Informative Speech Outline

From Starting off with zero confidence and feeling like I didn’t belong, I have come a long way, most of that I owe to music. Choir is who I am, of the students here at PHS I fall under the category of “choir kid”, I am proud to wear that label. Along my way through choir, I have developed a love for fitness through choir. Some of the friends I have made through the years have been bodybuilders, they taught me to not care what others think of me, and if I did have a problem with what they thought, to prove them wrong, to show them that you can become. Music has made me into this person I want to be. I have found a true passion in music, choir has made me be into person I am. Its

Music is everywhere and has been a part of human existence for eons (Dinham, 2014, p. 265). Music has been a part of Australian schools for the last hundred of years, over the last fifteen years the application of music has seen a drastic change with the appearance of the internet and increase of accessibility. In spit of this the elements of music has not changed and forms the basis of music. When teachers or children sing they use those elements automatically (Dinham, 2014, p. 270). The curriculum has an expectation that children will learn to listen to music, compose and make music (ACARA, July, 2013, p. 93). There is a range of music that can be used to teach children; explore music concepts, by singing, playing instruments, by listening, composing songs or music, dancing or moving on music. Children, through participation and appreciation will discover about themselves form bonds with other children and become more aware of different cultures (Dinham, 2014, p. 266). Teacher’s participation, regardless of status, need to ensure that children are getting an education in music. The opportunities and experiences, to create, perform and record given to us as pre services teachers will be of a great help when facing the task of teaching children music in schools. Art education depends on how to motivated and support children, scaffolding their learning, and build on their enthusiasm to join the praxis of

One of my most-enjoyed gifts is the ability to create and perform pieces of music. I find that music can help people to feel or understand difficult abstract ideas that we as Christians must recognize. Making music is also such a personal activity that the process a musician reflect on the topics that are so difficult for us to grasp. In terms of service, continuing participation in KCA’s praise team, Voice of Hope ensemble, and small vocal ensemble are all ways to both to personally serve the Lord and to serve others wanting to serve in similar respects.

Purpose: The purpose of the following document is to highlight to the Board of Heritage Christian Academy the current state of, the challenges faced by, the vision for, and the future potential of the band program.

Some personal strengths that would help me strive to be the best music teacher possible is my love for music. Throughout my high school music career I have had the opportunity to perform in many awesome events including All state band, all state jazz band, Iowa state honor band, Drake honor band, Drake honor jazz band, and many more groups. These have helped fuel my desire to pursue a career in music and helped me become the musician I am today.

I came to realize that playing music can bring someone great fortune. I had no plans for the future, no goals, nor dreams before I starting my path in music. I never wondered without direction. But one day, good fortune came to me. A fortune I would have never of thought of. It was The Gracias choir and music. I was thinking to myself “I have never been so happy nor have I had so much enjoyment to live. To have an open mind to people around the world by delivering my heart threw my music. It looks like a dream!"

An experienced educator, Dwight Asberry holds a bachelor of arts in behavioral science from National University in La Jolla, California. He has also undertaken significant undergraduate studies in music education at Pasadena City College and California State University Dominguez Hills in Pasadena. Dwight Asberry earned his teaching credentials in K-12 music in 2004 and has since completed graduate training in music research at Adam State University and music technology at both Southern Oregon University and Seattle Pacific University. He is currently pursuing a master of arts in e-learning at Concordia University in Portland, Oregon.

James A. Keene has gathered an incredible amount of information on the interesting beginnings of music education in the United States. This text offers deep insight and a plethora of information regarding the beginnings of an area of education which has largely been neglected by scholars. For decades and in current teaching populations, the historical foundation and insight first developed by music educators from the earliest colonial times through present day has been unknown. From the introduction of vocal music to the growing interest of orchestral and band music and the a cappella choir movement, reactions to music remained both positive and negative, leading to continued advocation for music in the curriculum, arguing that music offered skill development and appreciation through exposure and practice.

That’s not the only reason, though. I want to because I want to do something with my life that I will enjoy and not dread. I want to be a well-defined musician, and I want to expand my horizons in musical knowledge that has been passed on to me in church. Being a well-defined musician is more than just getting behind a drum set and holding a tempo or getting behind an organ and playing some chords. Being a well defined musician teaches you maturation and knowing what is acceptable to play as an accompanist or a soloist. Church has always been my music school, especially since my mother was never able to afford drum lessons for me. Despite the fact I didn’t have lessons, my first time playing in church was an amazing success due from learning from Bernard

Lord willing, these students then become Checking-Things-Out students, desiring and attentive to spiritual conversations and experiences. In these relationships, it is imperative to dig deeper, to answer questions, and to expose students to the gospel through lifestyle or stories of real faith. This open and attentive nature leads to the gospel message falling on good soil and, prayerfully, results in belief and commitment to Jesus Christ.

The best teachers can do is to not allow students to see when the students have not meet the expectations they had and when students do not meet their own expectations, the teacher needs to encourage the student to try again and learn from their previous experience;

One of the largest forms of music a Bible college student comes into contact with is worship music. Worship music is a large part of Christianity itself. Some denominations focus a great deal on worship, making it a central part of their faith. The philosophy of worship is something that every Christian must come in contact with at some point in their walk. Worship

A musician’s ultimate purpose should be to create a combination of words and sounds that can heal the soul. This is why I spend countless hours after school and on weekends recording, writing, and producing music. When I get to college I will major in music production, yearning to be with other musicians who share my passion. Music gave me a home when I did not have one, now I know where I

Throughout the past year, I have observed students at various levels at the DSR, and consistently witness the power of the unparalleled education and experience the students are receiving, whether the student is five years old, or fifty. The classes that occur every week are more than just music classes; music is the core of a joyful and hugely influential way to educate and enrich the lives of those students who are involved.

Many people believe that the arts, specifically music programs, hold no beneficial value to students other than for an extracurricular activity. Others believe that having these programs within our schools, only takes away from instructional time. However, research has shown that music education, and exposure to music in general, provides great benefits and values to the adolescents that are involved in said programs (“Music Matters”). Participation in music programs promotes the advancement of academic scores and sets students on the path to success later in life. Furthermore, these programs, be it instrumental or vocal, provide an outlet for adolescents to express themselves and have truly lasting implications on their global development. Notwithstanding all of the pleasure and self-confidence gained through participation in music programs, music education may provide important benefits towards students’ academics by improving their concentration levels and cultivating higher order thinking skills that may increase academic achievement.