Teaching styles and philosophies are based on an individual’s expertise and their methodology for research and learning. We are all products of the environment that we derive from; the scope of our life plays a suggestive role in our approaches and educational philosophies. Each of us has a unique way of processing, retaining, and articulating information learned. The instructional conduit of delivery corresponding with one’s experiences defines their instructional style and way of discerning information. The methodologies of a particular field of study are just as important. There must be an expectation of what pedagogical practices to implement, as well as what qualifications must be achieved. Another important consideration is the quickly evolving paradigm of interdisciplinary and transcultural frameworks being applied in music studies. Thus, my philosophy is a culmination of my personal experience as an educator; the K-12 music education continuum, the academy, practitioner experience, music composition, arranging, as well as the ever-evolving wheel of research. All these components have contributed to my theoretical construct for teaching.  

I encourage scholars to pay attention to the detailed nuances of written and improvised music. The theoretical and historical contextualization through a transcultural lens is essential because these focuses tend to create well-versed practitioners, pedagogues, researchers, and arts advocates. It is equally important that educationalists inspire students to achieve the highest levels in their craft and artistry. We must be strategic in the way that we approach the methodologies in music instruction and educational practices – pedagogues should be well-versed within a particular subject matter and ought to “practice what they preach.” It is extremely important that educators can hold and maintaining an elevated level of musicianship and demonstrate various concepts through performance and composition while continuing a persistent pursuit in research and scholarly endeavors. Students should be encouraged to develop their own philosophies through research paired with practice and performance. There must be a standard of excellence that is evident and attainable, fostering both critical thinking and innovative ideas.                                                         

The accountability of scholars is important in maintain a high standard within a classroom and studio. Accountability promotes discipline and time management; both are invaluable skills in the professional world and garner successful outcomes. There should be an expectation that all scholars complete requirements, set goals, and demonstrate their knowledge through juries, recitals, ensemble performance, and written and oral discourse while pulling from historic and theoretical contexts. These expectations and standards provide the educator a way to assess student learning and progress. Furthermore, it provides the scholar a way to use the knowledge and skills being acquired. Together these elements produce a learning environment in which both the educator and scholar can flourish.