Background.
I was born in Sterling, Virginia, and had the opportunity to receive a fantastic education from the public schools in Loudoun County. I taught myself guitar through middle school out of my viola book (extra wacky considering it is in alto clef!) In middle school I had lessons with Mark Campayno and learned my favorite, Guns and Roses, Boston, and Pink Floyd songs. I attended Potomac Falls High School where I took guitar classes with William Hart Wells (see picture below right). I had the opportunity to be a part of one of the largest guitar programs in the state and participated in the intermediate, advanced, and artist level guitar ensembles. As a high schooler, I performed not only with the ensemble, but also with quartets, duos, and solo at a variety of venues. I took private lessons with John Signorelli and that's when guitar became less of a hobby and more of a career I wanted to pursue. I taught my own guitar lessons on the side starting in early high school. Eventually, I had a full studio of guitar students aging from early elementary to late high school. I enjoyed playing guitar, but there was something even more satisfying in teaching others. Music wasn't just about me anymore, but about sharing it and teaching others the enriching experience of creating music.
In college I continued to pursue my teaching career through the music education program at JMU. I received incredible private lessons from Keith Stevens, had in-depth education discussions with Dr. David Stringham, and learned about elementary school music with Dr. Gary Ritcher. Those are just a few are my influential professors I worked with at JMU, but there are many, many more. I attended many incredible guest lectures from incredible professors, performances from renown musicians, and master classes with great performers. I received a variety of teaching experiences above and beyond the typical k-12 education. I taught music in special education classes, pre-k classes, collegiant-level classes, and even senior citizens. I student taught at Shelburne Middle School with Charlie Nesmith and Mountain View Elementary with Kari Carpenter. I learned about relating to the student and creating a positive learning environment with my supervisor Scott Rikkers. I was so fortunate to learn from so many incredible people what it means to really teach music. After graduatation, I knew that there was nothing else I wanted to spend my time doing than be in a classroom with students. I believe it is the most important place for me to be. Regardless of age, race, money, area, it is about giving students the opportunity to enrich their lives and the lives of others through music. Below you can hear more about my philosophy of music education. |
Teaching Philosophy.
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Music is for all students, everywhere. Regardless of their age, race, income, gender; each and every student deserves the chance to experience, understand, and perform music because of the benefits and beauties listed below.
All students should have the opportunity to be educated in music because music offers great benefits to students’ lives and also offers learning experiences. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants Foundation. As a child grows up in school, having a music class can break down barriers with comfort levels. Learning music at a young age can also increase brain activity and improve coordination—making music education essential for learning and development.
Similarly, Zoltan Kodaly (1882-1967) says “…no other subject can serve the child’s welfare – physical and spiritual- as well as music.” There is no other learning like music because of the benefits that are evident in children. If we take away music classes from any student, we are robbing them of a subject that can benefit a student’s well-being. We must teach every sort of kid, not just one certain type of child, because each individual student needs the opportunity at the beginning of their learning experience for maximum growth in education.
I have been coaching swim lessons for several years and have had the opportunity to teach children who are less than a year old how to swim. Many people think that it is pointless to have students in a swim class that young because their bodies are too small to be able to support them in the water. But I am not expecting the young students to be able to swim lap after lap of butterfly stroke. I am simply getting them comfortable in the water, and when they are ready to move forward, I will move along with them; not pushing them in anyway.
This same theory applies to teaching students music. Some students will dive into playing etudes and scales, but other students will need to get their feet wet in the music to gain comfort ability first. We want to give students the resources they need to be able to move forward, not pushing them into something or away from the music. They deserve to have their own drive and passion inside of the music, instead of just playing because their teachers have that drive for them.
I will not ask the students to swim out to me in the middle of the pool, demanding them to attempt something that they simply are not capable of yet. But I also will not stand in the kiddy section with the kids all summer. As music educators we must meet the kids where they are at and move them forward with us, supporting and encouraging them during this precious time of learning and developing.
All students should have the opportunity to be educated in music because music offers great benefits to students’ lives and also offers learning experiences. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants Foundation. As a child grows up in school, having a music class can break down barriers with comfort levels. Learning music at a young age can also increase brain activity and improve coordination—making music education essential for learning and development.
Similarly, Zoltan Kodaly (1882-1967) says “…no other subject can serve the child’s welfare – physical and spiritual- as well as music.” There is no other learning like music because of the benefits that are evident in children. If we take away music classes from any student, we are robbing them of a subject that can benefit a student’s well-being. We must teach every sort of kid, not just one certain type of child, because each individual student needs the opportunity at the beginning of their learning experience for maximum growth in education.
I have been coaching swim lessons for several years and have had the opportunity to teach children who are less than a year old how to swim. Many people think that it is pointless to have students in a swim class that young because their bodies are too small to be able to support them in the water. But I am not expecting the young students to be able to swim lap after lap of butterfly stroke. I am simply getting them comfortable in the water, and when they are ready to move forward, I will move along with them; not pushing them in anyway.
This same theory applies to teaching students music. Some students will dive into playing etudes and scales, but other students will need to get their feet wet in the music to gain comfort ability first. We want to give students the resources they need to be able to move forward, not pushing them into something or away from the music. They deserve to have their own drive and passion inside of the music, instead of just playing because their teachers have that drive for them.
I will not ask the students to swim out to me in the middle of the pool, demanding them to attempt something that they simply are not capable of yet. But I also will not stand in the kiddy section with the kids all summer. As music educators we must meet the kids where they are at and move them forward with us, supporting and encouraging them during this precious time of learning and developing.