Ever since back in grade school when I started helping my peers with their music, I knew that music education would definitely play a role in my life. From the moment I knew I wanted to become a music teacher, I was determined that everyone deserves a chance. In other words, anyone can be taught music…in one way or another. Since I am the first musician in my family, I firmly believe that music is not only for those who their families have a musical background, but for anyone who wants to learn it. And due to the fact that there is not that much focus on teaching traditional Classical guitar, it has motivated me even more in wanting to get out there and start making a difference in society.

            Having given private lessons for a couple of years to students ranging from 4 to 42 year olds, I have acquired new supporting philosophies that have made me believe more in the essence of Music education. Aside from believing that music can be taught to anyone, I have come to realize that one of the biggest faults any teacher can do is limiting their students in their learning.  If a teacher sticks to an established general teaching guideline for all students, the teacher will never receive full commitment from any of the students, because each student has a different range of capability and self-discipline. But also, if you limit your students and have them learn what you want them learn, you as a teacher is not having an open enough point of view.

As a guitar teacher, if I concentrate solely on teaching scales and proper technique in guitar playing, the student will graduate from my program with only knowing what has been “planned” for him/ her to learn from the day they set foot in the room. But, if from time to time during the school year, I do a student survey of what they would want to learn aside from what’s being taught, I have even a greater chance that the student is going to advance even more due to him/ her being engaged in a topic in which they wanted to learn.

At the same time, a set syllabus should be prepared at the beginning of every year based on student levels and audition results. A Guitar I class syllabus should start with a class evaluation of general music education questions, just to see where the students stand on an average level. Questions such as rhythmic notation, dynamic marks, and beginning guitar techniques will be asked. From there, I would start by teaching the strings and incorporating them in “beginning songs”. Then cover scales and go into easy level chords from there. Also, all throughout the 4 level “Classical guitar” program, I would teach students how to play guitar music in all platforms. Including traditional sheet music notation, tab notation, chord diagrams, and by ear recognition as well. I believe all students should leave my guitar program and be ready for any scenario life brings them.

Being a musician I strongly emphasize the requirement of every musician being able to improvise and have the ability to compose their own music within their own instrument. This is what I feel is missing in today’s music education classes. Sure, there are schools around the world that teach song writing and the concept of improvising, and teachers are feel obligated to introduce the topics due to State Standards, but I think that it should be on a more national level awareness. Due to this philosophy of mine, every single one of my past and current students are able to compose at least a 2 minute song, and are able to improvise in any key. Sure, improvising in guitar might be a bit easier than in other instruments, but I’ve always thought that music is nothing more than a language, that can be spoken anywhere. They’re just notes; A-G... nothing less, nothing more. Students that don’t play an improvising instrument (labeled by society) should not be intimidated in trying to learn how to improvise on their native instrument, but should be encouraged by their teachers. And this is what the music education society is missing the most. The lack of essence in the ability to teach a student how to express themselves on their instruments.

Also, when it comes to the profession of music education, I believe that music teachers should be looked upon and respected just as math, reading, and science teachers are. After all, they are all arts. A music teacher should not be looked down upon just because music is not a subject that is nationally tested on. We, as teachers of all subjects should be doing the same core objective in our classes. That is, to teach students the material in which they will be inspired to deal with when they assume our roles; educators. And remember, just because you are not labeled by your career as an educator, does not mean you are not a teacher. We all teach one way or another to others, in hope of the tradition of knowledge to never fade.