Teaching Philosophy

A teaching philosophy should evolve over time. Unless you are on auto-pilot and refuse to pay attention, you will feel compelled to question everything over the course of your career. This philosophy reflects what I believe when posting this updated version in the middle of October 2025. I reserve the right to amend these thoughts as time marches on.

As musicians and educators, we live in a fast-paced, noisy world, and students often carry its weight into their studies. My first responsibility is to provide a safe, supportive environment where they feel free to think, speak, and work in rough draft. By embracing the diversity of experiences they bring, we cultivate empathy, grace, and resilience—qualities essential to both musicianship and life.

Many students arrive eager to perform repertoire that outpaces their current abilities. My role is to guide that enthusiasm toward sustainable growth by grounding them in fundamentals of respiration, tone, articulation, pitch, and posture. These skills develop through imitation, metaphor, experimentation, and steady encouragement. Listening to world-class performers deepens their understanding of style and phrasing, while applying these tools in solo, chamber, and ensemble settings prepares them for their next professional step. My approach balances rigor with creativity, ensuring their work is both personally fulfilling and professionally marketable.

I believe we are remembered as much for how we show up as people as for what we teach. Technique and artistry matter deeply, but so does the atmosphere of care and respect in which they are learned. My goal is that students leave the University of Alabama not only as stronger musicians, but also with lasting memories of a positive and empowering experience. Ultimately, their voices will testify most powerfully to the value of their education. Together, we build a legacy of excellence, growth, and joy in music-making.