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Arthur, a native of New York City, Arthur attended the Manhattan School of Music and the High School of Music and Art. After graduating with special honors in music education from Lyndon State College in 1972, he began teaching music and was appointed chair of the Fine Arts Department from 1986-96 at Spaulding High School in Barre, Vermont. Arthur has been a guest choral director for all of Vermont's district music festivals. He has returned to conduct in several districts as often as three times. Arthur continues to enjoy conducting for both Publ9ic Schools, Music Festivals and Church Music Festivals. |
Videography by zazvideoproductions.com |
A Candidate for National Teacher of the Year Today the world's population seems to be trapped, more than ever before, in the tentacles of materialism. In our own nation we experience the breaking up of families, caused in many cases by the lack of solid family valued foundations. In times such as these, our schools and teachers assume an Importance that goes beyond the function of a building and the traditional roles of educators. Schools and teachers are now substitutes for homes and parents a statement intended to reflect the reality of today.  As teachers we must pull from our inner selves a spirit or force beyond acquired knowledge. This is needed to inspire our students, In particular, the neglected ones. Today, teachers must be willing to extend their vision beyond the classroom. teachers.. must be willing to identify the desperate needs of children assigned to us as students. We must be willing to become students. We must study and learn what caused the tragedies of our times and how to find cures. The entire educational system now has to be more than a system intended for the intellectual development of the students. Everyone that works in the system must be willing to provide an image of credibility and an aura of spiritualism - and above all, faith and respect toward other human beings. Of course we, the components of the educational system, like our students, are inhabitants of the planet earth. We are affected by the same social dramas. And yet because of the profession we choose, we MUST find within ourselves the strength and power to overcome our personal problems. We must draw from our own experience; and, we must convert our own suffering into positive lessons. This will enable us to serve humankind to the fullest. These are times of extraordinary importance. The lack of respect for human life is shown to us on a daily basis. Pointed fingers do not solve problems. Working together with a common goal, towards positive solutions is, in my mind, the only way. Whatever positive solutions come about should collectively establish a safe world for the children of tomorrow. We listen to the students who come into our lives, and we know that all the above can be done. Through their voices we hear the tenderness of humanity; in their eyes we see a quest for love and acceptance. |
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Philosophy of Teaching I start with the sincere belief that every child is a good person, who deserves my respect and trust. I come to each day's classes feeling good about myself and good about what the students and I will accomplish together this day -- for learning Is a cooperative adventure.
 It's not part of my philosophy to "control" children, rather to provide an atmosphere that encourages learning. One of my main teaching goals is to help students feel good about music, so an atmosphere of good humor, good will and even joy Is most appropriate one for learning in my classes. We immerse ourselves in music - hearing it, analyzing it, sharing our pleasures in it. I give quizzes immediately after teaching a small Increment of a subject. This reinforces what was Just learned, and each student sees how easy it Is to acquire the habit of success. I end class with a guaranteed success - such as singing a number the class has mastered.
Because knowing the Joy of music is one of my basic teaching objectives, I evaluate my work simply by noting whether the students are happy about coming to class and being in class every day. I look for evidence in each student of a growing ability to recognize better music. Another measure of progress in the general school environment is the attitude of the student body toward my students, their musical competitions and performances. The truth that Individuals are different is the foundation of my teaching philosophy, so it permeates everything I do as a teacher. I differentiate between the personal and musical needs of each student. I provide opportunities for success for every student, regardless of talent. For the more talented ones, I plan a high-school "career' of continuously more challenging work. In several cases, students have gone on to higher levels in college or in the musical world. I point out that a chorus is a perfect example of how individual differences In voices, blended and disciplined, can harmonize into a beautiful end result. In my own behavior in and out of class, I try to be a good model of a musician and person. I plan every minute of every school day -- before class begins, so I can stay on top of the situation at all times. I always assume that students want to learn about music. I also have long-range plans, such as making Spaulding High School a musical "power" at a level that's appropriate to the size of the school. I point for concerts because they bring in many values, skills and attitudes in a context that's exciting, important, and fun. The drive to learn -- in this care, by preparing for an event -- is sharpened by knowing that other students, teachers, the principal, and parents will be seeing them perform. |
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