My music education philosophy are based on the philosophy practices of aesthetics, cognitive psychology, and functionalism.
Aesthetic music education philosophies focus on preparing students to perceive and respond appropriately to musical works as art forms. In comparison, cognitive psychology approaches human thought processes primarily from psychology, anthropology, linguistics, artificial intelligence, neuroscience, and philosophy. Functionalist
approaches to music education emphasize teaching music in a way that supports the social, physical, moral, and intellectual development of students in a com-
monitor society.

Music education aims to establish a standard among music practices and principles to give all academic fairness in learning. Education growth is the goal through any means necessary.

The student’s role in music education is to be the blank canvas in the masterpiece process. To come prepared to class every day ready to embark on a journey within their skills. To evolve physically, mentally, and emotionally within music maturity. To understand the process of learning and to have a symbolic relationship between themselves and the teacher to obtain complete development of the taught material.

The teacher’s role in the music education setting is to guide the student on the road to success in the appropriate manner to obtain optimal results in the growth and development of music knowledge. To show the student the correct technique and build the proper fundamentals to have a strong foundation for a later musical career.

The music teacher’s role to the community is to establish a new standard of learning where it exceeds the classroom and reaches audiences in inspiring ways allowing the educational learning to get students, families, and friends of the community. To push academic boundaries to educate others on the importance of music education in the city. To advocate the hard work and commitment it takes to create beautiful works of arts in students and repertoire.