Teaching Philosophy

When it comes to teaching my philosophy is simple: embrace challenge. For me this is not only a mantra, but it is that which guides me when I consider my evolution as a pedagogue, the success of my students, and how I can contribute to the greater whole of music education.

When I began my collegiate teaching career in 2009, I thought that the key to being a successful teacher was “holding the line.” After many failures, I realized that a “line” that applied to all students did not exist. It was during the earliest stage of my career that I came to accept the reality that being an effective teacher requires a willingness to evolve, an immense amount of empathy, and a great deal of humility. I believe that the solutions to the many challenges we face as educators, and the challenges music in higher education in the 21st century is facing, lie within the aforementioned elements of effective teaching.

We must not cling to structures that have systematically excluded large swaths of the general public—we must evolve. As educators, relating to our students on the most basic levels of living in the 21st century can only strengthen our connection to them, and foster greater enthusiasm within future generations. Viewing the struggles of our students through the lens of our own past is a recipe for disconnection, making it all the more important for us to operate with a genuine sense of empathy and compassion. In spite of the countless positive outcomes that higher education has produced, it is important that we, as educators, acknowledge the ways in which we have fallen short. Having the humility to acknowledge our shortcomings and the conviction to improve the methods by which we reach current and future students is of the utmost importance. In music education, despite our many successes, we have fallen short. With the coming demographic shifts and ever-changing social climate, we must embrace the challenge to do better.

Music in higher education in the 21st century faces significant challenges. How we elect to engage with future generations will ultimately determine our success. I believe that if we continue down a path that places Western-European classical music at the forefront of musical training, we are destined to fail. In my own teaching, I prioritize the incorporation of music from around the world into my curricula. The diaspora of world music has had an immeasurable effect on the music and media our students are consuming, and failing to incorporate this truth into our curricula only creates a greater divide between those of us teaching and the students we work so hard to reach.

I strive to maintain an open mind when it comes to how I define musicianship. There are many young people who are performing and creating highly sophisticated music with no more than a laptop. Does the fact that they can’t read standard notation or have general proficiency on a particular instrument make their artistic contribution less valid? Being a teacher is not only working with students who fit within a particular model, it is engaging with any and all students in a way that ignites their creativity and furthers their enthusiasm for making contributions that address the needs of the larger community.

If we, as music educators, have the courage and conviction to embrace challenge, I believe our programs will produce measurable outcomes that will improve our standing in higher education. If we resist the temptation to work in silos, and rather engage with departments across campus, the incredible talents of 21st century students will undoubtedly raise awareness of the important role music education plays in providing a well-rounded education to all students.