...I was fortunate enough to find an article that gave tips and suggestions for how to teach social justice in a music classroom. The article was written about Edward Shieh, a music educator who got his start teaching music to prison inmates in New York City. Throughout the article the author explains Shieh’s philosophy of music education by saying “Curriculum comes from and goes back to the world.” This article was written in April of 2015 and it references the events that have taken place thus far in Ferguson, Missouri and how those events are shaping today’s students. Rather than leaving the outside world outside, Edward Shieh brings it to center stage and teaches students how to take part in mature conversation about it through song. “There...
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...PHILOSOPHICAL BASIS FOR MUSIC IN TEACHER EDUCATION A paper dealing with a philosophy of education, or of basic education in particular, invariably conjures in the minds of audiences or readers lengthy presentations of scholarly opinions on the meaning of music, aesthetics, aesthetic education and the like. Indeed, volumes have been written on the subject by such authorities as Suzanne Langer, Bennet Reimer, Charles Leonhard, Abraham Schwadron, etc. Yet from my own contacts with fellow music educators here and abroad I know this is a topic people shy away from because it is usually regarded as something too abstract and perplexing. Thus, its true meaning often eludes many people. This afternoon I will try to deal with the subject as simply and briefly as possible, in a manner I hope you will all understand, and hopefully, put into practice. First of all, I would like to think of a philosophy of music education simply as an articulation of the values, role and place of music in education and in life as a whole. In the Preface of the PSME Curriculum Guide, “Enhancing Musical Growth in the Elementary School,” which some of you are probably familiar with, we stated that the underlying philosophy of our music education program is that it is ’”primarily aesthetic education, aimed at helping the learner develop a sensitivity to the expressive qualities of music… but also recognizing the social, ethical, psychological, physical and other values of music.” (This, I will explain...
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...Intro to Music Education Philosophy of Music Education My Philosophy of Music Education Music is more than just notes on a page, pitches, and rhythms. Its more than just learning how to play an instrument or learning to sing well. Its an emotional learning experience, where not only are you physically involved, but you are emotionally involved to the point where your soul is touched. Music can express things in a way that words are inadequate of accomplishing. Music is a universal language of beauty. It brings people together, promises hope, peace and joy, and heals even the deepest of wounds. To me, music is something that speaks to me and impacts my life in very powerful ways and I want to pass that passion and love for music along to many, many students someday. I believe that children can learn so much from music. Their capability at a young age to be very passionate about a certain subject is wonderful and therefore must be capitalized on. They bring so much energy and passion that to shy away from giving them the opportunity to learn and develop through music would be a waste of all that energy and potential passion. With children, getting them involved earlier on in their lives can be very effective. There are some who can pick up that same passion and energy later on in their lives, but when started early in music, there is time to develop. They develop in skill and also in their appreciation for the beauty of what music really is. This combination of perspectives...
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...Intelligence Theory: A Reflection to a Personal Philosophy in Early Child Education Sharon Stone ECE 101 Professor Lawrence July 4, 2011 Gardner’s Multiple Intelligence Theory: A Reflection to a Personal Philosophy in Early Child Education "It is of the utmost importance that we recognize and nurture all the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appreciatively with the many problems that we face in the world” (Gardner, 1987, first para.). Howard Gardner is recognized for his theory of multiple intelligences in the educational circuit in individualizing the curriculum and assessment for the student. As a teacher molding young minds, you need to understand how to utilize Gardner’s multiple intelligences in the classroom. To make the connection will take hard work, acceptance and the willingness to endure. (Morrison, 2009). In view to early childhood education and development, my philosophies are greatly affected by Howard Garner and his Multiple Intelligences Theory. His theories not only benefit the student and teacher, but also mirror my own philosophies of teaching. Howard Gardner created the concepts of Multiple Intelligences (MI) in 1983. The concepts questioned conventional acceptance in the area of education and cognitive knowledge. Different from...
