Cutting Fine Arts: My Personal Philosophy Of Music Education

My philosophy of music education did embrace both the utilitarian and aesthetic philosophies. But each year I teach the evolution of my philosophy from utilitarian to aesthetic is evident. Music, according to the utilitarian view, should be studied to learn other aspects of citizenship; self-discipline, cooperation, and for that matter the quality of pleasure. The utilitarian justification for music education aligns with Plato. Plato said the utilitarian view develops good citizens. Lowell Mason was given permission to teach music in the Boston Public Schools since it helped reading and speech. To many modern music educators and researchers, music is now taught for the sake of music, and the link that has historically connected aesthetics with

Cutting fine arts education isn’t a response, it’s a reaction. Creating and being able to clearly articulate an argument for music education, is a necessity for all music educators. A music education provides a venue for self-expression. Music classes provide inherent benefits such as interactive learning opportunities, multiple ways of knowing, and decision-making. Furthermore, a music education is crucial to brain development, academic achievement, improving cognition, and fills the gaps. Music education has inherent benefits to 21st Century

The recent adoption of Every Child Achieves Act (ESEA), which listed music as a “core” subject for the first time in US history, will benefit students, educators, stake-holders, and our country. The benefit of listing the arts as a core subject demonstrates the importance of recognizing our nation’s educational priorities at the federal level. However, we as educators need to be aware that this federal legislation, even when adopted, is not a state of local mandate. We as music educators must work collaboratively with local, state, and national associations on monitor arts education policy and federal appropriations for arts