Enosburg Falls High School

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Bio:
 
Vermont born and raised. Starting off my life in Montpelier (the capital of our great state) I graduated from Montpelier High School class of 2004. Next I moved on to the University of Vermont to get my Bachelors of Science in Music Education the fall of 2008. It took a little while of substitute teaching and being a summer camp counselor before securing my position here at Enosburg as the Vocal Music Teacher in 2009.
 
When I am not teaching I enjoy being in various music groups like the Enosburg Town Band, the now defunked Enosburg Jazz Band, Enosburg Chorus, and the Vermont Symphony Orchestra Chorus. Along with music groups since coming to Enosburg I have taken quite a liking to performing in musicals and plays on the Enosburg Opera House stage being both a lead role, member of the ensemble and even music director.
 
One of my favorite parts of this job is the chance I get to work with students over many years and even outside of the school environment growing their musical knowledge and skill. Some of these opportunities include music festivals and conferences.
 
At school my courses and commitments include:
  • 5th Grade Chorus
  • 5th Grade Instrumental Lessons
  • Middle School Chorus
  • Middle School Drama
  • High School Chorus
  • High School Select Chorus
  • High School Music Composition
  • High School Quarterly Recap
  • High School Musical Production Director
 
 
 

Rachael Sherman

Music Education Philosophy

 

As a music teacher, I believe that all students, regardless of socio-cultural differences should have music education as a fundamental part of their education from pre-k through high school, during the school day. I believe that through music education students can build connections internally and with others, in ways that develop their capacity as emotionally healthy human beings to achieve highly within their personal relationships, careers and society. To start any educational endeavor, all classrooms should cultivate a culture that support students with safe environments that encourage belonging, build self-esteem and encourage students in self-actualization. This all begins with a music teacher who is guiding with joy and passion, not only for the subject of music but for the students being taught with the overarching idea that all students deserve the right to achieve.

Every student should have the opportunity to participate in diverse musical environments. Classes need to allow students to function as observers, participants, creators, and teachers in music classes. Experiences should focus on developing depth of meaning in music rather than focusing on the breadth of the subject. Opportunities to engage in learning beyond the classroom within the local community and greater community should be encouraged to all learners with consideration on skill level of the learner and the quality of these avenues.

Collaborative and independent opportunities for students to engage in the classroom to pursue their own passions in music are important. A well rounded musician needs to work independently with focused determination for self improvement and still function within a musical ensemble to best serve the group as a whole. Going beyond the classroom for student learning and collaboration into global and professional settings allows students to see their learning outside of the school curriculum and in the setting that they will become a part of as lifelong musicians. Collaboration and music experiences should happen within the classroom, at festivals, in community bands and choirs, as well as other avenues of musical relevance.

  • Technology needs to be incorporated with purpose to achieve authentic learning and collaboration crossing the divide of popular culture in the classroom.
  • All music classes need to have a classroom within the school that is built specifically as a music space fitting for the class.
  • The community has a responsibility to financially support school music as students deserve quality educators, equipment, musical instruments and sheet music.


It is the job of the educator to lead with joy for music and a focused implementation of the National Music Standards that is well scaffolded to the ability level of the students. Performances are celebrations of learning, focusing on the effort and growth in the development of new skills with less focus on perfection and more centered on personal and group excellence. Effort, growth, and achievement, regardless of degree, should be recognized and celebrated. The end goal of a school music program should not be to grow every student into a professional level musician, but to cultivate and nurture a love of music that will follow students into their adult life.

 

Updated: July 4th, 2016