Teaching Philosophy
Inclusion
Before articulating any other element of my teaching philosophy, I feel that it is necessary to reiterate my commitment to diversity, inclusion, and equity, regardless of race, color, gender, religion, sexual orientation, national origin, disability, genetic information, age, pregnancy or parenting status, and veteran or retirement status, or any other factor (whether protected or not) that might differentiate individuals or groups from one another. The mission and vision of higher education arises out of the vast project of building and supporting the needs of the community, state and nation, and in my world those needs are best met through providing opportunities for all members of the community to excel and prosper, without anyone being left behind. Quality and equity in education are key to those outcomes.
Four Key Points
I have endeavored to build my teaching career from the application of four key points, on which I will elaborate successively. Those four key points are:
Demand excellence,
Expect professionalism,
Engage multidimensionally, and
Have fun.
Subsequent to that I will comment on my view of teachable moments.
Demand Excellence
The efficacy of the arts is measured by demonstrations of their excellence. While there are many metrics for identifying excellence, the minimal requirements are clarity, precision, and ease of execution leading to a magical occurrence. Something out of the ordinary has to take place in a composition, in a musical performance. These moments of magical occurrences result from vision, discipline and long persistence.
So, the operational method is to set clear, high standards in the rehearsal room, performance studio, or composition lesson, and consistently strive to meet those standards through sound technique, attentive focus, and passionate effort.
Expect Professionalism
The fundamental principle of professionalism is respect. Respect begins with our attitudes toward each other, toward leadership and the on-going interactions of teaching and learning, for the music that we study and perform, and ultimately for the audiences who so graciously receive our artistic offerings.
On a day-to-day level, includes diligent preparation for rehearsals and private instruction sessions, enthusiasm for constructive critique, and mental focus that promotes efficient use of time in any work setting.
Engage Multidimensionally
What makes music so incredibly fulfilling and motivating is that it is a multidimensional experience, both for performer and listener. For example, in vocal music, there is the structure of the music (i.e., musical elements such as melody, harmony, rhythm, etc.), the text or lyrics, the singer’s vocal production, the dynamic interplay within ensembles (or even just between vocalist and accompanist), visual presentation, and, of course, the emotional affect arising from interpretation. Ideally, these aspects are poised in delicate balance and mutually reinforce each other.
The practice of teaching performance, ensemble, or composition, is that of bringing all of these elements together in a synergistic mix. Sometimes it is through isolation, such as rehearsing a single vocal part, or momentarily focusing on a specific compositional technique. More frequently, it is the combining of these elements in various ways, creatively building a firm understanding of musical structure and reliance on responsive ensemble interaction, that ultimately results in those magical moments that bring us as composers and performers, and our audiences, back for more.
Have Fun
At the end of the day our experiences as musicians must be enjoyable. If they are not so for us, how can they be enjoyable for our audiences? Creativity is spontaneous and liberating, but it needs a safe environment to thrive. This safe environment results in part from exercising professionalism, in part from the earnest pursuit of excellence, but it also is a thing unto itself. We need to laugh and enjoy the group dynamic. We need to feel that we have the agency to make big, loud mistakes, while ensuring through our preparation that instead of mistakes, we are empowered to proclaim moments of truth and beauty.
We are irresistibly drawn to music through our love, and audiences similarly are drawn to our performances through their love. Having fun - disciplined, focused fun - builds and nurtures that mutual love. It greases the rails of artistic excellence.
Teachable Moments
Every moment of rehearsal, performance, or individual instruction is a teachable moment. The role of the teacher in the studio or the director in the rehearsal room or concert hall, is to seize upon each moment and make it vivid and memorable. Effective teaching and ensemble directing are fortuitous accidents perpetually waiting to happen.
We can harvest those poignant moments through preparation and unflagging dedication. Music changes lives, it alters the course of history. It deserves no less than the best of our vision, commitment and passion.
Scope
I believe that these principles apply in equal measure to music majors and non-majors, students from diverse identities, backgrounds, and experiences, theory and composition instruction as well as performance studies, and liberal arts institutions and high-powered music conservatories alike.
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