Mr. Silva's StoryAs a person from Indio, it was impossible to realize that the clarinet would be my path to Cal State Long Beach.
At the urging of a church friend, I somewhat reluctantly decided to explore the band program in middle school. The clarinet was my choice for a simple reason: I was able to get a decent sound out of it on the first try. With no musicians in the family, that note – if it could be called an actual note – opened up an entire world. I went from dancing with the radio to quickly advancing through music books. In fact, my teacher would not believe me at first when I told her I was ready for new material. I continued making music throughout high school with the marching band, jazz band, district honor band, and community orchestra. I even found myself as drum major in my junior year of high school. With all that, I never thought of my future in music until my band teacher asked me, “Are you going to be an artist or a band director?” as we worked on a prop for a performance. The potential that he saw in me made the next step seem possible. The next hurdle was a familiar one for any first generation college student. I didn’t know where to start the process of selecting and applying for college. My middle school teacher, who originally encouraged and supported me, attended CSULB. She was an amazing teacher, so I assumed she had attended a great program. The more I explored, the more CSULB kept coming up. I came to the university for the first time to complete my entrance audition for the Bob Cole Conservatory of Music. It was unknown to me that I was also competing for a new scholarship. Following my audition, I was offered the scholarship, thanks to the generous gift of Bob Cole. I clearly remember my parent’s faces when they learned that I would not only be attending college, but I also had financial support. They were excited for me because a dream was coming true. My experience at “The Beach” has been amazing. Although I was a little intimidated starting freshman year, things proved very different. I have made great friends and formed wonderful relationships with highly accessible faculty, sharing their knowledge and support. My goal is to become a high school music educator. Maybe, one day a music student will be looking at schools to attend and think, “Mr. Silva went to Cal State Long Beach. I should give it a try.” |
My Educational Philosophy As a music educator, choosing the most effective methods and strategies for teaching remains of high importance to ensure that my students will receive a comprehensive and thorough education in the study of music. Students should be provided an education in music that will be accessible for all, that will satisfy the inclusion of all students, and that will also implement the use of music technology to further enhance learning.
Exposing students to a vast array of musical genres, avoiding teaching only “school music,” could greatly maintain their musical passion and interest. In addition, students should be provided with several opportunities to learn from local professionals in an effort to help deepen their appreciation for music. Furthermore, providing the study of music from other cultures and how music performance takes place around the world can also further deepen their musical experiences. Providing the historical context of any music that students study and perform will allow them to gain a deeper understanding of the work, further assisting them to perform the music at a more intelligible level. Ensuring that students learn the composer’s intentions behind composing the piece can further enrich their artistic perception of the music. Utilizing music technology will enhance student’s learning in the classroom. As an example, the interactive program, Smart Music, is a program I can expect to assist me in encouraging and promoting students to practice their music and provide for accurate assessment. By using this software as an instructional tool, my hope is to motivate students to become excited about practicing and remaining current with the assigned music. Students should be encouraged to actively become aware of their surroundings and listen to the music that constantly plays around us. Music students should learn to become aware of how music plays a role in the daily lives of all people outside of the music classroom and should learn that everyday life is surrounded by music. Students should feel encouraged to learn, be motivated to go to class, and feel confident that they are receiving quality education. As a music educator, I strive to be enthusiastic with my teaching and try to present the material in a way that the students will comprehend and attain the best learning experience possible. No student enjoys attending a class taught by a teacher who presents the material apathetically. If the teacher does not really care about what they teach, the students will fail to care about what they are being taught. My goal is to passionately present musical material in a way that the students could also relate. The development of a student, both musically and professionally is my highest priority. No student should remain stagnant throughout the school year(s) in my music classroom. Each student should be assessed to ensure that all are progressing in their studies in music. By administering occasional playing or singing exams, the teacher can assess the progress of the students. In addition, implementing a portfolio project will document all students’ progress as a musician. Scale studies, recordings of solo literature, written music theory exams, and recordings of Smart Music playing exams are some elements that could be incorporated within this portfolio project. Witnessing a student develop as a musician and as a human is one of the greatest elements of teaching. Music tends to lend itself to many different emotions. When listening to a soft piano solo, one may typically feel calm or peaceful. Beethoven’s Fifth Symphony, on the other hand, might make someone feel anxious. By having the students attempt to link the music being studied either a personal experience or an emotional state, the students might be able to relate to the music better and could have a better opportunity to become one with the music. The ultimate goal is to provide an education in music where students will learn to strive to play more than just notes on a page. After teaching students the basic fundamentals of music, the students will be encouraged to try to emote with the music, and eventually communicate emotions through stylistically playing the music as appropriate. When the students can determine a way to relate to the music on a more personal level, the chances of them appreciating music are higher. |
Resumé
Irvine Unified School District
Long-Term Substitute (Grades 7-8), Jeffrey Trail Middle School February 2015
Jazz 3 and Parade Band Instructor (Grade 9), University High School January 2015-present
· Instructed and improved student performance in three string and two band classes
· Conducted a concert performance with all Jeffrey Trail Middle School ensembles.
