<aside> 📍 "only the best is good enough for a child" - zoltán kodály (1882-1967)
</aside>
Music has been a part of my life since I first watched Walt Disney's Fantasia. At a young age I was riveted by the use of the orchestra, the colors of all the instruments, and the range of emotions I felt. As a music educator, I strive to instill this wonder and awe in my students through music's various mediums — listening, playing, creating, and experimenting. By providing ample avenues for students to connect and grow through music, students of all backgrounds and learning abilities can take control of their own learning. A musical classroom needs to provide a plethora of opportunities for self-expression and individual growth, as well as cultivate a safe, comfortable environment where all students can participate, improve, and work together. A classroom, however, should not be completely under the juridisction of the director – and my goal of this is to continuously create what I call a collaborative dialogue, giving students the chance to be in charge of their own instruction, and learning how to work together towards a common goal. It is both the responsibility of the director and the students to work together in order to create this harmonious framework — only then can a musical classroom thrive and progress.
Though instrumental instruction primarily deals with students making music through an external apparatus, a lot of musical instruction should be taught through other, more visceral means, such as singing or movement. Vocal use is primarily used in choral classrooms, but can improve intonation and phrasing greatly within the band or orchestra. Using movement in an instrumental classroom reinforces rhythm and provides a separate and related experience for students to interact with the music, offering a chance for students who learn in a different way to improve and find solutions to problems.
Music is - and has been – an intrinsic component of all cultures in history, and thus provides a perfect opportunity to explore its rich history within the musical classroom. A concert of music from a particular country or continent, a spotlight on female composers, or commissioning works from composers based on cultural experiences are all examples of ways that music educators can further bridge music to other disciplines. While all students should get to experience playing classic works from the great Western composers, incorporating music of alternative styles can expand the mind and character of the instrumental player and create a more enriching experience for students.
String playing is a full-body workout, and requires years of practice and attention to detail. While all bodies are different, technique and pedagogical concepts are at the forefront of my priorities in musical instruction – an ease of playing will create more opportunities for students to express themselves adequately and play with no pain – leading to more enjoyment and fulfillment! Once students can practice in a pain-free, logical way, their potential for improvement skyrockets.
Music is meant to be enjoyed by all, and a student's experience in a musical classroom can offer a special opportunity for self-expression and exploring their developing identity. The beauty of music is vast and should be admired and explored, creating a chance for students to have new and different experiences.