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    Philosophy of Music Education

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    OrtaMusic
    Carlos Eduardo Orta believes that music education should focus on both technical discipline and personal expression. The teacher-student relationship is key, and teachers should create a positive learning environment while also pushing students to grow technically and as people. A balanced approach that considers both discipline and comfort is important for both parties. Ultimately, music education can help develop empathy and spiritual growth in students when it encourages cultural understanding and finding an emotional connection to music.

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    Philosophy of Music Education

    Uploaded by

    OrtaMusic
    18 views2 pages
    Carlos Eduardo Orta believes that music education should focus on both technical discipline and personal expression. The teacher-student relationship is key, and teachers should create a positive learning environment while also pushing students to grow technically and as people. A balanced approach that considers both discipline and comfort is important for both parties. Ultimately, music education can help develop empathy and spiritual growth in students when it encourages cultural understanding and finding an emotional connection to music.

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    Carlos Eduardo Orta believes that music education should focus on both technical discipline and personal expression. The teacher-student relationship is key, and teachers should create a positive learning environment while also pushing students to grow technically and as people. A balanced approach that considers both discipline and comfort is important for both parties. Ultimately, music education can help develop empathy and spiritual growth in students when it encourages cultural understanding and finding an emotional connection to music.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views2 pages

    Philosophy of Music Education

    Uploaded by

    OrtaMusic
    Carlos Eduardo Orta believes that music education should focus on both technical discipline and personal expression. The teacher-student relationship is key, and teachers should create a positive learning environment while also pushing students to grow technically and as people. A balanced approach that considers both discipline and comfort is important for both parties. Ultimately, music education can help develop empathy and spiritual growth in students when it encourages cultural understanding and finding an emotional connection to music.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Carlos Eduardo Orta

    Philosophy of Music Education

    My music education philosophy is based on the discipline and beauty of expressing

    feelings and ideas. Music is the medium for human expression for excellence. When we see

    someone who makes music, we are not only seeing his or her practical technique aspect, but

    we are also exposed to the personal development and expression of the person. I think every

    person has the right to uncover the emotional and psychological/cognitive benefits of music, at

    least once in their lives.

    It is a great responsibility to teach and learn music. The teacher-student relation should

    be based on technical discipline to then reach an extent which allows the student to experience

    music in all possible benefits. The teacher should impart a positive learning environment to

    come to the best conclusion possible. And after this desired outcome is reached, the teacher

    should be persistent on continuing the growth of the student or students by making more music

    to explore more and more horizons of ability and expression. By having a good attitude towards

    the student and its study, he or she should be overwhelmed and wishful to continue his or her

    musical journey. However, the discipline of the student is expected in order to achieve a good

    interaction and outcome with the teacher.

    The educator’s expectations should be clearly stated, and subsequently, met. The

    discipline should flow from the professor to the student and vice versa. Note however, that this

    does not mean a tough and un-interactive relation. Both student and professor should find a

    balance of comfort to meet the wished results.

    Also, the preparation of the educator should be to an extent which prepares him or her to

    show the student the expressive and technical conclusions. The teacher should derive a wish

    for learning and should push the student to become not only a better musician, but a better

    human being. When the educator shows human attributes and moralities, the student should
    aspire to become social friendly, organized, responsible, dedicated and optimistic. By

    demonstrating these levels of professionalism, the teacher should become a positive impact to

    the student’s development as a person.

    Every person deserves the opportunity to build and experience a musical understanding.

    The musical journey is to be taken regardless of religion, ethnic background, social or economic

    status, or ideologies. Moreover, the musical education should encourage the understanding and

    exploring of different ideas and cultures. This involvement of different perceptions embodies a

    sympathetic, perceptive mind, which helps the improvement of world empathy.

    The expressive means of music are pathways to the moral and spiritual growth of any

    individual. If a student finds this connection to his or her emotional affiliations, a progress is

    made in him or her. Every person has this medium of musical expression. If however, the

    individual has not yet found this, it is because he/she has not found the correct interpretation of

    his ideal musical experience yet.

    Musical experience of expression should be explored by every person, and with the

    right, qualified educator, this end should be in cause of discipline and technical preparation. An

    enjoyable music practice is achieved when the right means are put into it. The technique and

    feelings of the student go hand to hand. If a musical participation is fulfilled within the technical

    aspects, but the artistic and passionate attitudes are lacking, the student’s musical growth is not

    met. Similarly, when the sentimental elements are shown only, but the technical skills remain

    short, the musical end remains unstable and not satisfied.

    The musical journey of someone is fundamental in its technical, moral, discipline, and

    artistic elements, and with the right instruction, society in general should be righteous and fair of

    having this musical reality.

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