Teaching Philosophy Statement: Nicole Ramos
As a future music teacher, I am someone who has benefitted from and am an example of an extensive and involved music education. As such in order to provide a positive experience for future students, I have formed opinions and have learned from my own experiences, as a result there are beliefs about the music education that I wish to abide by. I believe that music education is a unique and valuable part of learning, and should be treated with the level of respect that is granted to other subjects. Therefore It is a goal of mine to advocate for the importance of music education. However, I also recognize music education sometimes does not prioritize the enjoyment and learning of all students but instead the advancement and mastery of a selected few that are deemed “musically talented.” As such as much as I uphold the value of music for everyone, I will seek to promote inclusivity and equality within my teaching so as to provide an equally rewarding experience albeit in different ways for each student. I believe that music has the capacity to be enjoyed in a variety of ways, and I value that musical learning can be a means of self-expression and enjoyment for everyone. One of my goals is to instil that music education can benefit all students, and all students have the capacity to be involved in an activity in a musical context. I have experienced music only being valued when it results in what is considered to be a superb performance, with how a student sounds being a direct statement of their musical worth. As such I wish to foster an environment which prioritizes the multitude of ways in which music can be appreciated, that is through its meaning, and the very act of making music together and the emotional connects which can result. I have expressed that I believe there are a number of benefits, and positive experiences to be had with music in the classroom. However, I also acknowledge that music in schools is often framed strictly within a Western art music perspective and as such musics from around the world are not spoken for or recognized. I value that as educators we are able to ask questions and interrogate the biases we could be bringing in or ones that are enforced upon us. I believe that these are things we can both be aware of and also bring to the attention of students. In a response to the Eurocentric nature the majority of my music education, I am committed to acknowledging and celebrating diversity. I believe that student’s should be made aware of when musical concepts are being taught from a Western art music perspective, so as to not to continue to reinforce the idea that classical music is the standard to which everything should be held. However, I also believe that not every effort to bring different cultures into the classroom is effective, although perhaps well intentioned. I have made it a goal to recognize these efforts and be cognizant of areas where I could be more critical of what I am bringing into the classroom. It is my goal to provide well-researched, all encompassing music education that aims to further student’s understanding of music to a deep level whether that be emotionally, contextually, of within a theoretical framework. My overall belief that I have shaped in regards to music education is that music has the capacity to be thought-provoking, challenging, and enjoyable for all students. My goals and values come from my effort to make this happen for the students I encounter in the future.