Teaching Philosophy

My role as an educator is not limited to teaching the curriculum. I strive to create a safe space where students can express themselves, take risks, and grow both musically and personally. I want our classroom to be a place where we all become better humans together—a reciprocal exchange in which my students and I learn from one another. Music has (and continues to) save my life, not in a literal sense, but by guiding me to where I am today. It taught me discipline, offered solace, and gave me a voice when I didn’t have the words. Sharing these gifts with students is at the heart of my purpose as a music educator.

Community is the foundation of my classroom. Students help select and study a culturally diverse repertoire that represents many voices. This allows them to see their own identities reflected in the music while also exploring traditions beyond their own. I believe that anyone who wants to learn music can learn music, and my mission is to guide them in finding the music inside themselves, in whatever form it takes. This means adapting instruction to meet individual needs and fostering inclusion at every level. As students build strong foundational skills through consistent, intentional practice, they also learn to collaborate, listen deeply, persevere, and support one another.

Students engage in both teacher-led and peer-guided assessment, allowing them to evaluate their progress and celebrate their growth. Encouraging them to take ownership of their musicianship prepares them not only for performance, but also for leadership beyond the classroom. Creativity is woven into everything we do; students make artistic choices, experiment, and express themselves through improvisation, composition, and interpretive decision-making.

There’s a remarkable moment that happens when a student finally plays a challenging rhythm they’ve worked so hard on, now effortlessly—or when they sight-read an entire piece with no mistakes. Their eyes light up with excitement and possibility, and being part of that process is truly heartwarming—like receiving an unexpected gift again and again. I hope students leave my classroom not only with musical skills, but with a deeper understanding of themselves and their potential. If they walk away feeling supported, challenged, and empowered—musically and personally—I will have fulfilled my purpose as an educator.