Teaching Philosophy

My passion for music has always been driven by education. I began my academic career as a music education major. I always thought I wanted to be a high school band director so that I could lead students towards the same musical gratification that gave me a sense of purpose. When I pivoted to music performance after my third semester of undergrad, my goal was still to teach; just at the collegiate level instead. Some of the most consistently rewarding experiences in my life have come from leading students to understand a concept and grow in their craft. That being said, I thoroughly enjoy working with high school students in my private studio. I have been incredibly fortunate to work with a group of hard-working and passionate individuals.

Over the past few years of collegiate teaching through graduate assistantships and, eventually, my first collegiate position at Mississippi State University, my pedagogy has changed, but my philosophy has not. I firmly believe that any music program, whether in a studio or large ensemble environment, should be an opportunity for students to attempt and improve. Learning a musical instrument is not an inherently natural process; therefore, careful consideration should be given to measuring improvement rather than immediate success. I always tell my students that my job is not to judge them. My job is instead to offer constructive criticism and assign materials to address any inadequacies. This approach is aligned with customized, student-centered learning.