Philosophies of Education/Article Review

I was surprised and happy to see that all three of the philosophies I looked at carried a line stating that music education is a necessary part of the school curriculum. The music education overview and philosophy of Howard County Public Schools and the philosophy statement for East Hartford Public Schools even went on to describe several of the benefits of music education, of which we are well aware. Two of the three philosophies also came right out and said that they based their music curriculum on the state standards, national standards, or both. While the third, Roanoke County Public Schools, did not specifically state this, they did provide a list of objectives students will meet as a result of being in their music program—a list that does reflect several of the standards set out in Goals 2000.

I do appreciate Roanoke County’s philosophy for its attention to the student’s well-being. It really emphasizes the appreciation of music and how it can “enhance the quality of life” (Roanoke County Public Schools). This school also encourages music as an outlet for creative expression, which provides great opportunity for composition, improvisation, and other musical creations. This philosophy also stresses the importance of understanding music for relation to other cultures and subjects, as well as using it for learning cooperation and individual achievement. (Roanoke County Public Schools)

Howard County Public Schools see music education as a “vital component of the total education” (Howard County Public School System, 2008). Music study prepares students for the aesthetic encounters they will have in life, giving them an understanding of what is happening as they listen to or perform music. This school also sees music as having a “universal role” that translates to other subjects, culture, and history, and provides a “unique form of communication…a means of self-expression not afforded by any other discipline (Howard County Public School System, 2008). Howard County also sees the potential for music to help students to become more divergent thinkers, being more creative and thinking in more complex ways. (Howard County Public School System, 2008)

East Hartford Public Schools also view music education as “vital” and to the curriculum and believes it adds to creativity and “enhances self-worth” (East Hartford Public Schools, 2009). Their philosophy even goes so far to say, “Music is essential in the educational process as an independent discipline and can also furnish the ideal avenue for significant interdisciplinary experiences” (East Hartford Public Schools, 2009), proving that music can be used very effectively in teaching other subjects as well.

Two of the three articles I researched connected well with this study of music education philosophies. The first, “The Times They Are A-Changin’ Again”, discussed the challenges music educators face today regarding independent musicianship, using music in informal settings, developing cultural links, and determining reasons for choosing pieces, and how those things contribute to what children learn and how they apply it in their own lives. (Hanley & Montgomery, 2005)

The second article, “New Music: How Music Educators Can Save an Endangered Species”, targeted the use and development of 20^th- and 21^st-century music, using present-day composers as mentors, and incorporating new music into the curriculum. This relates as new music can be used to connect to many of the standards in addition to lining up with many of the objectives stated in the music education philosophies. (Hanley & Montgomery, 2005)

Costes, T. (n.d.). New Music: How Music Educators Can Save an Endangered Species. Music Educators Journal , 2005.

East Hartford Public Schools. (2009). K-12 Music Philosophy. Retrieved September 15, 2009, from East Hartford Public Schools: http://www.easthartford.org/page.cfm?p=105

Hanley, B., & Montgomery, J. (2005). The Times, They are A-Changin' Again: Surviving or Thriving in a Postmodern Environment? Music Educators Journal .

Howard County Public School System. (2008, August 31). Howard County Public School System Music Education Overview and Philosophy. Retrieved September 15, 2009, from Howard County Public School System Music: http://www.howard.k12.md.us/music/philo.html

Roanoke County Public Schools. (n.d.). Music - Philosophy and Objectives. Retrieved September 15, 2009, from Roanoke County Public Schools: http://www.rcs.k12.va.us/music/phil.shtml

Vakeva, L. (2003). Music education as critical practice: a naturalist view. Philosophy of Music Education .