Keep the Whole World Singing!

Dear Reader, 

I am in the process of applying to the Brigham Young University School of Music right now. As part of the application, there are a couple of essays about my motivations for wanting to teach music. I wanted to share my response to this question because I want to make it clear how I feel about music. Just the other day, I was walking down the street with a friend, talking about careers when I realized that I don't talk much about how much I want everyone in the world to be able to participate in music. As an experiment, I started singing. Sure enough, my friend started singing along with me. 

With that in mind, here are the question and my response. 

An analysis and discussion of your motivation to teach. Why do you want to teach classroom music as a career?

The principle reasons for wanting to teach classroom music come from experience both inside the classroom and out. Music educators have so much power to influence the lives of everyone around them. Evidence has repeatedly been shown through university-level studies and personal experiences.

A study conducted by researchers at Harvard University (PLOSONE) done during 2013 analyzed the results of watching almost 60 case studies. During the study, half of the participants were trained musicians and the other half were not. The measurements for this study centered on executive functions, which include planned, controlled behavior, and academic achievement. The results of the study showed that the musicians and those who regularly practiced musical skills had higher levels on their executive functions. This study is just one example of many others that have shown that participation in musical programs, vocal or instrumental, increase test scores in schools.

In addition to this researched evidence, I have had my own experiences with music education. My experience consists of the educators I have worked with and the benefits I reaped from participating in music. These benefits include, but are not limited to, increased self-confidence, belonging to a group, and a developed work ethic.

Using my own experience, there is one example of belonging to a group and building self-confidence. In 2014, I was able to perform with the Brigham Young University Barbershop Club at the International Barbershop Harmony Convention in Long Beach, California. This was an excellent opportunity to be part of large group of my peers as we worked together to make something beautiful. Every rehearsal with the group of thirty university men was essential in a formation of self. With regards to building self-confidence, the best boost came from the brilliant performance and helpful feedback we received from music professionals at the convention. Although it was not necessary to build the fraternity or self-confidence, it did help to receive several awards and perform at the special champion show during the convention. I want to teach classroom music in order to help others find that sense of belonging to something large and gain that sense of confidence in their abilities.  

In order to demonstrate the importance of classroom music for a solid work ethic, I will describe the concerto night of my senior year in high school. Each year at Olympus High School, there is a special concert for musicians to show their solo abilities while playing with an orchestra. The preparation for the audition and the concert itself required lots of preparation. Several dozen hours went into practicing and rehearsing with the orchestra each month to prepare for the final event. The work ethic for all of the solo performers was very efficient. I put the most effort into that event than most other endeavors in my life.

Acquiring these attributes of discipline and confidence, in addition to the benefits that come from music, I believe that teaching classroom music is one of the most important jobs on the market. My wish is that every person possible can understand what they can reap from participating in classroom music and other music as well.