Why Perform

Written by Carol Macfarlane & Jen Vincent

Performance is an essential component of learning at Montcrest, particularly in The Arts. As we approach our first return to concerts, we thought it timely to unpack the purpose and intentions behind our Music program. Guided by our Learning Principles, we will take a walk through the WHY of performance.

Music naturally brings people together, whether it be casual circumstances such as classes or clubs, but also for a larger purpose, such as singing our national anthem for an occasion. Through this common interest, relationships are authentically forged through dedication and love of practice and/or performance.

Each ensemble (class, choir or band) works to build a sense of safety and belonging, recognizing the strengths that each individual brings to the creative process.

Co-operative and supportive relationships among teachers and students are fostered. Teachers encourage the students to become independent, creative and enthusiastic learners who are engaged and aware of the musical worlds around them.

Learning about and participating in music teaches critical thinking, problem solving, teamwork, discipline, creativity and self-esteem. These are skills that transfer to all academics and other aspects of daily life through adulthood.

Music is an essential component of a child’s education. In elementary music, students focus on singing, playing instruments, improvising, composing, reading and notating music, as well as analyzing, evaluating and integrating music with other academic disciplines. This skill-based approach spirals learning through each grade level and continues through more advanced musical studies.

Wonder is evident in every performance decision. Exploring musical expression through dynamics, tempo, phrasing, and articulation helps students communicate their musical ideas and brings all music to life.

Music is integral to every human culture and opens doors to understanding others through a universal language. Over twenty years of teaching together, we have tried to bring intentionality to our choices of listening and playing, experiencing culture through music, choosing repertoire from diverse cultures, learning music from traditions around the world, and selecting performances from a wide variety of composers.

Connections to community, history, genres, and traditions are made through purposeful units throughout the grades and curriculum.

We hope this helps articulate the importance we place on performance and the privilege it is to come together as a community both as a performer and audience member.

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