I Believe In Music Education

Imagine a third grader, small and blonde, standing on a stage that practically swallows her. She gazes in awe at the bright lights that seem to tower miles above her head; likewise, she follows with a stare, fixating on the hundreds of darkened faces that remain directly in front of her. Unlike her classmates who fidget with nerves beside her, she feels a rush of adrenaline. What may have seemed to some an ordinary choir concert in a dull auditorium, was, to me, a life changing moment. Ever since this day, for 9 years now, I have had an unwavering passion for music and performing. As I aged, I found myself excitedly learning how to play 7 new instruments, but even considering the vast number of bands, orchestras, choirs, and instrumental lessons that I joined, I noticed myself

I am a dedicated and conscientious student in class, and a key member in many extra-curricular activities. As a keen musician, playing violin, trombone and piano, I contribute to a number of musical ensembles in school and played an integral part in the organisation of our school’s summer concert. I am also a member of several local youth orchestras and bands, with whom I have toured abroad many times, most recently to Italy, France and Belgium.

My goal is that my education will prepare me to become a serviceable member of society by using my abilities in order to help lead the improvement of the community. This is my goal because I personally fill that as humans we should try to use our lives to make society a better place than when we arrived.

Music has always been integral in my life. During my childhood, when I was four years old, I pressed my fingers on an oven handle like a piano. Throughout my childhood years I listened to my mom’s old-school mix CD’s, along with the Pandora music app on my old Kindle. In fifth grade, I picked up the piano. My alto saxophone studies began in seventh grade. When high school arrived, I turned my focus to guitar and voice. The more knowledge I absorbed, the more knowledge I craved. My decision to pursue music was also influenced by the inspirations I’ve encountered on my journey so far.

I can say I’m a multi-instrumentalist. I can play the harmonica, the trombone, the ukulele, the bass, the piano, the electric and acoustic guitar, and I’m probably forgetting one. But really I wouldn’t be where I am today if it wasn’t for her” (Montes). “One of the big things I teach my kids is how through hard work, you can accomplish anything. Whenever a kid shows up to a lesson, I always ask them if they practiced, and sometimes they say no because they don’t have a piano at home. It reminds me of the days when I couldn’t even afford a piano, but I push those thoughts away and work towards helping these kids fulfill their dreams as I’ve fulfilled mine. Music teaches the kids how to work through a tough song, and through time and practice, they always get it at the end” (LaBeau). Ronnie’s School of Music has performed annually for several of the city’s prominent events: the Arroyo Lighting at Christmas, Saint Anthony’s Fall Festival, Winter Texan festivals, and many more. LaBeau teaches students of all ages, from three to ninety seven. The majority of her students, however, come from Saint Anthony Catholic

I decide to strive toward the political science field. One of my first career goals is to receive a bachelor’s degree in Political Science. Having a bachelor’s degree, I will emphasis in being a Legislative Field Representative and assists a government member with helping constituents with any issue involving city services and quality of life. I Also plan to pursue a master’s degree in Public Policy that will further my career, possibly be a diplomat in residence, providing guidance and advice on careers, and fellowships to students and professionals in the communities they serve.

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

In the future, I hope I can have as much an impact on the next generation of misfit youths as my band director had on me, and will consider my life a success if I can teach my students as much about compassion and acceptance as I can tetrachords and “two-five-one” progressions. The key to this goal is earning a degree in music education from an institution as well regarded as Mason Gross School of the Arts at Rutgers University. I believe the leadership skills I have developed as a three-year section leader in my high school marching band, as well as my belief in the importance service and kindness qualify my admission into Rutgers, and I am confident that the university’s superior music education program will empower me to pursue my dream of helping others rise against their adversity through the art of

To master your responsibility, you must embrace collaboration, cutting-edge knowledge, competence, innovation, respect, and integrity. These six ingredients are coupled with the term “higher education.” Higher education occurs after high school and is a transparent catalyst. The mechanism is driven by positive relationships, nurturing, mentoring, and an ability to stimulate impeccable learning opportunities.

I imagine an evening when I step forward to accept my performance award to launch into my historic speech, “Music Set Me Free”, thanking educators who taught me how to decode texts, identify main ideas and critically analyze what I read, making comprehending daily tasks like reading my cello instructor’s annotated sheet music feasible. At nine, a host of diligent experts proved what I always knew true; there was no lack of intellect, I just needed to learn differently than my classmates. I would tell of how since then, I have challenged myself to achieve.

I’ve realized that my biggest career goal is to teach and that music is the vehicle through which I can best reach my students.

I made my decision to pursue a career as a saxophonist and music educator in the 9th grade. After a long discussion with my parents and band director, I embarked on a journey that would transform my lifestyle forever. Since then, I have attended some of the most prestigious music festivals in the country, successfully competed in national competitions, collaborated with the most renowned performers in the field, and established an active presence in the saxophone community. My experience as a teacher ranges from private studio instruction of up to six high school and middle school students to mentoring a group of 30 students at local high schools as a woodwind technician. As a performer, I am dedicated to the creation of new classical music

The purpose and function of higher education have been points of contention and confusion since the establishment of colleges and universities. Once considered an institution for the construction of knowledge and intellectual development of the elite, its present day form is increasingly viewed as an extension of primary education (Gutmann, 1987). From student life and social development, to experiential learning and career visioning, contemporary institutions educate the “whole person” on a fairly grand scale, much to the chagrin of policymakers. This essay will address the tension between the purpose and function of higher education through a comparative reflection of its beginnings to current examples of its multiversity state.

According to Delbanco higher education should not only create knowledge, but provide students with the necessary tools to face the problems they encounter in life. Education should give students the chance to get ready for their lives while pursuing their passions

The stigma associated with pursuing an education in the musical arts affects the decision of many musicians nationwide. The appeal of guaranteed financial and career stability of STEM and other paths of high demand jobs is very difficult to pass up, even by the most dedicated musicians. Then, the input and advice of outsiders come into play. These onlookers not only encourage study of the hard sciences and a foolproof path to success via university, but they also totally and blatantly discourage and belittle the intelligence, rationality and integrity of not just the paths of musicians, but all liberal artists. Don’t you want to make money? What do you mean you won’t have internships, don’t you want a job? How are you going to survive? This blitzkrieg of questioning and doubt, though theoretically peripheral to the bigger picture, is reasonably common, however, severely unjustified. Pursuing a formal college education in music is easily one of the best things you could do for yourself, regardless of whether or not this is the career path of your choosing. As a student of formal music education, you are actually being trained in more real world skills than most other majors, which will prepare you for many careers, making you stand-out amongst the masses. Being a music major, you learn more than just music, you learn problem-solving skills, how to communicate and collaborate, and how to overcome failure, which are all essential skills to have as a professional in today’s day