Educational Philosophy

As a public-school music educator, I believe music is a powerful form of human communication- a language, in many ways. It is a medium through which students can express identity, emotion, culture, and ideas, often transcending what they can articulate with words. My teaching philosophy is rooted in the belief that every child has the right to access music-making, and that it is our responsibility as educators to make that access meaningful, relevant, and equitable.

In today’s diverse and evolving classrooms, this means moving beyond traditional models of music education to include emergent, culturally responsive approaches such as Modern Band, mariachi, digital music production, and more. These methods expand the definition of what “counts” as music education, allowing students to engage with the sounds and styles they already know and love, while building skills that are transferable across genres, technologies, and cultures.

Modern Band engages students with popular music instrumentation and songwriting, helping them see themselves as creators from day one. Mariachi honors rich cultural traditions and fosters intergenerational connection, particularly within Latinx communities. Digital music production offers inclusive entry points for students of all abilities and backgrounds, providing tools for experimentation, composition, and production in ways that traditional ensembles may not.

I see the music classroom as a community space- a place where students’ voices matter, where they learn to listen to one another, take creative risks, and develop confidence. My pedagogy emphasizes student voice, choice, and agency, offering opportunities for learners to compose, improvise, collaborate, and reflect. Through these experiences, students develop not only musical skills but critical thinking, empathy, and self-awareness.

My approach is also deeply informed by social justice and equity. Public schools serve a beautifully diverse range of students, and music education must meet them where they are. This includes diversifying repertoire, decolonizing curriculum, and ensuring all students see themselves represented in the music, instruments, and pedagogical practices we use. Music education should be a tool for empowerment, not gatekeeping.

In every classroom I lead, my goal is to create a space where all students- regardless of background, ability, or prior experience- can engage with music as a living, breathing language. One that helps them understand themselves, connect with others, and find their place in the world.

Through innovative teaching, culturally relevant curriculum, and a commitment to inclusion, I aim to prepare students not just to be musically competent, but musically confident, culturally aware, and socially engaged- ready to contribute their voices to the world, both in and beyond the music room.