Elementary/General Music (Grades 2-5)


If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music.

-Albert Einstein


Welcome to Mr. Coulter's music class! It is with great pleasure I have the opportunity to teach music to the elementary school students in grades 2-5 starting this year. On this page you will be able to find out what is happening in our class, access other links and resources, and remain updated with important news and events. 

First off, I must share my philosphoy of music education and objectives for teaching music to students here at St. David Schools. 

Mr. Coulter's Philosophy of Music Education

    Music is a beautiful trait that allows us to creatively express ourselves in many ways. It's emotional as it can display thoughts or moods in the human mind, whether or not it intends to do so. Music is also a diverse human practice. It's been a big part of people's lives since the birth of civilization. It's present in almost every culture in some way, shape, or form, whether or not the practice of the music is presentational or participatory. But one might ask, "Why is music important?" There is no single direct answer to this question. I believe that music is important for multiple reasons. Being involved in a music program stresses many life lessons, including being on time, being prepared, managing time efficiently, and practicing active listening skills. Kids' lives should be taught through music, and people in society should realize that music is a universal language, and it should be included in elementary and secondary education. 
    According to music education philosopher Bennett Reimer, "Any single aspect of the music program - a performing group, a general music class, a composition lab, a listening-focused course, and so on - can be, in and of itself, a valid instance of aesthetic education. Aesthetic education attempts to nurture characteristic interactions with music, and those interactions can be achieved in any and all aspects of a total music curriculum" (Reimer 10). Simply put, music education should be a part of people's lives and the K-12 curriculum because it plays a role in developing the cognitive learning process. Without music education,  students would not have an aesthetic experience. 
    In order for students to have an aesthetic experience, success needs to be achieved. I define musical success as "the sense of pride in a musical performance." An example of success can be seen when a group of students and an audience are highly satisfied after an excellent music concert. The musical performance experiences are one of the things that students will remember the most through their experience in a music program. It's important that musical performances are met with high expectations. Perfection, however, is not a trait that I support. Instead, I support the idea of excellence. Excellence happens when music students feel proud and realize that they've done everything in their power to make a music concert successful for an audience and the community. When excellent performances occur, students become thirsty for more aesthetic opportunities and strive to maintain a high level of musicianship. This is what I consider to be a successful, winning music organization.

Music Classroom Rules

In order for a safe and positive learning atmosphere to take place, students must abide by the following rules in the music classroom. 

1) Follow directions the first time they are given and thereafter. 

2) Raise your hand and wait for permission to speak. 

3) Stay in your assigned seat unless given permission to do so otherwise. 

4) Respect everything and everyone - keep hands, feet, and objects to yourself.

5) Keep your voice to an inside working level. 


If a student chooses to break a rule, the following consequences will occur. 

  • First Time: Name on board and verbal warning.
  • Second Time: Check next to name.
  • Third Time: Two checks next to name and phone call to a parent. 
  • Fourth Time: Three checks next to name and student sent to the office. 

*Severe Disruption: Student sent immediately to the office. 

Names and checks will be errased each Friday afternoon and students will start with a "clean slate" for the following week.