1. Statement of Teaching Philosophy
As a teacher, I aim to perpetuate knowledge and to inspire learning. More specifically, as a musician and educational
leader, I introduce students and teachers alike, to a canon of musical works and ask them to articulate and apply their
individual reactions, both in large and small group performance and/or verbal debate settings, as well as in writing.
I not only present repertoire individually or in the classroom, but also teach independent critical listening, 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 literature and
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 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 listen to, understand, and
perform (in applied settings) a piece of music.
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 all music, whether as a listener or performer, with a more complete
awareness of its aesthetic and human significance.
As an applied instructor, I have extensive Suzuki training, and studied with John Kendall, the First American to study
with Shinichi Suzuki in Japan. The majority of my training is traditional, and feel that the progression of Suzuki
material and phiplosophies are appropriate for the beginning student, however, I believe that a strong infusion of
traditional technical studies applied with Suzuki philosophy will move students along very quickly and give them the
positive feedback necessary to maintain a desire to learn.