The Four Pillars of Music Education

Innovative Leader

During my undergrad, I was fortunate enough to have served in several leadership opportunities in campus organizations, both curricular and extra-curricular. I have been lead alto of the Crane Jazz Ensemble, a position which is expected to organize sectionals and, in the ensemble setting, to be the model for tone, articulation, and dynamics across the saxophone section. In Phi Mu Alpha, I have served as treasurer, a core member of the executive board, music director, for which I organized and led music rehearsals, and province council chairman, for which I run meetings and organize larger events for the chapters in upstate New York. 

As a teacher, I wish to expand the scope of music education at my employing institution. I am a strong proponent of jazz bands at the middle school and high school level, which give students the opportunity to play in non-classical styles in a largely classically-oriented music education system. Also at that level should be the strong presence of chamber music. In my time at Crane, no experience taught me more than my saxophone quartet, through which I gained part independence (playing a completely different part from all other members of the ensemble) and peer leadership and communication skills, which were encouraged by our weekly rehearsals absent of a director. Extracurricular groups which allow students to explore and experience diverse sounds and techniques can encourage students who may otherwise have dropped out of music education to remain enrolled. This also includes musical theater programs, which bridge the gap between different areas of performing and visual art, connecting portions of the student body who may otherwise not be connected.

I support extensive outreach not only to present students, but to future and former ones as well. I comes from a high school whose music faculty encourages alumni involvement through periodic alumni-inclusive performances at the school. This gives a musical outlet to alumni who may no longer have one. If programs like this do not exist at any institution I serve, I will venture to play a part in creating them. Along with alumni outreach, outreach to younger students who may be much earlier on in their musical careers would not be neglected either. Involving younger students in experiences with older students gives them people to look up to in their musical journeys and encourages them to continue with their musical studies.