I believe that teaching should be student-centered. In my experience, I have found that every person learns differently, and discovering what works for each of them can be the most conducive to their success. While standards need to be upheld, guiding each student to meet those standards should be a personalized endeavor. I utilize different strategies depending on the context in which I’m teaching.
I believe in a balanced approach when leading an ensemble. I seek this balance through the structure of the rehearsal and selection of repertoire. Through fundamental group exercises at the beginning of every rehearsal, everyone is engaged equally, and skills are introduced and reinforced, select repertoire based on musical variety and technical difficulty. In a hypothetical series of four selections for a band concert, I choose one challenging piece that will push the group, two pieces of appropriate medium-level challenge, and one lighter piece. Connecting the fundamental skills from the beginning of rehearsal to the repertoire itself is a constant goal of mine, encouraging each musician to become more independent in their preparation and execution. I enjoy selecting repertoire from a diverse array of composers, including historically underrepresented groups. I value the connection to the literature this creates for the students in the ensemble, as well as exposing the music education majors to these composers for their own pedagogical purposes. This assortment of music works to engage everyone in the room both in regards to their ability level, and personal tastes, while crafting a performance that the audience will appreciate.
When teaching one-on-one, I asses the student’s ability before determining how to proceed towards their goals. Students of varying majors are going to have different professional goals and desires. Using fundamental exercises, etudes, and solo repertoire, I tailor each person’s individual curriculum to keep them moving on their own path, while holding them accountable to the expectations of both the institution and the professional market. For example, when teaching a trumpet lesson to a music education major, I not only wish to guide them towards success on the trumpet, but to further their pedagogical understanding of the instrument, and how to connect it to the work they do in a band context with public school students.
Ultimately, I believe that students require encouragement, support, and the knowledge of how to reach their goals. I work to help each student achieve their own individual success so that when they graduate and enter the workforce they are prepared to function as independent adults who positively contribute to their field.