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...Curriculum Philosophy Sean DeMaree Grand Canyon University EDA: 561 October 21st, 2015 Curriculum Philosophy A well-designed curriculum is a strong key to the success of a school. When designing a school curriculum it is imperative that the school leader has a clear understanding of their personal beliefs and ideals about education, in order to create a curriculum they can truly support and lead. In order to define the philosophy of the school leader a survey was answered and analyzed to begin the process of planning and composing a strong curriculum philosophy. The following is a reflection on my personal response to the philosophy survey. After completing the philosophy survey, found in the appendix, it was clear that while there was a tendency to lean towards the experimental and existential side of philosophy, the overall appearance was flat. Based on this criterion it is implied that there is no preference of philosophy, however knowing that my background is in music education, I think that a better analysis would be an eclectic philosophy. In the music classroom eclectic teaching is a normal means for reaching each and every students, and when designing a curriculum, an eclectic approach would be important. Students need the perennial side of education to help them learn to reason and seek truth. They will learn to be social and productive members of society through the idealist, while the realist will help them gain knowledge about the world around them. Lastly...
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...Running head: PHILOSOPHY OF EDUCATION 1 Philosophy of Education Exploring Different Aspects of My Philosophy of Education Brenda Jo Stone Western Kentucky University Author Note This paper was prepared for Teacher Leader 530, A70, taught by Professor Huss. PHILOSOPHY OF EDUCATION 2 Abstract The purpose of this paper is to define my educational philosophy so I may better understand the direction I take as an educator. The three educational philosophies I will investigate are essentialism, perennialism, and progressivism. The revelations I hope to disclose by this pursuit of fully comprehending my own personal philosophy of education will help me become a better teacher. It is through recognizing what compels my teaching methods that will allow me to see clearly the path I am taking as a teacher. PHILOSOPHY OF EDUCATION 3 Exploring Different Aspects of My Philosophy of Education There are three educational philosophies that I would like to explore deeper to better grasp where my own philosophy of education is rooted. I took the Inventory of Philosophies of Education and found that my responses to the questions lead me to determine that my philosophy of education is a combination of essentialism, perennialism, and progressivism (Sadker & Zittleman, 2009, p.186). These philosophies shape how I approach teaching, classroom management, group dynamics, and curriculum development. It is essential for me as an educator to understand what drives...
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...Cultural Background Paper SOC/100: INTRODUCTION TO SOCIOLOGY Cultural Background Paper January 12, 2011 Margaret Wander CULTURAL BACKGROUND The term sociology first derived from the Greek word for the study of knowledge. Sociology is a social science view of society. Sociology emerged from enlightenment thought, shortly after the French Revolution, as a positivist science of society. Its origin owed to various key movements in the philosophy of science and the philosophy of knowledge. Sociology was first coined from the French in the eighteenth century by an essayist in an unpublished manuscript. Sociology then went on to be defined with the term social physics, but that had subsequently been appropriated by others. Social research sprang from sociology, but has since gained a degree of autonomy as practitioners from other disciplines share its purpose. Similarly, social science has come to be appropriated as an umbrella term to refer to various disciplines which study society or human culture. Sociology is the study of human beings and their behavior in a social atmosphere. The term culture is defined as a way of learning through customs and traditions. African-American culture is rooted from Africa; this paper will include a synopsis of similarities and differences between the norms of my cultural background and those of the dominant American culture. As an African-American Female, born and raised in Chicago, Illinois. I am the fifth of eight...
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...Top of Form Bottom of Form Naturalism as Philosophy of Education NATURALISM The Revolution: A Novel from Prehistoric times The word naturalism believes that people are restricted to the phenomenal world of a scientific education (Morrish, 1967). The term naturalism can also be called materialism (Singh, 2007). Jean Jacques Rousseau was one of the famous nature philosophers of the 18th century. The theory of naturalism revolves around nature. The naturalists emphasised the nature of the child. According to the naturalists education should be according to the nature of the child, Rousseau has played a great role in this regard (Sahu, 2002). In 1759, Rousseau published his famous book “Emile” which contained Rousseau’s ideas on naturalism. Emile means boy in French. In this novel Rousseau focuses on the private education of the boy (Shahid, 2000). Rousseau considered world as an artificial, autocratic, egotistic and arrogant place and Rousseau believed that education should be given according to the natural interest of the child aiming at a holistic development of the personality . Nature is the best teacher and means of education according to Rousseau (Singh, 2007). Philosophy of Education: Rousseau's philosophy of education is naturalistic (Shahid, 2000). According to naturalists education is the process of development of a natural life (Seetharamu, 2004). Rousseau believed that education does not only mean to memorize or store information and knowledge...
