Music Education and The Whole Child

• Lisa Marie LeBron
• Posted 8/12/24
• 0 comments

I decided to challenge myself and accept a job at a Montessori school.  The experience has expanded my professional growth and opened new avenues for my students to learn music. Experiencing the Montessori philosophy has changed my perception of the musical pedagogies I use in teaching. The book “The Montessori Approach to Music” by Dr. Maria Montessori & Anna Mancherroni has been instrumental in my discoveries.  

Anna Macherroni was both a musician and a Montessori teacher. She helped design the Montessori Bells and Chimes used in Montessori classrooms worldwide.  She and Dr. Montessori also collaborated in writing the music methodology for their program.  Montessori’s original writings emphasize the importance of movement and sensory work when introducing music to young students.  

When I learned of this philosophy, the connections between pedagogies became apparent.  I reflected upon my studies of the music philosophers of Pestalozzi, Orff, Kodaly, and others and their beliefs in the connection between movement and other sensory associations such as singing and playing. 

The whole child’s development is attained by focusing on the child’s physical, social, emotional, and cognitive needs. Music meets all these needs! Using movement in our classrooms through folk songs and dances, world drumming, and other cultural studies creates structure. Developing the child’s ear with song and instrument playing supports their cognitive development. We further increase cognitive development as students learn musical theory. However, Dr. Montessori and other music philosophers agree that written theory, although important, is not necessary in developing a child’s musicality at a young age.  

Most importantly, music is uniquely capable of meeting children’s social and emotional needs. Our students make unique connections with the music we select to sing and play, the activities they participate in, and create bonds with others in ensembles. I soon realized guiding students in their individual musical journey does not mean a classroom without structure, but allowing students to have voice in the work we do as a class.   

In addition to teaching general music, I have had the opportunity to create an activity called Music Work Cycle. In Montessori schools, a work cycle is where students individually work on lessons and assignments at their own pace. During these Music Work Cycle students work on individual projects driven by their interests. Music Work Cycles have quickly become some of my students’ favorite classes!  As a teacher it amazes me at how students work with traditional general music classroom materials in new and innovative ways.  

I encourage you to consider implementing Montessori philosophies in your music room.  Allow students the freedom of exploring music from a different perspective.  Finally, allow yourself grace as you step into this new adventure! 

Because no one language is rich enough to give expression to the gushing life within… he speaks, he writes, he draws, he sings like a nightingale in the springtime. – Maria Montessori

Lisa Marie

Lisa Marie LeBron

Lisa Marie Lebron is a K-12 Music Educator in Tampa, FL. She holds an undergraduate degree in Music Education from The University of Tampa and a masters degree in Music Education from Teachers College, Columbia University. Since the start…

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