My teaching philosophy is grounded in the belief that all students deserve equitable access to music-making and the joy of creative expression. Music education offers powerful opportunities for cultural exchange, personal growth, and emotional expression, and it plays a vital role in helping students make sense of themselves and the world around them. As an educator, I view my role not as the sole authority, but as a facilitator and mentor who provides students with the tools, access, and encouragement needed to continue their lifelong journeys as musicians and learners.

At the core of my practice is a commitment to creating a safe, inclusive, and nurturing learning environment where the process of music-making is valued over the final product. I strive to design experiences that honor student voice, curiosity, and creativity while meeting students where they are. By centering access and flexibility in my teaching, I work to remove barriers that can prevent students from fully participating in music education.

Music learning is also deeply connected to critical thinking, collaboration, and social awareness. I believe students benefit from being invited to question and reflect on the contexts in which music is created, shared, and valued. Whose voices are heard? Whose stories are amplified? Who has access to musical spaces and resources? Encouraging students to engage with these questions helps them develop as thoughtful, empathetic musicians who learn from one another and value multiple perspectives.

Performance and collaboration in my classroom are approached expansively, with multiple pathways for participation and expression. While traditional ensembles remain meaningful, they are not the only way students can engage in musical community. Offering varied modes of music-making including composition, improvisation, movement, and creative projects allows more students to see themselves as musicians and contributors.

Ultimately, my goal is to foster learning spaces where students feel a sense of belonging, agency, and possibility. By honoring diverse identities, experiences, and ways of knowing, I aim to support students in developing not only musical skills, but also confidence, independence, and a lasting connection to music.