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...humanities include ancient and modern languages, literature, philosophy, religion, and visual and performing arts such as music and theatre. The humanities that are also sometimes regarded as social sciences include history, anthropology, area studies, communication studies, cultural studies, law and linguistics. 2. What is the scope of humanities? 1. History, Anthropology, and Archaeology study human social, political, and cultural development. 2. Literature, Languages, and Linguistics explore how we communicate with each other, and how our ideas and thoughts on the human experience are expressed and interpreted. 3. Philosophy, Ethics, and Comparative Religion consider ideas about the meaning of life and the reasons for our thoughts and actions. 4. Jurisprudence examines the values and principles which inform our laws. These are: Arts, Music, Dance, Drama and Literature. 3. What is the different between the humanities and the sciences? Both the sciences and the humanities seek understanding; both offer explanations of various bits of the world. At a very abstract level, though, the kind of things each tries to explain is different. Science and the humanities are both ancient and great traditions and I doubt if there is anyone who would set them up in an antagonistic zero-sum confrontation the way people tend to do in the case of science and religion. Both are vital and necessary elements of a balanced education. That much should be a statement of the obvious. It is...
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...Plato • • • • • • When: 427-347 B.C. Where: Athens, Greece What: Philosophy Teacher: Socrates Student: Aristotle Major Theories to Discuss here: – The Forms: unchanging ideas or patterns of reality, which persist through all time and culture. – Dialectic: question/answer methodology used to discover error in beliefs. – Philosopher Kings filipspagnoli.files.wordpress.com/2008/06/plato3.jpg Plato’s Republic • Perhaps Plato’s best known work. • Form: dialogue • Characters: Socrates, Thrasymachus, Glaucon, Adeimantus • Topic: “What is Justice?” Note on Irony in the Dialogue • The Republic takes place in dialogue with the characters of the work. • But Plato seems to include an additional and unnamed character, namely, the reader of the work. The reader is quietly listening in on the dialogue, not unlike another individual (namely, the sophist Thrasymachus, who is also quietly listening in on the dialogue.) • Socratic wisdom is knowing that one does not know. Socrates often tells us that he does not have knowledge. He simply tests what others say when they say they have knowledge. • So when Socrates explains that he doesn’t really know anything about Justice, there’s a sense in which he’s telling us, the readers, that we don’t either, and that maybe we should listen in and even participate in the dialogue. • This same technique is used in other works by other authors. For example, when Sherlock Holmes insults...
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...Can we apply different moral philosophies to such a modern problem? In recent history, with the advent of peer-to-peer sharing programs and the free availability of many different types of media on the internet, the morality of the sharing of copyrighted material has come into question. In order to gain understanding on issue, we can apply several universal moral theories, including the Kantian, Utilitarian, and Rights Ethics philosophies. There are many users of the internet today, and a majority of them participate in file-sharing via the use of a wide variety of peer-to-peer (P2P) networks. These people believe that what they are doing is not wrong, but rather one of their rights as consumers of media. In contrast to this, many people of the movie and music industries believe that their creative works are protected property and that file sharing takes away from the benefits that they receive from those works. By having the consumer purchase the media, it gives the creator both money to create more work and the added affirmation to generate more creations. This situation has arisen due to several factors; these factors include technological advances that provide the ability for free sharing of media, the opinions of several creators driving the arguments against sharing, and the wide popularity of the internet. Napster was one of the first widely used free-sharing networks. In June 1999, Shawn Fanning released his creation that provided free music for download to any anonymous...
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...Cultural Diplomacy through Music ‘‘Who writes the Nation’s songs shapes the Nation’s souls,’’ said Abraham Lincoln. This quote is relevant to today’s crisis: the influence of music on our youth. Music has been known to influence those who listen since the end of the Industrial Revolution, when people had more leisure time and the demand for entertainment and amusement began to increase. This is significant because media has a powerful influence on society and affects how we dress, act, and think. In The Republic by Plato, Socrates argues against Thrasymachus’ idea that "Obedience to the interest of the stronger" will lead to a successful tyranny. Socrates believes that "justice is the excellence of the soul,” and that benevolence is the key to a successful state. Yet humans embody not only Apollo, the god of the sun, of dreams, and of reason but also, Dionysus, the god of wine, ecstasy and intoxication, both sons of Zeus. In Plutarch’s Moralia, it is suggested that the state allows society to live for their pleasure so that the state gains the power to control them. We are fighting a constant battle between the rational principle of the soul and the irrational or appetite. The state is determined to keep feeding the Dionysus in each of us in order to continue to control us. The music industry is a tool that is used to influence the youth to indulge in their desires through songs about violence, sex, misogyny and drug use. In the Socratic dialogue in The Republic, Adeimantus...
