Teaching philosophy
My teaching philosophy is based on Constructivism—a learning theory which suggests that humans construct knowledge and meaning from their experiences. I translate this into my teaching by adopting student-focused strategies. When planning lessons, I ask myself questions such as “what should my students be able to do after this session?” and “what kind of teaching and learning activities are required to achieve that?”.
The University of Melbourne Sessional Teachers’ Handbook (2016) references Biggs (2003) and Ramsden (2003), highlighting that students adopt, depending on the task and situation, either a surface or deep approach to learning. Those who take a surface approach to learning generally:
Whereas, students who take a deep approach to learning generally:
Sometimes in the field of music, surface learning is necessary—such as rote learning to memorise note names or finger patterns. However, as a teacher, I strive to assist my students to move to the deep learning stage. I do this in three parts:
To support these three stages and organise my teaching objectives, I refer to the 2001 revision of Bloom’s Taxonomy (which uses “action words” to describe the cognitive processes by which thinkers encounter and work with knowledge):
My teaching philosophy is based on Constructivism—a learning theory which suggests that humans construct knowledge and meaning from their experiences. I translate this into my teaching by adopting student-focused strategies. When planning lessons, I ask myself questions such as “what should my students be able to do after this session?” and “what kind of teaching and learning activities are required to achieve that?”.
The University of Melbourne Sessional Teachers’ Handbook (2016) references Biggs (2003) and Ramsden (2003), highlighting that students adopt, depending on the task and situation, either a surface or deep approach to learning. Those who take a surface approach to learning generally:
- Have uncritical acceptance of information
- Rely on rote learning
- Focus on memorising isolated facts
- Do not relate what they are learning to prior knowledge or the real word
Whereas, students who take a deep approach to learning generally:
- Critically analyse information
- Look for meaning and connections to new knowledge
- Relate theoretical ideas to everyday reality
- Try to organise content and knowledge into a coherent whole while relating evidence and argument
Sometimes in the field of music, surface learning is necessary—such as rote learning to memorise note names or finger patterns. However, as a teacher, I strive to assist my students to move to the deep learning stage. I do this in three parts:
- Subject design: focus on the processes rather than the facts
- Teaching & learning activities: seek active engagement (rather than passive listening)
- Assessment: design assessment that encourages thinking, relationships, and connections
To support these three stages and organise my teaching objectives, I refer to the 2001 revision of Bloom’s Taxonomy (which uses “action words” to describe the cognitive processes by which thinkers encounter and work with knowledge):
Why do I teach?
Teaching Experience:
1. Private music teaching since 2009
2. Studio music teacher at Forte School of Music (Brisbane Australia) 2012-2014
3. Graduate Music Assistant, Tutor, Instrumental Teacher, and Accompanist at Wells Cathedral School (United Kingdom) 2015-2016
4. Academic Assistant at the University of Melbourne Faculty of Fine Arts and Music 2018
5. Long-distance Casual Flute Lecturer at Central Queensland University 2018-2019
Professional Development through the University of Melbourne:
- Past teachers have greatly enriched my music education and my growth as a person. I am inspired to pass on their knowledge and legacies.
- I want others to experience the joy of playing music. Whether that is playing piano and singing at home or performing a concerto with an orchestra, I want to teach others so they can also have these experiences.
- I enjoy the creativity required to understand each learner’s unique skills and needs.
- I feel a sense of reward when my student achieves their goals.
Teaching Experience:
1. Private music teaching since 2009
- Flute, piano, violin, and music theory
- Students ranged from age 8-60
- Both in-person and Skype lessons
- Prepared students for examinations (Australian Music Examination Board, Trinity College London, Australian and New Zealand Cultural Arts, Associated Board of the Royal Schools of Music)
- Prepared students for competitions, auditions, solo recitals, and group concerts
2. Studio music teacher at Forte School of Music (Brisbane Australia) 2012-2014
- One-to-one teaching of flute, piano, violin, music theory
- Group teaching of early childhood (6 months – 5 years) music programs (receiving specialised teacher training)
- Taught an average of 60 students a week
3. Graduate Music Assistant, Tutor, Instrumental Teacher, and Accompanist at Wells Cathedral School (United Kingdom) 2015-2016
- Wells Cathedral School is one of five musical specialist schools in the UK
- Year 9 tutor: oversaw pastoral, music, and academic progress of 12 music specialist students
- Classroom theory teacher: years 5, 7, 8, and senior students completing ABRSM examinations
- Aural teacher
- Chorister musicianship (year 7)
- Piano accompanist: Junior School choir and instrumentalists, Junior Ensemble choir, Cathedral Junior choir, extra instrumental concerts in senior school as required
- Junior String Ensemble and Orchestra: co-facilitator of weekly rehearsals and termly concerts
- Wells Cathedral School Symphony Orchestra: orchestra assistant during rehearsals
- Junior School Music assistant: class room assistant and some one-on-one teaching/accompanying
- Concert administration: bi-weekly lunchtime concert program writer and front-of-house assistance at concerts
- Leader and accompanist of community choir: weekly rehearsals and termly concerts for adults with no prior music education
- Instrumental teacher: flute and piano lessons
4. Academic Assistant at the University of Melbourne Faculty of Fine Arts and Music 2018
- Teacher for weekly two-hour flute class for undergraduate students
- Shadow teacher for Aural Studies Department
5. Long-distance Casual Flute Lecturer at Central Queensland University 2018-2019
- Teach one Bachelor of Music flute student weekly via Zoom video conferencing
- Examiner
Professional Development through the University of Melbourne:
- Teaching Induction ‘Contemporary Teaching Theories in Higher Education: Some Key Elements’ (14/02/2018)
- Teaching Skills for Graduate Researchers: Foundations of Good Teaching in Higher Education (09/03/2018)
- Teaching Skills for Graduate Researchers: FAQs – Managing Common Challenges in the Classroom (23/03/2018)
- Technology for Teaching and Learning (28/03/2018)
- Teaching Skills for Graduate Researchers: Strategies for Facilitating Active Learning (17-18/05/2018)
- Melbourne Teaching Certificate (completed 15/06/2018)