· Provide a balanced jazz education for incoming freshmen students.
· Direct and facilitate rehearsals for a 50-piece parade band.
University High School, Irvine, CA September 2014-present
Instrumental Music Student Teacher (Grades 9-12)
· Created and implemented common core oriented music lesson plans in an interactive learning environment
· Selected grade-level appropriate music literature for performance
· Planned and directed music rehearsals for string and band classes, including differentiated instruction for English learner and special needs students
· Assisted with marching band competitions to prepare students for performances
· Conducted concert performances.
Irvine School of Music, Irvine, CA July 2014-present
Private Clarinet Teacher (all ages)
· Selected skill level-appropriate repertoire for students
· Coached clarinet students in increasing tone quality, musicality, and technical abilities
Los Amigos High School, Fountain Valley, CA February-May 2014
Clarinet Coach (Grades 9-12)
· Evaluated and helped improve students’ ability to perform music on their instrument
· Facilitated and supervised after school clarinet rehearsals
Long Beach BLAST, Long Beach, CA September-December 2013
Mentor (Grade 6)
· Mentored a sixth-grader identified with Asperger’s Syndrome
· Supervised and assisted the student with completion of his homework using differentiated strategies
Edison High School, Huntington Beach, CA September 2013-May 2014
Extra Assignment Specialist (Grades 9-12)
· Assessed students’ performance of music of study and facilitated woodwind rehearsals to improve the quality of musicianship and coached the students to improve their performance of marching band music
· Facilitated woodwind section warm-ups at marching band competitions
Wilder Music Summer Camp, Indio, CA June 2013-August 2013
Music Teacher (Grades 3-8)
· Created interactive lesson plans for instruction on beginning piano
· Conducted rehearsals to prepare students for their performance
Long-Term Substitute (Grades 7-8), Jeffrey Trail Middle School February 2015
Jazz 3 and Parade Band Instructor (Grade 9), University High School January 2015-present
· Instructed and improved student performance in three string and two band classes
· Conducted a concert performance with all Jeffrey Trail Middle School ensembles.
· Provide a balanced jazz education for incoming freshmen students.
· Direct and facilitate rehearsals for a 50-piece parade band.
University High School, Irvine, CA September 2014-present
Instrumental Music Student Teacher (Grades 9-12)
· Created and implemented common core oriented music lesson plans in an interactive learning environment
· Selected grade-level appropriate music literature for performance
· Planned and directed music rehearsals for string and band classes, including differentiated instruction for English learner and special needs students
· Assisted with marching band competitions to prepare students for performances
· Conducted concert performances.
Irvine School of Music, Irvine, CA July 2014-present
Private Clarinet Teacher (all ages)
· Selected skill level-appropriate repertoire for students
· Coached clarinet students in increasing tone quality, musicality, and technical abilities
Los Amigos High School, Fountain Valley, CA February-May 2014
Clarinet Coach (Grades 9-12)
· Evaluated and helped improve students’ ability to perform music on their instrument
· Facilitated and supervised after school clarinet rehearsals
Long Beach BLAST, Long Beach, CA September-December 2013
Mentor (Grade 6)
· Mentored a sixth-grader identified with Asperger’s Syndrome
· Supervised and assisted the student with completion of his homework using differentiated strategies
Edison High School, Huntington Beach, CA September 2013-May 2014
Extra Assignment Specialist (Grades 9-12)
· Assessed students’ performance of music of study and facilitated woodwind rehearsals to improve the quality of musicianship and coached the students to improve their performance of marching band music
· Facilitated woodwind section warm-ups at marching band competitions
Wilder Music Summer Camp, Indio, CA June 2013-August 2013
Music Teacher (Grades 3-8)
· Created interactive lesson plans for instruction on beginning piano
· Conducted rehearsals to prepare students for their performance
Drs. Regena and Bob Cole
I have to thank Dr. Regena and Bob Cole for their generous gift to the Bob Cole Conservatory of Music, which allowed for many students to receive music scholarships. In 2008, I was awarded a scholarship to attend CSULB to study music. I could not be more grateful and I am so happy to have attended such a fine institution. Click Here to hear me speak about my experiences at BCCM. Scroll down to the video under " Day 1 - January 22, 2013 - Part 2" and search for 17:17.