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...Marketing music products alongside emerging digital music channels Esmée had been working in the music industry as a marketing director for a small and successful independent record label for over fifteen years before deciding to study at university. She had witnessed many changes in the music industry over her career, the most significant of which was the transition from selling cassettes, vinyl records and CDs at retail to selling digital music online. She had observed that the music industry had not taken much notice of the potential for marketing and distributing digital music online until Shawn Fanning developed his peer-to-peer (P2P) file trading application, Napster, in 1999. While the music industry focused on shutting the service down, Napster became even more popular with music fans and consumers who were interested in discovering and sharing new music and creating custom compilations or playlists without having to buy entire albums. Early on, Esmée had decided that she needed to understand why Napster was so popular and consumers so enthusiastic about sharing music online. She decided to download the Napster application and was surprised to find older songs that were no longer available at retail, previously unreleased recordings, alternative studio versions and bootleg recordings made at live concerts. While searching for and downloading music, Esmée also began to interact with communities focused around their file trading activities. While the music industry...
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...W. Edwards Deming Quality Culture Mini-Paper IE 361 Dr. Stephen B. Vardeman Maggie Brown Matt Freyer Rod Parayno What follows is a brief look into the story behind and work of William Edwards Deming. Included are a brief summary of his life, his philosophies, and the impact of his efforts. The Life of William Edwards Deming Deming was born on October 14, 1900 in Sioux Falls, Iowa, but spent the majority of his youth in Powell, Wyoming. He was raised on a government granted section of farmland with one brother and two sisters (www.deming.org). The Deming family struggled just to survive. Deming’s parents believed in the importance of an education and stressed this to their children. His mother had studied music and his father, mathematics and law. His mother’s love of music influenced Deming’s interest in music and composition later in life. In 1917, Deming began his own education at University of Wyoming at Laramie. Four years later, he graduated with a degree in electrical engineering. Deming continued with his education, completing his master's degree in mathematics and physics from the University of Colorado, and his PhD in mathematical physics from Yale University (www.deming.org). After receiving his PhD, Deming was offered a position with the Western Electric Company, but decided to pursue work at the Fixed Nitrogen Research Laboratory of the U.S. Department of Agriculture instead. It was there that Deming encountered statistics and probability...
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...He received his Bachelor of Music Composition and Conducting from University of the Philippines Conservatory of Music in 1965, his Master of Music with distinction from Indiana University in 1969, and his Doctor of Philosophy from State University of New York at Buffalo in 1972. He was also a student in summer courses in New Music at Darmstadt in 1974 and in Special Seminars in Ethnomusicology at the University of Illinois in 1989. He has studied composition with Hilarion Rubio, Lucio San Pedro, Thomas Beversdorf, Roque Cordero, Ramon Fuller, and William Koethe. He has taken contemporary music courses with Istvan Anhalt and George Perle and has studied Ethnomusicology with Bruno Nettl. He has also studied Javanese music and dance with Sundari Wisnusubroto and Nan Kuan with Lao Hong Kio. Studies: COLLEGE University of the Philippines Conservatory (now College) of Music · Teacher’s Diploma in Composition and Conducting (1964) · Bachelor of Music in Composition and Conducting (1965) GRADUATE Indiana University · Master of Music in Composition, with distinction (1969) State University of New York at Buffalo · Doctor of Philosophy in Composition, minor in Musicology (1972) POST-DOCTORAL Institute for New Music, Darmstadt, Germany · Summer Courses for New Music (1974) University of Illinois, Champaign-Urbana · Special Seminars in Ethnomusicology (1988-89) Previous Positions and Affiliations: • Vice President, International Music Council Executive Committee...
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