Embracing Constructivism: A Reflective Journey in Teaching Music
A reflection on the philosophy of teaching
As an educator in the field of music, I have always been intrigued by different teaching
philosophies and their impact on student learning and growth. Among these philosophies,
constructivism has stood out to me as a powerful approach that aligns with my beliefs and
experiences in teaching music. This reflection explores my journey in applying constructivism in the
music classroom, the challenges I encountered, the benefits I witnessed, and how this philosophy
has transformed my perspective on education.
Constructivism is a learning theory that posits learners actively construct knowledge by
building upon their previous experiences and understanding. It emphasizes the importance of the
learner's role in constructing meaning and acquiring knowledge through personal experiences,
interactions, and reflections. This philosophy resonates with me in the context of teaching music, as
it places the student at the center of the learning process and encourages creative exploration.
Adopting constructivism in my music classes was a transformative process. I started by
shifting from a predominantly teacher-centered approach to a student-centered one. I began to
engage my students in active discussions, encouraging them to share their thoughts, feelings, and
ideas about music. This not only enriched the learning environment but also encouraged a sense of
ownership and empowerment among the students.
Constructivism emphasizes self-discovery as a fundamental aspect of learning. In my music
classes, I implemented various activities that encouraged students to explore different musical
genres, styles, and instruments. By allowing them to take charge of their learning journey, I noticed a
remarkable increase in their motivation to delve deeper into music and develop their unique musical
preferences.
Constructivism also highlights the significance of social interactions in the learning process. I
incorporated group projects and ensemble performances in my curriculum to promote collaborative
learning experiences. These activities not only enhanced students' teamwork and communication
skills but also allowed them to learn from one another. Witnessing the growth of a supportive
musical community within the classroom was incredibly fulfilling.
Implementing constructivism in the music classroom did present its share of challenges. Not
all students were initially comfortable with the level of autonomy and responsibility it demanded.
Some struggled to articulate their ideas or lacked the confidence to explore new musical territories.
However, I found that providing a safe and non-judgmental environment, along with consistent
encouragement and guidance, helped students overcome these hurdles.
One of the most rewarding aspects of embracing constructivism was witnessing the genuine
joy my students experienced in their musical explorations. Learning became a meaningful and
enjoyable process, rather than a mere academic endeavor. Their enthusiasm and curiosity were
infectious, and I found myself learning alongside them, gaining fresh perspectives on music through
their unique lenses.
In conclusion, integrating constructivism into my teaching philosophy has been a profoundly
enriching experience. This approach has not only transformed the way I teach music but also
rekindled my passion for education. The focus on student agency, self-discovery, collaboration, and
meaningful learning has brought about positive changes in both my students and myself as an
educator. Embracing constructivism has solidified my belief that teaching is not just about imparting
information but about nurturing a lifelong love for learning. As I continue on this journey, I look
forward to further exploring and refining my teaching practices to create a nurturing and
empowering musical environment for all my students.
Necias D. Chiong Jr.
Teacher III