What does Person-First Music Educator mean?

I don't know about you, but labelling yourself as a musician is hard. Is it more important for your marketing if you are a singer, a soprano, a colouratura, an expert on Early Music etc.? The rabbit holes that you can go down are never ending, and often take away from who we are as multifaceted professionals, but most importantly as individuals.

The Person-First model of language is used in health and support circles for individuals with varying needs (See here!) For example I would label myself as a person with depression rather than a depressed person. This approach for inclusive and respectful language means to recognize the individual over any health concerns. It is important to note that every individual and community is different, and there are those who do not prefer this model of language.

How I marry this language with music education is through the concept of labelling. How do you label yourself? How would you like to be labelled? What is important for you as a musician? Some vocalists prefer not to be called musicians, but singers. Others find it very insulting not to be labelled a musician, meaning that they are less qualified than instrumentalists. What is it that defines you are a performer, scholar, and music adventurer? Is it the same for every musical/professional space?

More importantly is how to separate yourself from any career labelling. We can get so caught up in who we are as musicians that we lose all sense of identity. When you step into the studio or performance space, you are not a press and play musician. You come into the space as a fully realised person, with physical and emotional needs which are far removed from music making. Did you have a fight with your partner? Did you witness a car accident while you were driving? Is it your birthday? Did you have enough to eat today? All of these questions (and SO many more) play into who you are as a music maker.

As an educator, how can you shift to thinking about the individual before the musician? Often we have so little time in a week with a student that we want to see how much they practiced, if they have any musical notes or questions, how much did they retain from last week, how much theory should be done vs aural skills etc. etc. etc. The list of technical considerations is endless, but I implore you to think about the person in front of you. How is your space set up? Is it warm, inviting, engaging and inclusive? How do you speak to your students? Do you ask about their day? Do you remember their activities, friends names and pets? Are you able to connect with them on a personal level?

It's been my experience that if you are able to genuinely make connections and build relationships with students, the more they are able to consider making "mistakes" and being bolder in their musical choices. Your students are whole people, not just pianists, singers, guitar players or theorists. They are vulnerable people bravely coming into your space to engage in music.

What are some ways that you put the student before the music?