Teaching Philosophy

While working in remote Alaska communities, I taught music and songwriting to students ranging from toddlers to high school seniors. These courses were part of accredited educational programs and included rhythm, songwriting, performance, and collaborative music-making. The program also extended beyond the classroom through community performances and events that brought families and neighbors together through music. Knowing there is a performance ahead often creates excitement and focus for students, encouraging rehearsal, teamwork, and a shared sense of purpose.

I believe music should be felt before it is studied.

When students experience the beauty, energy, and connection of making music themselves, curiosity about how it works naturally follows.

My approach begins with the ear and the act of making sound. In the history of music, someone first created a sound, someone wrote it down so it could be remembered, and someone later learned to read it in order to recreate it.

I believe students should experience that same process… making music first, then discovering the patterns and structure behind it.

My earliest experience teaching music began in a Montessori school, where I was introduced to child-centered learning and creative exploration. Over the following sixteen years, while running my own music school, I developed programs that supported musical growth from early childhood through young adulthood.

As a lifelong professional musician and songwriter, including my work as a lullaby writer my teaching approach grows directly from real musical experience. I design programs that help students begin making music right away, building confidence and curiosity from the very first lessons.

Many students who came to my school had taken lessons elsewhere for years without learning to play a full song. In our program, students were often able to play a song within their first week. That early success created excitement and motivation, which led to an unusually high retention rate. Many students continued studying with us for years.

Each program can be adapted to meet the needs of the school or community. Sessions may range from two-week intensives to five-week residencies, as well as summer camps, holiday programs, and community performances that celebrate students’ work and bring people together through music.