11.22.08
AbbyTalk
Yesterday I had coffee with a good friend of mine for the first time all semester. She’s now a middle school english teacher, and our schedules have never worked out to meet up like we once did back when she was in college. Talking with her got me to thinking of what kind of personality I will need to portray once I am in the music classroom.
My friend is a very fun person to be around with a great sense of humor, yet she told me that in the classroom she is a very serious person. She is there to teach, the kids are there to learn, and humor is a distraction. My own teaching style, for the short time that I’ve been developed, has been almost the opposite. My want in life is for kids to learn to enjoy and love music. Perhaps they won’t learn all about music theory and history, but if they enjoy music, and can appreciate it, those who want to learn more will learn it. Part of this is based on my own experiences. I knew nothing really on music history or theory until college, and I learned it because I need to for my degree.
I suppose my thoughts run along with the fact that dates aren’t as important, who lived where, when, and why doesn’t matter. What matters is that they did something great, and should be respected for it. Or like Maslow’s Hiarchy of Needs. Which is more important? Knowing who made the hiarchy, or what the hiarchy is? The only reason why I know the name is because it’s part of the title. Is it respectful to teach who created what? Yes. They deserve to be credited for it. But they are famous because of what they created, and THAT is what should have the focus. That is what needs to be learned.
But back on subjects before I take off ranting too much on learning the least crucial knowledge of a subject. I believe in teaching what’s important, and above all teaching it so that as many students as possible can respect it and enjoy it. Maybe they won’t end up music majors, or do anything with music in the future. Most don’t. But they can still learn a respect for it and a general knowledge along with it, and I don’t see myself as being so serious a teacher that I take out humor and fun, though I know that I’m setting myself up for disaster if I let the ‘fun’ get out of control.
It’s something I need to think about.
