1. Statement of Teaching Philosophy
As a teacher, I aim to perpetuate knowledge and to inspire learning. More specifically, as an educational leader, I
introduce students and teachers alike, to a canon of literary and/or musical works, language studies, and/or sciences,
and ask students to articulate and apply individual reactions, both in large and small group settings/performances
and/or verbal debate settings, as well as in writing.
I not only present repertoire/literature/all subject material individually or in the classroom, but also teach independent
critical study, evaluation, and, in an applied setting, step by step application and execution. To this end, I seek a
balance between lecturing and demonstration while asking for individual discovery. I encourage students to engage
fully with the applicable topic or topics at hand, both with me and with each other, in the belief that excellence in
teaching depends upon intellectual exchange (student to student, professor to student, artist to student, conductor to
ensemble).
My approach to student assessment reflects two goals. First, the student is expected to master a body of knowledge
by demonstrating on exams (and/or in juries) a familiarity with all studied works, ie. Literature, composers, pieces,
concepts, and terminology, (and execution for applied students), studied in the course.
Second, students are given the opportunity to reflect upon the material in applicable written and/or performance
assignments, emphasizing critical thinking, listening, and/or performance skills acquired throughout a semester.
My standards are high. I help students meet expectations and standards by providing office hours, review sessions,
weekly performance classes, recital performance opportunities, and opportunities to submit draft papers and
revisions. When necessary, I provide one on one additional engagement and remediation.
I believe in a flexible manner of instruction, responsive to the unique personality and character of a given class and/or
individual. In a large lecture, small seminar, or one on one applied instruction, I make myself aware of each students’
varied background, experience, and temperament, while working toward developing strengths while ameliorating
weaknesses. Every student, regardless of background, can improve his or her ability to learn and to understand the
subject material at hand.
My wish is for Every student to be emboldened to push beyond their own experience to expand their skills. In the end,
it is important to me that each student approach life, literature, science, and music, with a more complete awareness
of the aesthetic and human significance of all knowledge.