Teaching Philosophy

I also am an advocate for the impact that music learning has in other areas of my students’ academic and personal lives. Studies have proven that the study of music develops a student’s critical thinking and cognitive thinking skills. Learning a piece of music requires study (deciphering musical cues and listening to recordings), and both repetition and detailed practice (isolating problems in order to fix them). This is the development of a student’s working memory. Furthermore, music students often compare and contrast performances or listen critically to their own performance. In doing this, students are developing their critical thinking. There are countless connections between music and the study of literature, mathematics, science, and language. The very production of sound through an instrument is directly related to sound waves (physics). The study of music teaches students to consider the emphasis, direction, and proper performance of a phrase of music (language/literature). Not to mention the use of foreign terms which are used in music to cue the musician on how to play a piece (language). Finally, in learning musical code, what all the notation means and how to express it in their own compositions, students learn to think outside the box in order to solve problems (math). I support the intercorrelation between music and other academic subjects because I believe in the ability of music to broaden and open the mind to new explanations, understanding, and comprehension. Yet one of the most important side effects to the study of music, in my opinion, is the effect it has on an individual as a person. The study of music builds self-esteem. I experience no greater joy than seeing the excitement on a student’s face when they realize that they have improved or when they conquer a skill they originally perceived insurmountable. I have the satisfaction of observing and recognizing a student’s constant progression.

My goal is for my students to learn all the necessary skills to become fully capable and aware musicians. They will become active listeners, participants, and contributors to my studio. I believe in a success-oriented program in which there is constant progression and growth in the student’s musical abilities that will ignite and sustain the student’s desire to learn. In a success-oriented program, the students receive regular feedback, serving as a catalyst to their growth as a musician, and praise when they make improvement. For me, part of this means making sure that every experience is available to my students. While I have a curriculum that lays the foundations of good musicianship through the playing of quality literature, if a student has an interest in a particular piece or genre of music, I want to encourage their interest. While the Mozart Concerto is an extremely vital piece for flutists, students will be encouraged to follow their interests in music, for example the study of jazz, beatboxing and other extended techniques, and popular music like “Fight Song”, as these personal interests fuel the student’s desire to learn and often directly impacts their growth as a musician for the better. I want to cultivate their passion. I cannot expect them to be interested in what I deem important if I am not invested in them. Amazing things are possible when both the teacher and student approach the learning experience with an open mind.

Aside from nurturing my students as individual musicians, I also strive to demonstrate the importance of being in an ensemble such as small chamber groups (duet, trio, quartet), flute ensemble, and the large ensembles they participate in at school (i.e. band); the idea of contributing to a bigger picture, as a team and family, is essential in the success in bringing music to life. As a studio, my students will push each other to improve and provide a support system through which the improvement will be possible. Students will get to know each other through studio events (such as studio nights, where the students have the opportunity to play for each other, listen to each other, and provide constructive feedback) and recitals. It is important to me that my students learn to take responsibility for themselves, their work and actions, as well as take responsibility for their contributions to a group. An ensemble can only be as strong as each individual is on their own. I realize that I set lofty standards, but it is only because I know that if presented with such standards and the proper tools and support to achieve them, every student will prosper.

My passion for teaching music is not solely about creating musicians; as their teacher I strive to make them more intelligent, compassionate, and humane citizens of society. Through music I learned life skills such as time management, good work ethic, and professionalism. I respect my coworkers and their time. Through my rehearsal, practice, and performance expectations, my students learn how to self-reflect by assessing themselves with constructive criticism, and act professionally by preparing for lessons, listening, and following rehearsal and concert etiquette. I hope to make leaders, not just in music, to send forth into the world. I hope my students learn the positive effect of giving back to the community through their music and service. I hope that the skills and ideas learned in my studio will be used outside of my studio in their everyday lives.