Summary

#1
There are many ways the Greeks and Roman ideologies about music will change my

perspective on teaching. First, and foremost, the concept that music makes better people

who are able to better society will become a fundamental element in my teaching.

Quintilians ideas, that are millennia ahead of his time, should be included in education to

allow students to become the best they can be. Many of Quintilians ideas are represented

in my schools learning results that should be the human skills that each of our students

leaves with. The human capital my students should leave school with is based in Greek and

Roman philosophy. The teachings of ancient Greek and Roman philosophers should not be

overlooked in contemporary education because knowing the foundation of our education

system will enable us to become better teachers.

Summary #2
The three main points that I have learned and I can use in my teaching are all focused on

student centered learning. Boethius principles to use music to lead a better life are focused on

my students gain in more humanity. St Thomas Aquinas who said that teachers are the role

models for our students, so I need to be a more active participant in music to help my students

find their way in music. Lastly, Comenius, who believes that students need to be directly

involved in the learning process, proves to me that students need to be active participants in

music making; they should not be left instrument holders, but rather musicians.

Summary #3

Asian students show complete obedience to their parents and teachers similar to

the feudal system. My students do not think for themselves when they really should. Then,

the competition is so fierce these students only focus on the education of their head and

hand. They completely neglect educating the heart. I fell into the system of focusing on only
educating the head and hand because that was easiest. This next year I am going to work to

follow the principles of Pestalozzi.

Summary #4
Connections to My teaching
Much of the identity struggles these missionaries are dealing with is similar to the struggles I am
facing as I revolutionize instrumental music at ISKL.
Horace Mann
Six principles, even though they are for general education they apply to music education
o It is impossible for someone to be ignorant and free
In international schools I must create the identity of Band, we do not have the band
history
I need to educate parents who are driven beyond belief that music is vital to a students
development. It is not an extra resume line, it helps make you a better person
o Public pay for I have left for profit education, it does not work
o Maintaining and control public eduation
As a school that is basically a district where I am the only instrumental teacher I control
all education for instrumental education in the department
o Education should be inclusive
General music electives for H.S. as music is not just for instrumentalists
o All social classes there is really only one demographic at my school, rich
o Should not be to politics or sacred
In the UAE there was no separation between church and state. We had to adapt our
curriculum to match the teachings of Islam. We had students with gaping holes in
education especially in Science. Also a large mark through Israel was always a point of
curiosity easily solved with Google.
o Education music be democratic
I do not have chairs and I have rotating parts. My students will play all parts on concerts.
o Teachers should be well trained professionals I attend CPD as Summer IC
Lowell Mason
o I need to convince my Asian parents that music enriches the soul, not resume line
o Music is for all, I need to offer General Music Electives to reach the other 80%
Pestalozzi
o Educate the head, hand, and heart. I need to do more education of the Heart.
Jeffersonian
o I am a very naturalist teacher as I allow students to create ideas and then critique themselves.
One trombonist said, We want to play this section with Harmon mutes. I thought to myself that
will be a bad texture blend. The next class period they said they did not like the sound and would
drop.
Aiken
o In an international school the community is extremely tight because that is the community we
have. We are all exapts or people of the world and that is our common unifying thread. Music
should be the foundation that we build our culture on at ISKL. I am working tirelessly to build
this culture around quality music performance, music instruction, and music learning.

Summary #6
I want to solve a problem at my school through music. One thing is giving students a
sense of belong who do not necessarily feel like they belong anywhere, a chance and
a feeling like they belong somewhere. I want to form a music group of some kind
 that meet together at lunch so those kids have a place to go at lunch and friends to
eat with.
Deweys book How We Think gives me more meaning to the justification that music
is problem solving. I always stress to my students they have to be investigators
and risk takers to make music, this helps me frame my rationale for them because it
gives definitive steps.
More people need to be aware of how influential the Instrumental Music Education
movement was. To go from 200 school bands in 1922 to 50,000 in 1941, during
WWI, The Great Depression, and WWII, is a testament to how important music is to
human behavior and how important it is to American Culture. Music was able to fill
the needs and desires of progressive education.
Mursell who is the first person to articulate a school curriculum should promote
making music beyond high school graduation. It goes to show that we have not
promoted lifelong music learning because of the conservatory training we received
in school
Clarks idea of always playing music at the beginning of class and for class reminded
me how important playing great music for my students. I always forget how easy
and excellent it is to show my students professional musicians from youtube.


Summary #7
How can this time period influence my teaching or how has it influenced my teaching.

I appreciate working for a private school and I realize how lucky I am in regards to
the accommodation of our programs. Our school is accredited by NEASC, WASC, IB,
and CIS, assuring we are vitalized against standards, but we do not have nearly the
same governing principles that my American counter parts are required to deal
with. We do get to specifically curtail our education towards what we think our
studetns need, but in an international school. If the USA is having a hard time
deciding how hard it is to educate their citizens imagine what it is like in an
international school where you are preparing students for the world. I think I am
lucky because even though I am bound to this planet, I get to do what I think is best
for my students, and not what a government body tells me.
I am really interested in the comprehensive musicianship conference because that I
think I use those skills every day in my classroom. I also really became a teacher
because of Comprehensive Musicianship through Performance. I remember thinking
back to my days in MS and HS band, which literally was drill and kill, and how
pointless I thought my life would be to only do drill and kill. Then I was introduced
to CMP and my mind was blown at how cool it would be to make music holistically.
I remember working with Jodie Blackshaw and my last question to her was, what
does a young teacher like myself need to do to get better? She said in her Australian
Accent, Dan, you need to know Orffsherwork I had no idea what she meant and
then a friend translated it to me as Orff. I finally got it!
I think the MENC bill of rights will be posted in my classroom when I get back to
ISKL. I will not title it the MENC BOR, instead I will call it the ISKL bill of rights so
 my colleague who is against MENC and my Canadian colleagues will be reminded of
what we really get to do in music. I think we all get too lost in our day ot day
operation of a HS department.
I have also had a lot (HAHA), well not a lot, but I have thought about what it means
to have music education in our schools in support of other subjects or in support of
other subjects. I would really hate for my music class to be turned into a class where
students learn times tables instead of the beauty of music. We need to develop
music the aesthetic side of students. This is a good philosophy paper connection.