In this article, I will shortly explore the path to being “extraordinary” and to educate being “extraordinary.”  There is a nuanced and yet deep distinction between being “out of the ordinary” and “extraordinary,” It is not just a matter of linguistic subtlety, but encapsulates a profound conceptual divergence, especially when we look into the realms of ethics, education, and notably, music. The extraordinary definition speaks to the heart of what it means to excel and to stand apart from the norm in a manner that is not only different, but superior.

In our quest for distinction, the nuanced difference between being “out of the ordinary” and “extraordinary” is profound. To be extraordinary is to embody a higher standard of excellence, virtue, and achievement—a goal that necessitates a commitment to integrity, honesty, and responsibility. Inspired by personal experiences and a pedagogical commitment to nurturing these virtues, this article explores the journey toward embodying extraordinariness, with a particular focus on music education.

Understanding the Dichotomy

The concept of being “out of the ordinary” often celebrates just a deviation merely for the sake of difference. You can be out of the ordinary in a certain context and very ordinary in a different one. My own name, Antonella, is very ordinary in Italy, but our of the “ordinary” in a different country. I can be a farmer in New York City, and consider myself “out of the ordinary.” Or I could be a Wall Street expert farming in a rural community, and still consider myself “out of the ordinary.” Right?

It is a matter of perspectives and context.

While innovation and creativity might be sparked, the absence of a guiding ethical framework can render such deviation from the ordinary directionless or ethically unsound. In educational contexts, this pursuit of novelty for novelty’s sake risks overshadowing the intrinsic value of learning, measured by its divergence from the norm rather than its depth and quality. I can live isolated in a campus far from the civilized world and try to be out of the ordinary because of that, or I could easily become a Buddhist monk and isolate myself from the civilized world without leaving my hometown, and yet become extra-ordinary because of my moral and ethical values.

We can label a bottle of wine in many different ways. It is the content of the bottle that matters, not the label.

In music, this perspective about the “out of the ordinary” can lead to a focus on superficial innovations—alterations in technique, style, or form that, while different, do not necessarily enrich the musical art form. Music that is merely different, without a deeper engagement with technical mastery, emotional expression, or ethical considerations, overall motivation and vision, may fail to resonate meaningfully, lacking the impact and longevity of truly extraordinary work.

The Essence of Being Extraordinary

Extraordinariness implies a qualitative leap beyond just being different. It encompasses a synthesis of skill, depth, and ethical engagement that elevates an individual’s personal growth and work to superior quality and impact. In music, this means transcending technical proficiency to achieve a profound emotional and intellectual connection, grounded in integrity and honesty of the artistic expression.

This leap is obviously challenging: integrity, honesty, and responsibility become the foundation upon which true extraordinariness rests, directing the pursuit of excellence toward constructive ends and ensuring that innovation serves a purpose greater than self-praise.

Educating for Extraordinariness

In the educational settings, embedding these values is of highly importance. Educators must guide students to strive not merely for difference but for a deeper sense of purpose and quality in their endeavors. This educational methodology values innovation and creativity while embedding a strong moral compass, urging students to make meaningful and beneficial societal contributions. It is about working hard in order to achieve a life vision that will be beneficial not only to one individual, but to the entire society.

The distinction between being “out of the ordinary” and “extraordinary” is foundational to our understanding of excellence. In music, the potential for profound expression and connection necessitates a commitment to higher values. The journey to extraordinariness, while challenging, offers a path to lasting impact and fulfillment.

HOW TO EDUCATE TO BE EXTRAORDINARY

To cultivate extraordinariness in education, particularly within music, requires intentional strategies that will foster a deep sense of purpose. This section outlines practical approaches and pedagogical philosophies aimed at guiding students toward becoming extraordinary individuals in their artistic endeavors and personal lives.

1. Cultivating a Growth Mindset

Encourage students to embrace challenges, persist in the face of setbacks, and see effort as the path to mastery. A growth mindset, as opposed to a fixed mindset, helps students understand that their talents and abilities can be developed through dedication and hard work—essential qualities for achieving extraordinariness. We can all grow as individuals; from the moment we are born to the moment we die.

2. Embedding Ethical Considerations in Curriculum

Integrate discussions about ethics, integrity, and honesty into the curriculum and into your teaching practices. In music education, this could involve analyzing the ethical dimensions of musical works, the responsibilities of performers to their audience and society, and the implications of artistic choices. Encouraging students to consider these aspects in their work promotes a holistic approach to their art, ensuring that their pursuit of excellence is grounded in strong moral values.

3. Fostering Creative and Critical Thinking

Encourage students to explore and question their thoughts and decisions as coming from themselves and their intuitions rather than from the “culturscape” they live in. Creativity is not just about generating new ideas but also about critically evaluating and refining those ideas. In music, this might mean experimenting with different compositions, interpretations, and presentations, while also critically assessing their impact and effectiveness without attachment or judgement. Teaching students to think both creatively and critically supports their journey toward becoming extraordinary musicians and thinkers.

4. Promoting Collaborative Learning

Extraordinariness often emerges from collaboration. By working with others, students can learn from diverse perspectives, challenge their assumptions, and achieve outcomes greater than the sum of their parts. In music instruction, collaborative projects could include ensemble performances, composing as a group, or interdisciplinary projects that combine music with other art forms or subjects.

5. Emphasizing Reflective Practice

Encourage students to journal and reflect on their learning processes, performances, and creative works. Reflection allows students to recognize their growth, understand their mistakes, and identify areas for improvement. It fosters a deep, personal engagement with their work, pushing them to strive for higher standards of excellence. It gives them benchmarks to achieve that are self-regulated.

6. Providing Real-World Applications

Link educational content to real-world contexts and challenges. This approach helps students see the relevance and impact of their work beyond the classroom or concert hall. In music, this might involve projects that address social issues through music, performances in community settings, or exploring the role of music in societal change.

7. Celebrating Diversity and Individuality

Recognize and value the unique contributions of each student. We are all unique being and each one of us can strive to be extraordinary on a certain path of life. Extraordinariness does not conform to a single mold; it emerges in varied forms and expressions. By celebrating diversity and encouraging students to explore their individuality, educators can foster an environment where extraordinary talents are nurtured and appreciated.

8. Setting High Expectations

While it’s important to recognize the individual growth and effort, setting high expectations challenges students to push beyond their perceived limits and to push the boundaries of their limiting beliefs. Expectations should be realistic but aspirational, encouraging students to aim for excellence in their endeavors.

 

Educating to be extraordinary is a multidimensional journey that transcends the mere acquisition of knowledge or skills. It involves nurturing a deep sense of ethical responsibility, fostering creativity and critical thinking, encouraging reflective practice, and promoting collaboration. This approach to education not only enriches the lives of the students but also contributes to a culture that values and strives for higher standards of excellence and integrity.

About the author:

Dr. Antonella Di Giulio is a pianist, scholar, educator, and music professional with a Ph.D. in Music Theory and Historical Musicology based in Grand Island, NY. Her innovative research on music semiotics and analysis intersects with her work in education, where she has trained teachers for the Bertelmanns Foundation, presented workshops and professional development courses for educators and founded the online platform, MusicaIQ. As a certified teacher trainer, clinician, entrepreneur, seasoned performer, and researcher, Antonella’s multifaceted background contributes to her comprehensive and insightful perspective on music, cognition, and education.

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