I teach because I see the best in people

TEACHING PHILOSOPHY

My top priority is molding confident and successful artists. I teach because I see the best in people, and I find joy in helping them discover and bring it out. I use a multifaceted approach that provides my students with a wide variety of tools and perspectives to empower them throughout their lives and careers.

COLLABORATION

I believe collaboration is an essential tool in building confidence. No two singers are alike and discovering how their talent contributes to the field of musical activity requires a true partnership of ideas and feedback. I begin by cultivating physical awareness through body mapping and observing contrasts between opposite motions or configurations. I use leading questions to help students learn to verbalize these sensations. This allows us to build a common vocabulary and an awareness of the type and degree of adjustments that are immediately possible. When a student discovers a beautiful sound, I will ask them to teach me how to make that sound, encouraging them to think analytically and building a process memory that they can call on in later practice and performance. The self-reliance that my students develop through this process inspires a sense of ownership of their instrument and strengthens their resilience.

CONNECTION

I treat my students with respect, openness, and humility to create a safe space for exploration and discovery. I expect to learn as much from my students as they learn from me and emphasize the ongoing nature of learning and growth. I share the good, and bad, stories of my own vocal development to show empathy and understanding while providing the perspective of age and experience. My students often respond with trust and vulnerability that allows us to pursue authenticity in their performance. I stress “connection over perfection” as the ultimate objective in performing. Together, we investigate the why for our singing and what we want to share in each performance. The self-reliance my students have built allows them to shift their analytical, ego-driven thoughts to the back burner and focus on the message.

EXCELLENCE

I believe in the constant pursuit of excellence. I set goals with my students and teach them to break them down into achievable steps. I expect my students to take initiative for their development by seeking out challenges and opportunities for growth. I respect ambition and competitiveness as motivators for success. Because the music field is so competitive, I advise my students on professional development such as building relationships with mentors and colleagues, professional etiquette and demeanor, and business and financial skills.

INCLUSIVITY

Inclusivity and unity of the human experience is the very nature of our art form. I believe in amplifying ethnic and gender diversity in my teaching through collaborating with colleagues of different backgrounds, introducing my students to repertoire and writings by under-represented composers and scholars, and encouraging discussion and questioning of implicit bias in personal and collective musical settings. I also believe in equity within education through recognition of learning styles and flexibility of modifications. I have experience teaching students with varying levels of intellectual and developmental disabilities and have found my collaborative teaching style to be very effective in tailoring study to highlight each singer’s strengths and address their areas for growth. I believe that everyone has something to say and should be empowered to share it.