Statement of Teaching Philosophy

I have the utmost confidence in this next generation. Their passion about the world and their place in it inspires me with such optimism for the future. Consequently, it is a huge responsibility to guide them in their musical education. My teaching philosophy reflects this holistic, modern approach, inspired by Bronfenbrenner’s Ecological Systems Theory. His research showed that different environments influence one’s behavior and self-understanding, from the immediate home environment, to the classroom, to the macrosystem of cultural norms and values. Similarly, I help my students integrate their musical studies with their experiences, thoughts and surrounding environment.

My guiding principles are creativity, resilience and curiosity. I encourage students to express their individual creativity. Often, their unique traits are what drew them to an artistic practice initially. Bronx-based teaching artist and flutist Nicole Camacho says that “we are ourselves when we create,” and my job is to help reveal that self through my pedagogy and instruction. Accompanying this encouragement is honoring and cultivating a student’s talents and abilities. This involves responding empathically to concepts they gravitate towards naturally. This in turn leads to inspiring confidence through movement: performing music is an active endeavor and joyful, natural movement is a creative part of musical expression.

Resilience is a physical and mental practice. I prompt students to enter into full somatic awareness at the start of each lesson, with the goal being longevity at their instrument through correct posture and movement. I couple high expectations with concrete goal setting; research has shown that setting specific, challenging goals often have the best outcomes. Mistakes are always a learning opportunity, and many challenges can be deconstructed with a tenacious spirit coupled with trust in the learning process.

Curiosity is openness towards the learning environment, the musical material and sounds themselves. As Sister Corita Kent wrote in her Ten Rules for Students and Teachers: leave “plenty of room for ‘x’ qualities.” Often I will ask my students what drew them to a particular piece in the first place or what they find curious and interesting about a favorite spot in a work. I find that motivating students is infinitely easier by leading with curiosity and kindness than by any other force.

With an open mind and a comprehensive awareness of the self and others, the music-making experience can be an exuberant and rewarding journey.