Teaching goes beyond the podium; it is a lifestyle. To be a music educator creates versatile artists of the highest caliber, with experience across the full range of instruments and musical styles, and the ability to capitalize on whatever opportunities may come their way. Equally important, music education equips students with the skills and training to create their own opportunities and become leaders in the ever-expanding musical world. Teaching is an asset to my own work and a creative process through the development of relationships, articulation of my own learning process, and joining of my practice to the next generation. Exploring the foundations of music with students by drawing on Western and Non-western musical sources, I strive to inspire their curiosity, develop creative practice, exercise critical thinking, develop versatility, and encourage excellence. As a teacher, I design each class to stretch the mind intellectually, the body physically, and offer practical exercises for instant creative experimentation. Ultimately, it is my goal for students to develop musical competence through listening, analysis, and technique and to inspire musicality and creativity within their own aesthetic artistic practice. Informed performance builds self-esteem and confidence.
In my classroom I make use of modern technologies as well as teaching tool. Integration of audio and video recording tools and “smart classrooms” aid in providing a diverse and integrated learning environment. I strive to provide quality resources for achieving success in an ever-evolving music profession. Being an active member of the Percussive Arts Society, Texas Music Educators Association, and Texas Bandmasters Association is one way in which I remain connected to performers, educators and researchers from around the world. This allows me to stay current with up to date performance tools, resources, and musical trends within the profession. My cognate, music education, focuses on Universal Design for Learning and the myriad ways it aided my curriculum design when teaching students with Dyslexia and whom English is a second language.