Teaching Philosophy
To me, teaching is more than a job; it is a creative process through the development of relationships, articulation of my own learning process, and connection of my practice to the next generation of percussion artists. I believe in nurturing the holistic development of students through the exploration of technique, musicality, creativity, critical thinking, cultural expressions, and community through a diverse range of genres. These are the values foundational to my teaching practice:
Curiosity is indicative of an inquisitive spirit. As humans, I believe it is our responsibility to learn continually because it implies an openness to change. I once read that the most dangerous phrase in the English language is, “That’s the way we’ve always done it.” Unless we are curious, change is impossible. I foster curiosity in my life and the lives of my students through personalized instruction and mentorship, recognizing that every student has unique strengths, weaknesses, and learning styles.
Cultural and Historical Context recognizes that music is not created in a vacuum. It is our responsibility as musicians and educators to understand and discuss the cultural and historical contexts for the music we play. The near universality of percussion instruments in music cultures around the world offers a rich tapestry of cultural expressions to explore, both historical and contemporary.
Inclusivity and Diversity is crucial because everyone deserves to be welcomed, respected, and valued, especially within education. I strive to create positive classroom cultures where all students respect each other, create strong connections with their peers, and challenge themselves intellectually regardless of their background, identity, or abilities. I believe the instructor plays an outsized role in creating studio culture and I hold myself to the highest standards of ethics, professionalism, integrity, respect, and dedication in order to create an inclusive and diverse classroom culture.
Habitual Creative Practice requires discipline. To reference the choreographer Twyla Tharp, we all inherently possess strands of “creative DNA,” and through consistent, disciplined practice we develop our aesthetic identities. I believe my responsibility is to create curricular structures for students to engage in positive practice habits, allowing each individual to explore various musical styles, experiment with different techniques, and develop their own artistic voice.
Excellence is the driving force behind the work we invest ourselves in. I place a strong emphasis on the development of technical proficiency to support informed musical expression. By creating an environment that encourages critical thinking, problem solving, and independent learning, I challenge students to push beyond their comfort zones, enabling them to meet industry standards in technique, musicality, and professionalism across a diverse range of music performance and teaching scenarios.
Collaboration and Ensemble Skills are essential as a performing musician and music educator. I believe that music ensembles like orchestra, band, jazz combo, percussion ensemble, and contemporary chamber music, are essential in a percussion curriculum because the majority of professional work as a percussionist is collaborative. My percussion curriculum design emphasizes ensemble playing as a key part of the technical and musical content of applied lessons. Further, my extensive experience as a cross-disciplinary musician composing, performing, improvising, and designing sound with contemporary choreographers, theatre and visual artists is a model for music students wishing to take their music beyond traditional career paths.
Versatility and Technology are important tools in the life of the contemporary artist. I believe firmly in developing dexterity across disciplines as a performing artist. We must also harness the best of music technology in compositional tools, recording, and interactive performance software to enhance student learning experiences and creative outcomes.
Above all, I believe in a student-centered approach that prioritizes people and emotional intelligence as described in this message I received from a former percussion student:
“…you genuinely seemed to care about me as a student, and one particular moment before the percussion ensemble concert stands out. When I arrived so late, I expected you to be furious, but your first reaction was to ask if I was okay. That simple question brought me back to the present and prepared me to perform. It seems to me that anyone can learn to teach, but there's a personal element which is more elusive, and even more important than the technical ability to teach.”
As an educator and mentor, it is my goal for students to be professionally prepared to engage with their musical community through the disciplined, creative, and culturally informed development of their own aesthetic music practice.