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Abstract - As a young teacher that is still fairly new to the profession, I am constantly striving to find a balance in my own teaching practice that honours both the traditional past of music making, as well as infusing a more creative, constructivist, and inquiry-based approach within the classroom. This article explores my personal perspective, the ways in which I have had to reexamine what my role as teacher looks like in a music classroom - where I am a co-learner with my students. This approach illustrates how allowing for greater student autonomy in the classroom helps to facilitate an environment where risk taking and creativity are the norm, and why we need to consider embracing a sense of vulnerability that teaching in this way invites.
Introduction
Throughout my life, I would say that most of my own music making experiences both inside and outside of the classroom encompassed what is defined as being very traditional in nature. I started playing trumpet and piano around the age of 9, and spent years working with private teachers and mentors learning how to play with good technique, read music correctly, and construct an understanding of what a good classical music performance should be. Growing up, I spent a lot of time playing in brass and wind ensembles, and spent countless hours practicing my instruments alone; attempting to achieve the impossible standard of perfection that I felt I needed. As I progressed through my musical studies, the stakes seemed to get higher and higher. Admittedly, I initially thrived in this sort of environment. There was familiarity in it and I liked how things were very black and white. During that time, I believed that there was no grey area. It was easier without a grey area because it required very little thinking on my part, and as a result, I was less vulnerable because I knew exactly what was expected of me. Generally, I was able to get by and be successful as long as I did exactly what I was told to do. There was little to no room for interpretation or creativity in my own in my music making. After all, it was the role of my teachers and conductors to tell me...