Teaching Philosophy

Throughout my student career I tried to absorb the fine arts as a whole, taking dozens of extra artistic courses purely to gain the knowledge they would bestow. Among these were jazz composition, jazz music theory, advanced counterpoint, Schenkerian analysis, visual arts, dance classes, literary arts 101-104, screenwriting, film history, poetry, and more. This, while being in one of the country's top violin performance-training departments, disciplined my allocation of time, owning of the morning, and punctuality.

 

Skills like: scheduling, communication, cooperation, calculation, outreach, calmness, focus, organization, attention to fine detail — are applicable to all areas of life — were honed in the fine arts. My teachers applied those in their mentorship of me. I stay grateful and inspired by their passions as educators. That same passion passed on to me, stronger than ever.

 

My primary life-passion is to guide today's artists to become the dynamic, far-reaching, culture-penetrating artists tomorrow needs, and being an example of this.

When asked in a PBS interview to "describe the best teacher in three words,” I answered, “still a student”. I stand by this one-hundred percent. My mentors led by example, and allowed students to see their learning processes in real time. I observed that they never stopped learning and remained humble enough to learn from anyone, anytime, anywhere.

From my mentors, I inherited an insatiable persistence to improve, learned their uncompromising integrity in the professional world, and adopted their passion for educating. This career model formed the motto of my own teaching philosophy —  “Teach by example.”