Rebecca Griswold

Experienced professional music educator with a strong background in lesson planning, curriculum development, and student engagement. Collaborative and adaptable, consistently achieving positive outcomes by working closely with colleagues and responding to changing needs. Known for creating a supportive and productive learning environment, highly reliable and committed to fostering growth in students. Skilled in various teaching methodologies, instrumental techniques, and music theory, successfully developing and implementing engaging curricula that enhance students' musical abilities. Additionally, demonstrates proficiency in classroom management and student assessment, ensuring a well-rounded educational experience.

Fostering Musical Expression Across Diverse Learners

Music education holds a unique place in the Pre-K through 12th grade curriculum, transcending boundaries to cultivate essential skills and nurture the whole child. My teaching philosophy centers on three essential methods learned in the Master in the Arts of Teaching program and in the belief that my endorsement area, music, is a powerful tool for social and emotional learning (SEL), embraces diverse learners with varying levels of English Language (EL) proficiency, and harnesses the potential of technology to create engaging and inclusive learning experiences.

First and foremost, music is a catalyst for social and emotional growth. Through music, students learn to communicate their feelings, collaborate with peers, and develop empathy. In my classroom, I prioritize creating a safe and inclusive environment where students can express themselves freely. By integrating activities like group improvisation, composition, and reflective discussions, I encourage students to explore their emotions and connect with others on a deeper level. Through music, students develop self-awareness, self-regulation, and interpersonal skills that are essential for success in school and life. I also am a strong believer in creating trusting relationships with my students. The most effective teachers leverage dynamic social exchanges best by incorporating their relationship -building efforts in the context of teaching and learning - which affirms for students that they have the right to school, that their school identity can co-exist peacefully with their social, ethnic, racial, and gendered identities, and that meaningful relationships with individuals in school can extend to relationships with academic content, as well (Stembridge, p. 88). I feel that it is key for educators to make the effort to get to know our students and form appropriate relationships because students who feel heard and seen will ultimately do better academically in any subject.

Recognizing the diversity of learners in today's classrooms is essential. I am committed to meeting the needs of English Language (EL) and Multilingual (ML) students and teaching in a culturally responsive way. Music is a universal language that transcends linguistic barriers, making it an ideal medium for language acquisition. I employ a differentiated approach, utilizing visual aids, gestures, and simplified language to facilitate understanding for EL students. For ML learners, I celebrate their cultural backgrounds by incorporating music from their heritage into the curriculum, fostering a sense of belonging and pride. Inclusive music education ensures that every student, regardless of language proficiency, can actively participate and thrive.

Technology plays a pivotal role in enhancing music education. I harness the power of digital tools to create immersive learning experiences. From interactive music composition software to virtual music ensembles, technology allows students to explore music in innovative ways. It also enables me to provide personalized feedback and resources, catering to individual learning styles and pace. However, I am mindful of striking a balance, ensuring that technology enriches rather than replaces the human connection in music education. Ultimately, my goal is to inspire a lifelong love of music in my students while equipping them with the SEL skills and linguistic proficiency needed to succeed in an interconnected world.

In summary, my teaching philosophy revolves around the transformative potential of music education. It empowers students to navigate the complexities of the human experience, bridges linguistic gaps, and leverages technology for inclusive learning. By nurturing the social and emotional development of Pre-K through 12th-grade students, embracing diversity, and harnessing the tools of the digital age, I aim to create a vibrant and inclusive music education environment that fosters creativity, empathy, and lifelong musical appreciation.

References

Stembridge, A. (2019). Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy. (1st ed.). Routledge.