William Koeehler's Accomplishments

Before even entering college, I have taught multiple students music weekly for free. It was a grueling experience as I also had to continuously study and learn new topics to plan ahead accordingly so that the students’ proficiency in music grow naturally so that their techniques would be engraved in their body and mind. Yet, even though it was an exhausting job, to this day, it is still one of the most invigorating experiences I have had as a high school student. This choice to teach has allowed me to continue teaching in different environments, and I now ultimately wish to a chance to teach in the JET program. Through my experience in teaching, teamwork, and music education I can bring an enjoyable school life for the Japanese students while sharing my experience as a foreigner that can pique interest for people of Japan.

In the first grade, I picked up a clarinet. It was my sister’s, collecting dust while waiting for me to play it. From the moment I produced my first sound, an ear-piercing squeal that frightened my dog, the path of my life took a turn for the better. I began teaching myself for the following three years, along with learning from my sister how to properly play the beautiful instrument. The music pushed me out of my comfort zone: concerts that forced me onstage, tests that made me play difficult songs, and teachers that pushed me to be an exceptional player. From the shy elementary school student I used to be to the outgoing band member I take joy in being today, music has shaped my everyday life.

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.

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

In pages 55-60 of Green’s book, On Teaching Band: Notes from Eddie Green, the author discusses the successful introduction of playing instruments to students at the approximate age of 11-13 years. He offers techniques to maintain student engagement when beginning to teach instrument-playing. Green states that he prefers to keep a neat classroom to encourage students to be equally organized. He also determines the physical needs of the classroom, including wire stands and playable instruments for each student, stating that he prefers the students receive their instruments at school.

I had heard stories for years about the high school music teacher, Mrs. Smithgall, before my freshman year. My older brother was active in the music program and often talked at length during family dinner about the repertoire chosen for each concert; naturally, when I came to the high school, I was excited to meet the woman who would be guiding me through four years of advanced music study. I had no idea that she would grow to be my favorite teacher and one of my strongest advocates in high school.

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.

The first reason why The music he teaches reaches not only the students, but the people who come to hear the students and share in their experience. Even if you have never played an instrument or sang a song, once you spend time

INFORMATIVE SPEECH OUTLINE Your Name: Mark McDonald COMS 101 Date Due: 4/27/15 Organization: Topical pattern organization Audience analysis: I will be presenting this speech to an audience of three college age adults that are all Caucasian and attend Liberty. They are two females and one male.

Author Courtney Crappell writes the article, “Making Music Lessons Attractive Again”. She begins by asking her readers if they are interested in discovering ways to make music a better-known aspect of people’s everyday lives. She then moves on to explain what it is music teachers do. Music teachers are people who give individuals who seek musical knowledge, the tools to experience the world of music. At some point in his or her lives, Crappell states every person desires to learn how to play an instrument.

On September 27, 2013, this article was published by the Wall Street Journal. Written by Joanne Lipman, inspired by Mr. Kupchynsky about how tough teachers get good results. The article starts off with a memory of the author's childhood in New Jersey. About how Mr. Kupchynsky, a strict music teacher, was not afraid to call someone out or poke them with a pencil to correct them. However, when Mr. Kupchynsky died, former students and colleagues from all around came together to perform a concert in his memory. Even though Mr. Kupchynsky was a tough teacher his former students came together to form an "orchestra the size of the New York Philharmonic"(Lipman 1). In addition to this the author points out how successful Mr. Kupchynsky former students

Then when I’m done student teaching I will be the teacher probably in high school”. She wanted me to really know that the whole reason why she really got into music was her father, sister and old music teachers. They all have shown her so much about music and she only wants to give back to future kids that was given to her. While growing up McKensi said her sister started getting into music and she’s really the reason why she started having an interest in music. Her dad had a big part in picking this major also because throughout the day her dad would sing every moment. There was never a time he wouldn’t sing. Her old music teacher just inspired her to take what they taught her about music and give it back to other generations. McKensi’s old music teacher made her understand music in a way that she understood it to the point she wants to make students in the future be the best they can

At Indiana Wesleyan University, I facilitate courses in music appreciation and fine arts with an extensive knowledge of all periods and styles of music. As a full time professor at Anderson University, I taught all levels of Teacher Education courses and supervised student teachers in all content areas. Prior to that time, I taught for 18 years in public schools.

In one short week, my entire outlook on being a teacher morphed drastically. Until this time, I had an idea of what it was going to be like as a music teacher. These thoughts were simple and practical. Never did I realize how exhausting, time-consuming, stressful, and amazing it would actually be. This week helped me reflect upon my philosophy of music education. It also allowed me to work on certain goals that I would like to attain before I accept my first teaching position. The experience was an overall taste of what I will be experiencing full time in just over a year.

As I finished Elementary School, I got more and more into music. At my school, you could start playing an instrument in fifth grade. I chose the flute and would play it until the middle of my seventh grade year. My eyes had been opened to music during those last couple of years. My music teacher during those years was not my favorite. She would put on yearly musicals for each grade each year and teach us how to play instruments, but something was missing in her teaching that I couldn’t quite put my finger on. On the other hand, my band teacher during fifth and sixth grade was great. Ms. Gentes was my first band teacher and her love for music showed every time we would go to her for lessons. She wanted her students to love music as much as she did and would expect nothing less than our best.