1. Kathleen G. Logan
Why Do You Want to Teach?
Why do I want to teach? It’s all about “one to five” and “five to one”!
Passionate energy. Reason number one is passionate energy. I carry a certain energy when my
music students are engaged and learning. It’s all about a passion for musical teaching and
learning and it’s all about providing opportunities for others to share that energy and to develop
their own kind of passion or excitement for musical discoveries - or for just the simple joy of
the making of the music.
I’ve been told. Reason number two is that “I have been told”. I have been told that I work well
with children and that I am a caring, patient and compassionate person. So reason number two
is that it’s always a good idea to use your gifts – especially to use one’s gift on behalf of others.
Teaching? Teaching is rendered on behalf of others.
Fancy words. Well actually, one fancy word: aestheticism. Reason number three has to do with
my own opinion, as well as those of some noteworthy experts. And that is, endeavors and
knowledge-building that offer aesthetic involvement bring so much more to the table than what
we can see in the moment. Children need accessible opportunities to “think their emotions” and
to “know their feelings”. One of the very best ways to offer this accessibility is to place music
studies on their plates. Music is digested in so very many different ways. And because music
and the learning of music can be digested so many ways, music and musical learning adds
individualized meaning to a human being’s life. The greatest of educational leaders and
philosophers, such as Howard Gardner and Philip H. Phenix, and music education philosophers,
such as Bennett Reimer, and the musical neuroscientist, Daniel J. Levitin, all agree. Their
findings and their writings wax rhapsodic, or rather, they wax empirically and philosophically,
on the roles of intelligence in music and the meaning that music adds to one’s often fragmented
life.
Simplicity of style. Reason number four is the simplicity of style: music education goes with
everything. While unique in itself, music education can also mix, match and blend; it can be
worn with, or rather, it can be integrated with other disciplines and topics. Hmm. Let’s take a
look! Music study can be accomplished via 21st Century skills. It can enhance 21st
Century
Skills. Music composition, music theory, music games, basic skills, audio recordings and audio-
visual recordings on the latest tech devices? Check. Integrate music with culture, history, math,
writing, or literacy? Check. Music performance for self-expression, entertainment, cultural
traditions and celebrations? Yes. Build skills, confidence and wonder in children who might not
excel in areas other than music? Oh yeah! Teach collaboration via ensembles or musical
problem-solving? You bet! The discipline and the art of music represent the ultimate heights of
interdisciplinary potential.

2. Reason number five. The reason I want to teach is related to the number five. You see, in music,
the number five is extremely important. So at this point, please bear with me as a mini-lesson
for “five in music” is about to ensue. It does lead to all good reasoning:
The musical interval of the fifth is called the “perfect fifth”. (An interval is the measure of distance
between two musical tones.) The interval of the fifth can never turn minor nor can it be considered
major. The fifth can only be perfect. The fifth tone of the music scale is known as the dominant tone
and it can be symbolized by the Roman numeral “V”. The fifth tone of the scale is the foundation, the
root, for the dominant chord. The “V” chord functions importantly within all of the greatest music - from
blues to jazz to rock and also within the realm of classical music. In its dominant seventh form, the
“V7” chord is the very powerful sound that leads, or as some music theorists may say, that draws or
that pulls, the listener’s ear back to the tonic. The tonic is the first tone of the music scale. It is
symbolized as the Roman numeral “I”. The tonic is often, not always, but most often, where the sound
of a music piece begins and where the sound satisfyingly ends. Figuratively, the tonic is home.
With the mini-theory lesson completed, why is it that I want to teach? This is why:
For me, teaching is like the perfect fifth. Teaching is perfect for me. It’s just what is naturally
meant for me to do. Teaching is my “dominant seventh chord”. Teaching leads me back to the
tonic. It is my “V7 to I” chord progression. Teaching pulls me back to home. Teaching is where
I belong.
And when I feel that I am where I belong, that is when I carry passionate energy. It is here that I
have returned to my tonic. Reason number one.
Kathleen G. Logan
Copyright: 8_8_2015