As a teacher, I prioritize the process of curiosity, observation, and discovery. My goal is to develop and guide analytical problem-solvers with growing musical imaginations – students who ask questions, think critically, and develop the confidence to navigate their own learning journeys. 

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Developing strong inner musicality is equally as important to me as technical skill on the instrument. Even at the most beginner level, I teach students how to observe and make meaning from musical notation. I also believe that being taught how to talk about music using standard terminology in conjunction with language that is personally meaningful is equally as empowering as being able to play proficiently. 

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I work alongside my students in building and maintaining helpful, productive, and healthy habits. High attention to detail becomes a constant practice, achieved through mindful practice of scales, exercises, and frequent-sight reading. My feedback process is centered around questions that prompt students to self-evaluate and experiment with their own solutions to musical and technical obstacles. I am always searching for ways to relate new concepts to familiar experiences, so I love to integrate contemporary works and composers with the “tried and true” repertoire.

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Almost a decade of experience as a performer and educator in the marching arts has uniquely shaped the way that I teach across all disciplines. My active, energetic teaching style fosters highly-engaged learners and confident performers. Informed experimentation and utilizing all angles are major principles that I rely on in the development of great performers. On the most basic level, I am reminded of the pure fun and playfulness of learning and growing — a feeling that I want for my students long after they have left my “classroom.”