Teaching Philosophy

“My philosophy behind teaching is guided by my goal to serve the needs and desires of my students while developing them into holistic “citizen-musicians.” This term refers to artists who practice their art in reference to the broader context of their society and culture and make their voices not only heard, but matter. I deeply value educating my students in music history, various musical traditions, music theory, and non-Western repertoire. I hope to create skilled musicians who speak intelligently about culture and the histories that have shaped our society. To me, the title of a “citizen-musician” is a call to action. It requires musicians (and specifically, teachers), to understand that they have great power over the world they are creating. It demands that we act with care and nuance, knowing that the way we conduct ourselves, the way we treat others, and the decisions we make in establishing a curriculum have long-lasting and profound effects.

This responsibility is something I bring to my teaching methods. I practice a careful balance of encouragement and criticism. The way I speak to my students effectively delivers the lessons they need to hear, while lifting up their feeling of capability. A student who leaves a lesson feeling incapable is a student who has learned nothing. I believe that the culture of classical music is transient and can change quickly when those in positions of power will it to do so. As a citizen-musician, I am not only capable, but required to create the change I want to see in the world.

The breadth of repertoire and styles I encourage my students to explore is part of this philosophy. In addition to traditional pedagogical tools (i.e., Suzuki Method, Essential Elements, etc.), I often draw upon folk, jazz, and improvisational traditions to inspire creativity and technical progress. Additionally, I encourage the exploration of new works of music and music written by underrepresented composers. I feel that this is not only a sound pedagogical decision, but important for students of underrepresented demographics to see themselves reflected in the culture of classical music.”