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It's not about the music...
It's not about the music...
Throughout my student career, I've encountered a variety of teachers, never one like another. When I think back, I think about how some teachers were okay, some were pretty bad, and how others were life changing. As I study these seldom-found, life changing teachers, I see a clear constant. All of these teachers teach their students... not their lessons.
Throughout my student career, I've encountered a variety of teachers, never one like another. When I think back, I think about how some teachers were okay, some were pretty bad, and how others were life changing. As I study these seldom-found, life changing teachers, I see a clear constant. All of these teachers teach their students... not their lessons.
I'd imagine that a teacher who has been at it for 28 years may find it tempting to slack off and let their teaching become more of a routine. I can understand how that might happen, but I believe its our job as teachers to enrich the student first. If we are building a classroom environment that inspires growth, will there ever be 2 of the same lesson? I don't think so...
I'd imagine that a teacher who has been at it for 28 years may find it tempting to slack off and let their teaching become more of a routine. I can understand how that might happen, but I believe its our job as teachers to enrich the student first. If we are building a classroom environment that inspires growth, will there ever be 2 of the same lesson? I don't think so...
Who shaped my philosophies?
Who shaped my philosophies?
Dr. Kerry Bryant
Dr. Kerry Bryant
"I define intelligence as the capacity to structure and adapt behavior based upon immediate, past or anticipated environments. I further reason such capacity depends upon acquisition, organization, storage, retrieval and useful comparison of memory, along with self-created mental structures developed through experience. This allows for complex manipulation of abstractions (e.g. concept, opinion, deduction, application, etc.). I concur with Joseph Renzulli and Howard Gardner (Theory of Multiple Intelligences, 1983) both of whom posit that human intelligence, developed through education, may be split into basic intelligence domains. As a music educator I focus on three domains primarily: linguistic, to communicate effectively about music; logical-mathematical, to represent the physical, empirical elements of music; and of course, musical, to grow the learner’s ability to manipulate sound in a highly structured way, an ability unique to our species as a means of self-expression, communication and ultimate fulfillment.
"I define intelligence as the capacity to structure and adapt behavior based upon immediate, past or anticipated environments. I further reason such capacity depends upon acquisition, organization, storage, retrieval and useful comparison of memory, along with self-created mental structures developed through experience. This allows for complex manipulation of abstractions (e.g. concept, opinion, deduction, application, etc.). I concur with Joseph Renzulli and Howard Gardner (Theory of Multiple Intelligences, 1983) both of whom posit that human intelligence, developed through education, may be split into basic intelligence domains. As a music educator I focus on three domains primarily: linguistic, to communicate effectively about music; logical-mathematical, to represent the physical, empirical elements of music; and of course, musical, to grow the learner’s ability to manipulate sound in a highly structured way, an ability unique to our species as a means of self-expression, communication and ultimate fulfillment.
Traditional educational systems are designed to actuate modes of learning almost entirely in linguistic and mathematical domains. My practice as a music educator is founded on the belief the learner will become more self-actualized through learning via musical means, using sound to create, understand and communicate meaning. Learning through music avoids pre-assigned, strict meanings, innate to words, numbers and other representations. Music education unearths a powerful ability to produce coherent, relevant meaning from an inherently chaotic world."
Traditional educational systems are designed to actuate modes of learning almost entirely in linguistic and mathematical domains. My practice as a music educator is founded on the belief the learner will become more self-actualized through learning via musical means, using sound to create, understand and communicate meaning. Learning through music avoids pre-assigned, strict meanings, innate to words, numbers and other representations. Music education unearths a powerful ability to produce coherent, relevant meaning from an inherently chaotic world."
"Students grow and learn best when they feel safe, loved, and accepted for who they are. It is through trial and error, with patience and support, that students get the chance to become themselves and find that inner voice that carries them through the ups and downs of life.
Nurturing learning through embracing failure and mistakes gives students the security of knowing they are moving towards growth because it is not a linear journey. As they find their own passion and voice the stumbling becomes walking and suddenly they discover their own brilliance and feel proud of their accomplishments. This is the reward."
Rachel Queen
Rachel Queen
Dr. Daniel Kirk
Dr. Daniel Kirk
“I want my students to leave our shared time with a deeper understanding of music, as well as enduring love for the process that is our work and improvement.”
“I want my students to leave our shared time with a deeper understanding of music, as well as enduring love for the process that is our work and improvement.”
“What musicians do takes such preparation and investment of time and energy. It’s rare to ‘throw things together’ for events or performances. Our work takes time, planning, research, mindfulness and commitment.”
“What musicians do takes such preparation and investment of time and energy. It’s rare to ‘throw things together’ for events or performances. Our work takes time, planning, research, mindfulness and commitment.”
"My philosophy, summarized, is that every student deserves to experience a quality music education for a multitude of reasons. First and foremost, kids deserve to participate and experience music purely for music’s sake. While many students will not go on to be professional musicians, having music in their lives makes them more fulfilled as people. In addition, students that participate in music are developing skills that help them become more positive contributors to society, as they learn the importance of having high expectations, driven work ethic, and accountability to fuel their success and the success of those around them. In our program, I aim to give every student the chance to make music, be held to a high standard of excellence, and understand their individual value to the betterment of the group. The key theme is that it is about what EVERY student gets out of their experience, and while that “thing” is different from student to student, I care equally for every student to get what it is they need to find success."
Michael Kobito
Michael Kobito
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