My sense of purpose as a music teacher is grounded in the belief that all children are inherently musical, curious, and creative; that human ability is diverse and dynamic; and that nurturing students’ strengths and passions enriches their lives. First, I center my planning and instruction on the “why” of music-making—the powerful, humanizing ways we experience and engage with music in our lives and in the world:
We make music to reflect and express our individual and shared traditions and experiences.
We make music to connect and communicate with others.
We make music as an active response to personal experiences and social movements.
When anchored in these three practices, the “what” of music education—musical skills and concepts—can be acquired in deeper, more meaningful, and longer-lasting ways. Second, I want my students to leave as skilled, curious, and courageous musicians. Through shared, collaborative experiences, I hope they build strong connections with one another and carry fond memories of our time together. I also want them to understand that music can comfort them in difficult moments, express what words cannot, tell their own stories, and connect them to the stories of others. Finally, I draw on my understanding of Social-Emotional Learning, Culturally Responsive and Sustaining Education, and neurodiversity—along with my personal and professional experiences—to ensure that every student feels welcomed, included, and celebrated.