District 65 Mission Statement
We believe that studying the art of music in childhood trains the brain for higher levels of thinking and reasoning, promotes positive self esteem and self discipline, and has a profound, positive effect on children’s lives and futures. District goals are in accordance with the National Standards for Music Education.
We believe that a connection should be made between:
USING music – for singing and listening enjoyment, and acquainting children with the world around them
LEARNING music – developing an understanding and knowledge of the musical process, and
CREATING music – providing an opportunity for all children to make music together.
We believe that studying the art of music is an essential part of the lives of all people and all cultures. Music can embrace, enhance, and support all other subjects and still maintain its own integrity as that special intelligence we call music.
Personally, I follow an eclectic approach to teaching music and to reaching curricular goals through the use of several pedagogies including Dalcroze, Kodaly, and, fundamentally, Orff. The Orff approach to music education engages students in making music through singing, movement, playing pitched and unpitched percussion instruments, improvisation, and composition. Student learning is achieved through imitation, exploration, conceptual understanding, improvisation, and assessment. Assessment is largely ongoing and informal, yet also includes self, peer, and teacher-directed evaluations. You can read more about the Orff Schulwerk approach to music education here.
We believe that a connection should be made between:
USING music – for singing and listening enjoyment, and acquainting children with the world around them
LEARNING music – developing an understanding and knowledge of the musical process, and
CREATING music – providing an opportunity for all children to make music together.
We believe that studying the art of music is an essential part of the lives of all people and all cultures. Music can embrace, enhance, and support all other subjects and still maintain its own integrity as that special intelligence we call music.
Personally, I follow an eclectic approach to teaching music and to reaching curricular goals through the use of several pedagogies including Dalcroze, Kodaly, and, fundamentally, Orff. The Orff approach to music education engages students in making music through singing, movement, playing pitched and unpitched percussion instruments, improvisation, and composition. Student learning is achieved through imitation, exploration, conceptual understanding, improvisation, and assessment. Assessment is largely ongoing and informal, yet also includes self, peer, and teacher-directed evaluations. You can read more about the Orff Schulwerk approach to music education here.