Faculty Profiles

Georgia A. Newlin

Associate Professor

Performing Arts Center Room 209

General Information



D.M.A., The Hartt School, University of Hartford (2004)

M.M. M.Ed. with Kodály emphasis, Holy Names University (1988)

B.S. M.Ed., West Chester University (1984)

Licenses and Certifications

Licenses and Certifications

Permanent Certificate to Teach K-12 Music, Pennsylvania.

Personal Statement

Personal Statement

Personal growth is the true purpose of education. Real learning is not to make us fact-full, but is to give each person the skills to bring herself to fruition as a human being – to lead a happy life and to become a productive, caring member of society in order to live life with eyes wide open through the feeling of being truly alive. For me, I am best able to lead students to understand themselves through music, the place where my talents and passion reside.

In my mind, the aim of a liberal arts education is to help students develop a broad understanding of human knowledge and the human condition. Tied to this breadth is the opportunity to develop fundamental intellectual skills such as effective oral and written communication, critical analysis and reasoning, and a perspective that takes into account diverse ideals and ideas. In order to create broad-minded graduates capable of complex understandings with a passion for lifelong learning, a liberal arts education must instill durable habits of the mind such as self-reflection, ordered learning, ongoing questioning, and personal evaluation of argument and evidence. These characteristics help an educated person imagine possibilities beyond her own immediate experiences – essential in forming moral judgments and for acting creatively, and recognize that differences, which may be profound, can also be complementary. Healthy knowledge makes people smarter and happier, and a mind cultivated through the liberal arts is open to the enjoyment of itself and of the arts.

It is within the liberal arts philosophy that I most enjoy teaching underpinned by my personal ideals that music is a distinctive form of human expression, that all societies interact within and outside of themselves through musical engagement, and that through learning and understanding music deeply people come to know themselves and others in a meaningful way. To paraphrase Zoltán Kodály, the real goal of music education, then, is to teach, not only music, but the whole individual in order to educate the soul.

As an educator and advisor at the collegiate level, I open the door to allow personal (yet, professionally appropriate) relationships with my students, encourage them to think for themselves and lead them to plan for the future in the broadest sense – not just for a particular career but also for personal fulfillment. By approaching the broad idea of self-control through personal connections with many different aspects of college life, such as their musical preferences, students become aware of their ability to make good choices for themselves that others may previously have made for them. Learning these initial skills of personal decision-making lays the foundation for making more difficult life choices later on.

Fortunately, these types of learning opportunities are created by excellent educators in numerous classrooms of various age-groups every day, thus leading students towards the true purpose of education – personal growth and development.

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