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Selection
and preparation in music education at Florida State
University is based upon an important yet extremely
simple premise--it is, that every person involved as
a learner ought to have the best instruction possible.
This
premise implies that every teacher ought to be committed
to the subject of music and its use with people. The
strength of this commitment is evidenced by the academic
and social behaviors of the prospective teacher in life,
both in and out of the university environment, and is
characterized by diligence in the pursuit of musical
and academic excellence and active dedication to the
improvement of the quality of life.
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those who value knowledge, the learning process
is perpetual throughout life's time. To be an
effective music educator, one must develop:
(1) the ability to think, and therefore,
value and discriminate,
(2)
the ability to feel, and therefore, become sensitive
to aesthetic qualities in music and life, and
(3)
the courage to act, and therefore, translate those
abilities to think and feel into overt behaviors.
Successful
music educators evidence personal qualities of
leadership, intellectual curiosity, and social
commitment. They approach life, music, and the
teaching profession in a positive, imaginative,
and enthusiastic way.
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The music teacher attempts to create a respect and desire
for musical experiences, teaching people to react positively,
listen responsively, and participate in a musically
sensitive manner by providing a variety of musical experiences
for those who will be consumers of music and those who
will be music professionals.
Toward
this goal, music educators are stimulated by current
research in music to seek, evaluate, and appropriately
implement current ideas and developments in teaching
music. They promote positive relationships with students,
colleagues, and others. They are empathetic with people
of differing social and ethnic backgrounds, and demonstrate
mature attitudes and values in the operation of the
instructional program.
They
consistently maximize student opportunities and accomplishments,
and minimize self-aggrandizement and teacher dominance.
Their public performances are part of instructional
programs geared to helping students become sensitive
to aesthetic elements in music.
Music
specialists must be prepared and eager to teach music
to every child: the poor, ethnic minorities, children
of the inner cities, the handicapped, and the highly
gifted.
In
addition to personal competencies in music performance,
improvisation, conducting, applied music, composing,
arranging, analysis, history, repertoire, and other
musical skills, they must have competencies in the teaching
of music on all levels, nursery school through adult
and continuing education programs. They must be exposed
to techniques of teaching in the humanities, related
arts, and general music areas, as well as, directing
performance groups, studio teaching and group applied
music lessons.
Musicians
are most successful as teachers if they understand current
structures, systems, and practices in education. Concurrently,
the music educator in this age of educational change
and accountability must be able to express knowledge
of teaching and learning, through verbal communication
(oral and written) and through overt, demonstrable music
and teaching behaviors.
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general knowledge and understanding of history,
science, art, philosophy, and communication serves
to enhance one's ability to function effectively
in contemporary society and facilitates greater
understanding of the human condition. The final
report of the Music Educators' National Conference
on "Teacher Education in Music" states
that general education should:
1) help the student understand him/herself
as a person,
2)
assist in the development of positive attitudes
and penetrating insights toward others and the
world,
3)
encourage acceptance of change and enable the
student to approach new ideas with an open mind,
4)
provide the ability to apply appropriate evaluative
techniques and establish an attitude of curiosity,
and
5)
provide another dimension for the pre-service
music educator by helping the student relate his/her
own art to other related disciplines. |
The
task of structuring and managing a musical environment
in which individuals, regardless of ability level, may
positively experience, successfully achieve, and hence,
come to value the art of music, demands a breadth of
knowledge and skills, as well as high levels of perception
and sensitivity on the part of the music educator.
The
acquisition and development of these abilities requires
an intellectual commitment that is realized in daily
living and is maintained and strengthened during the
years of training and throughout the professional career.
The
music education faculty at the Florida State University
School of Music is dedicated to the pursuit of these
goals, both for themselves and for their students.
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