Scotia Matheson’s Teaching and Learning Philosophy
Music education is important because it illuminates all aspects of life. By teaching
music, students learn to appreciate different types and styles of music, how to work
with others, and how to express themselves in new ways. My students will be in high
school, and every student can explore music in my classroom regardless of race,
sexual orientation, religion, social class, or ability.
Music teaching should be accessible and show students a new aspect of life. An
important skill for my students is to learn more about themselves through
opportunities to try new things and take risks. In my classroom, I want to instill an
environment where students can try new instruments, join different ensembles such
as a jazz band or choir, have leadership opportunities within the department, and
opportunities for personal musical growth through accessible solo repertoire for
students wanting more. In a musical sense, I hope to create a classroom that focuses
on personal growth and ensemble skills. Many students do not continue into music,
so I hope to have a place where students work as a group to create good memories as
opposed to gold standard musicians. If there are students who plan to continue
music after high school, I will support them in whatever way they need. This may
include one-on-one lessons, help to select repertoire, and advice for the audition
process.
The process of learning should be student-led and curriculum-followed. A high school is predominantly a formal environment. My classroom will follow formal practices but have room for students to take hold of their learning. For certain expectations, I can evaluate students in ways that stimulate and interest them. Peer learning is a good resource and helps students learn through each other. By being around peers and friends, students are in a more informal environment and learning without really knowing it. This is beneficial for students as they develop skills in a more informal environment. Through student-led sectionals and peer workgroups, students can build their musical, collaborative, and leadership skills.
My teaching will be structured to give students opportunities to learn from each other. For example, during a theory lesson, I would initially engagingly teach the concept. Then the students will have time to work together on some examples. I would be walking around the classroom for students to ask questions. Once there has been a time for group collaboration, the students will have an independent type of assignment for individual assessment. By having these practices, it allows many opportunities for students struggling to find help in a way that does not make them stand out. For playing their instrument I would like to try having grade-less assessments and have students focus on personal practice growth as opposed to just playing the notes. The students will then assess themselves based on their practice and improvement.
My future goals are to continue learning about how to teach in an effective and stimulating way. I want to work towards creating an inviting environment for my students. I plan to acquire these skills through upcoming leadership opportunities and personal leadership growth.
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