Teaching Philosophy
About Me
My experience as an educator stems from both a professional and academic background. As a lifelong music lover, it has been a joy to pursue music as a career path. As a performer, the feeling of playing music in a collaborative setting is absolutely indescribable, especially when a group works together to create a common sound. I hope to bring this sense of community and collaboration into the classroom.
As a professional saxophonist, woodwind player and pianist, I have performed extensively throughout North America with a variety of groups ranging from small jazz ensembles to big bands, choral groups and orchestras. My musical growth is further inspired by composition, a daily practice that I take great joy from. I have recorded with a wide variety of artists, and I have authoured two albums as a leader. As a graduate of the Humber College Music department (B.Mus), William Paterson University (M.M. - Jazz Studies) and the Eastman School of Music (D.M.A. - Jazz Studies and Contemporary Media), I have had the honour of being mentored by many esteemed performers, composers, bandleaders and educators throughout the United States and Canada. My teaching experience as a Doctoral student at Eastman was particularly significant, as it allowed me my first teaching experience in a university setting. As a student, I was fortunate enough to teach my own sections of undergraduate courses in Functional Jazz Piano, Jazz Saxophone Styles and Analysis, and Jazz Performance Workshop.
Upon finishing my coursework at Eastman, I was hired full-time as Director of Jazz Studies at Columbus State University (Schwob School of Music) in Columbus, GA, from 2006-2009. As an instructor at the Schwob School, I taught courses in Music Theory, Ear Training, Jazz Improvisation, Jazz Combo, Jazz History, and I administrated the CSU Jazz Band. As the sole administrator of this program, I planned curriculum, courses, concerts, festivals, and organized guest artists.
In 2009, I was hired as the Director of Theory and Harmony at Humber College (Bachelor of Music degree). I currently oversee the 1st- and 2nd-year courses in Theory and Improvisation, where I supervise curriculum and interface with faculty. I also teach ensemble classes, private lessons, and the Music Pedagogy 4th-year elective course.
My Philosophy in Practice
Educational theorist Sir Ken Robinson defines creativity as "original ideas that have value" (from his 2006 TED lecture). I would argue that creativity can be additionally defined as original ideas that have motion. The primary goal of any teacher should be to encourage the student's creativity by combining theory and "hands-on" work in a relevant setting. This is especially true in the arts, as the general output should be original, creative work. My teaching philosophy is based on the following principles:
I strive to address these concepts by committing to the following actions in my classes:
I hope that my efforts in the classroom help to create a positive learning environment for all concerned, and will encourage a new generation of lifelong musicians, teachers, and learners.
My experience as an educator stems from both a professional and academic background. As a lifelong music lover, it has been a joy to pursue music as a career path. As a performer, the feeling of playing music in a collaborative setting is absolutely indescribable, especially when a group works together to create a common sound. I hope to bring this sense of community and collaboration into the classroom.
As a professional saxophonist, woodwind player and pianist, I have performed extensively throughout North America with a variety of groups ranging from small jazz ensembles to big bands, choral groups and orchestras. My musical growth is further inspired by composition, a daily practice that I take great joy from. I have recorded with a wide variety of artists, and I have authoured two albums as a leader. As a graduate of the Humber College Music department (B.Mus), William Paterson University (M.M. - Jazz Studies) and the Eastman School of Music (D.M.A. - Jazz Studies and Contemporary Media), I have had the honour of being mentored by many esteemed performers, composers, bandleaders and educators throughout the United States and Canada. My teaching experience as a Doctoral student at Eastman was particularly significant, as it allowed me my first teaching experience in a university setting. As a student, I was fortunate enough to teach my own sections of undergraduate courses in Functional Jazz Piano, Jazz Saxophone Styles and Analysis, and Jazz Performance Workshop.
Upon finishing my coursework at Eastman, I was hired full-time as Director of Jazz Studies at Columbus State University (Schwob School of Music) in Columbus, GA, from 2006-2009. As an instructor at the Schwob School, I taught courses in Music Theory, Ear Training, Jazz Improvisation, Jazz Combo, Jazz History, and I administrated the CSU Jazz Band. As the sole administrator of this program, I planned curriculum, courses, concerts, festivals, and organized guest artists.
In 2009, I was hired as the Director of Theory and Harmony at Humber College (Bachelor of Music degree). I currently oversee the 1st- and 2nd-year courses in Theory and Improvisation, where I supervise curriculum and interface with faculty. I also teach ensemble classes, private lessons, and the Music Pedagogy 4th-year elective course.
My Philosophy in Practice
Educational theorist Sir Ken Robinson defines creativity as "original ideas that have value" (from his 2006 TED lecture). I would argue that creativity can be additionally defined as original ideas that have motion. The primary goal of any teacher should be to encourage the student's creativity by combining theory and "hands-on" work in a relevant setting. This is especially true in the arts, as the general output should be original, creative work. My teaching philosophy is based on the following principles:
- Encouraging mutual human respect in the classroom.
- Holding students to a high standard while being receptive to their individual needs as musicians and human beings.
- Balancing theory and practice in a dynamic, creative manner.
- Encourage collaboration in the classroom to create a more inclusive and interactive environment.
I strive to address these concepts by committing to the following actions in my classes:
- Encouraging punctuality and respectful language in the classroom
- Using a combination of lecture-style delivery and Socratic dialogue to encourage critical thinking
- Using a combination of "rote" and creative assignments to assess student work
- Treating the classroom as a "band", encouraging active participation from each student
- Using technology in the classroom to allow the entire class to participate in creative activities in an immersive, dynamic way
I hope that my efforts in the classroom help to create a positive learning environment for all concerned, and will encourage a new generation of lifelong musicians, teachers, and learners.
Reflections on Student and Peer Feedback
I greatly appreciate the feedback I receive from my students every year. The most common feedback from students is that I am passionate and well-prepared for class. I'm very glad to hear this, and I hope my passion for music is contagious!
The greatest compliment I've received as a teacher was from a colleague observing my Theory class (a rare treat!) in 2012. At the end of the class, he told me that I had created a safe classroom environment, where all students could feel comfortable participating without fear of being belittled. This is exactly the atmosphere that I wish to foster and develop.
The greatest compliment I've received as a teacher was from a colleague observing my Theory class (a rare treat!) in 2012. At the end of the class, he told me that I had created a safe classroom environment, where all students could feel comfortable participating without fear of being belittled. This is exactly the atmosphere that I wish to foster and develop.
