As we navigate the ever-evolving landscape of 21st-century music education, educators must transcend the role of mere instructors and instead become catalysts for transformative learning experiences. I firmly believe in embodying the role of a "guide on the side," nurturing collaborators, critical thinkers, and effective communicators through the power of music education.

 

Traditional paradigms in today's educational milieu give way to innovative approaches that celebrate diversity and inclusivity. The rise of informal learning methods, such as the 'garage band' approach, and the recognition of self-taught musicians signify a shift towards valuing diverse musical journeys. Furthermore, technology integration has revolutionized music learning, making it more accessible and inclusive for a broader spectrum of young musicians.

 

As music educators, our responsibility extends beyond merely focusing on musical content, skills, and performance. We are entrusted with the profound task of guiding students towards a personal understanding of how music intertwines with their lives and the lives of others. Our role is empowering budding musicians to become lifelong, self-reliant creators, fostering a deep connection with music transcending mere replication.

 

Resonant with Paulo Freire’s philosophy, I reject the archaic "banking approach" to education; I advocate for a pedagogical framework that prioritizes active engagement and experiential learning. By immersing students in creating, performing, and responding to music, we empower them to forge meaningful connections with their personal experiences, fostering a deeper appreciation for the art form.

 

Drawing inspiration from educational luminaries such as Pestalozzi and Lowell Mason, I champion a pedagogical approach emphasizing sound before symbol. By valuing the national standards for music as guiding principles rather than rigid objectives, we create a conducive environment for nurturing collaboration, communication, and creative critical thinking.

 

I am a restorative practices teacher who integrates restorative principles and techniques into my teaching approach. I build relationships, foster community, and resolve conflicts constructively and empathetically. I emphasize dialogue, empathy, and understanding.

 

My research interests are deeply intertwined with my teaching philosophy. I focus on leveraging technology in education, exploring social constructivism and constructionism as effective learning approaches, advocating for gender-neutral considerations in choral music education, and addressing the unique needs of LGBTQ and other historically marginalized students.

 

My teaching philosophy is rooted in the belief that music education is not merely about imparting knowledge but about igniting a passion for lifelong learning and self-discovery. I am committed to remaining at the forefront of this dynamic field, continuously evolving and innovating to ensure that every student has the opportunity to unlock their full potential through the transformative power of music.