By nature, music is a very hands-on subject in which one must be both physically and mentally engaged. I believe it has the power to truly captivate students, regardless of background or ability, and that is the opportunity I want to provide to those I teach. Making music is a process, spanning from playing your first notes all the way to performing a masterpiece and everything in between. It is this journey that excites me about music education; growth is always occurring and there is no limit to what can be accomplished. In my classroom, I feel that the role of learner belongs not only to my students, but also to me. As a music educator, I find myself sharing knowledge with my students, but also learning a great deal through experiencing their unique perspectives. I prefer to think of my role as facilitator or guide rather than dictator or lecturer. This leads to autonomous learning and helps to develop students into free-thinking, creative, and capable musicians. I also feel that providing experiential learning opportunities is vital. The constructivist theory states that people can only generate new knowledge when making a connection between an idea (any musical concept) and an experience (making music involving that concept.) This active approach is the way in which I feel students can best grasp musical concepts. A personal mantra that has helped me to maintain this type of classroom is, “More music making, less talking.” That mantra reminds me to provide students with many opportunities to make those internal connections and to simply enjoy music. Lastly, I feel strongly that music education supports the notion of lifelong learning because the growth never stops. I want my students to learn enough in my classroom to pique their interest in the vast world of music that exists outside the school curriculum. My hope is that students who have the opportunity to study music in my classroom will be attracted to its inherent passion and beauty, something I believe every child should be exposed to.
