Philosophy Statement

Music is vital in every stage of life. From infancy, babies are learning new words and how to string them together. What better way than with a melody? For school-aged children and youth, music can provide a sense of increasing competence, confidence, and belonging. These are important to hold onto for the rest of one’s life. We never stop feeling the need to be validated, to be good at something, and to be part of a community. We do not stop being human once we finish our formal schooling. 

There is no doubt that individuals consume or create music in their own ways. As music educators, administrators, or parents, it is not our job to determine what a learner gets out of music. We simply need to ensure that, in every school setting, music education is available and accessible. This sounds broad--and it is--because what is accessibility? Often, we think of wheelchair ramps, braille, closed captions, and stop there. But there may be a multitude of obstacles between a learner and an education in music. No matter our role in a child’s life, we each have a responsibility to remove those obstacles or help the child navigate them to the best of our ability. 

Accessibility is often difficult when students suffer from economic disparity or inequity. This has nothing to do with music aptitude, and yet much to do with music achievement. For example, we do not often see learners from low-income households practicing the bassoon. Not only is it an expensive instrument, but private lessons are also expensive. Furthermore, there may not be a qualified bassoon instructor in a rural or low-income area. Perhaps, too, there is no symphonic orchestra at the child’s school. Because of this, parents may view the instrument as difficult to invest in, or may not even be exposed to the instrument whatsoever. Because of the lack of accessibility to this kind of music education, the world is likely missing out on some very talented bassoonists. 

Other kinds of inaccessibility impede musical learning. Inflexibility on the part of teachers or parents can often discourage a young learner. Sight reading, in particular, puts up mental blocks for many. Those who cannot master this skill are sometimes told that they have no future in music, or in a particular musical arena. For others, reading sheet music is their only conduit for making music and if and when that skill is forgotten, they are left feeling as if an uncrossable ocean lay between them and creating music. 

As caregivers and educators (of any subject), we need to make sure we are finding paths for our young people. If a student struggles with one, we do not stand there as a gatekeeper. We do not insist they struggle and call it a toll they must pay in order to pass. To do so puts the path above the person. We must not forget that the path was built for individuals to travel and serves no other purpose. We must remember that not everyone wants or needs to go in the same direction. For some, the path leads through, and to, a world of music. Others may only need a song to hum along the way. We are guides. And if we discover that no path has been created for one who needs to travel, we go off-road, beat back the branches, and help forge a trail.